Social Contract - www.thecontainerstore.com

Describe the social responsibilities that the business (The Container Store) has as an organization. Include information on how these social responsibilities are addressed by technology and relate to individuals in the organization. Identify the ethical issues for the organization and individuals along with the effect that current or emerging technology has on these issues. Describe how the human resources function uses or might use technology in supporting the organization and individuals in meeting social and ethical responsibilities. Include policies that exist or might exist for this support. Give specific examples in areas such as the following:

?Ownership of intellectual output, privacy of personal information and internal organizational communications, accuracy and quality of information, access to information, flow and content of information, and obligations of organizations created by the use of information

Social Contract

Describe the social responsibilities that the business has as an organization. Include information on how these social responsibilities are addressed by technology and relate to individuals in the organization. Identify the ethical issues for the organization and individuals along with the effect that current or emerging technology has on these issues. Describe how the human resources function uses or might use technology in supporting the organization and individuals in meeting social and ethical responsibilities. Include policies that exist or might exist for this support. Give specific examples in areas such as the following:


Ownership of intellectual output, privacy of personal information and internal organizational communications, accuracy and quality of information, access to information, flow and content of information, and obligations of organizations created by the use of information

I want an essay about Rousseau''s
Examine some of the implications of Rousseau''s concept of the General Will in The social Contract. Are they any terms of this contract that you find objectionble? Explain why.
Also give examples.

This is the assignment in my professors words:

Thomas Hobbes, Locke, and Rousseau have been classified as social contract theorists. Write a five-page double spaced paper that begins by answering the following questions, for each of the theorists listed above: What is the difference between humans who are covered by the contract and those that are not? What moves humans to agree to the contract? What provision is made for enforcing the contract? When is rebellion sanctioned under the contract? If there is no provision that answers one or more of these questions, simply say so. To set up the second part of the assignment, make judgments about fairness of each contract (there are three contracts) That is, are all the people in a society covered? Are there special rules for "special people? And in general, is there any unfairness in the contract?

In John Rawl's "theory of justice" we find an elegant attempt to eliminate the biases of anyone who would formulate principles of justice. This attempt is now known as "the veil of ignorance." Hidden behind the veil are facts that might influenceone in formulating fair principles fo justice. For example, one cannot know ones color, sex, religion, age, gender, physical condition, position in society, or any other facts about oneself that mnight constitute the bias in formulation principles of justice. If you dont know key facts about what you are, you cant afford to slight any group in your formulation (on the ground that you might be in the group that is slighted). The veil,m according to Rawl's, hides one peice of information that may seem odd: ones own conception of good and bad.

First, what is you best guess, as to Rawl's reason for placing ones conception of good and bad behind the veil? As far as i can tell, he does not give a reason for this. The fact that Rawls is bright and probably has a reason, suggests that your guess ought to be, at least, plausible.

Second, can you provide an argument that shows the placing ones view of good and bad behind the veil makes the goal of finding fair principles of justice impossible to attain? This question may b e much more of a challenge that you imagine. I would think it through before commiting yourself to an answer.

These are the books used in out Humannities class:
Locke, Two treatises of government (Hackett)
Rousseau, Meditations (Hackett)

Write a 1,400- to 1,750-word paper in which you analyze the social contract theory of John Locke and how the values identified are consistent with the criminal justice system and private security settings. Do these values and principles apply to both venues?
?Summarize the major differences of the social contract theories.
?What are the key principles associated with Locke?s social contract theory?
?How are these principle inculcated in the U.S. Bill of Rights?
?How do the principles play out in the criminal justice system and security settings?
?Describe freedom in relationship to personal rights and ethical standards and obligations.

Format your paper consistent with APA guidelines.

Hello, I'd like a bid on what a 10 page paper would cost utilizing this outline, and research questions (not all of them, of course, but at least a half to a majority of them)...and the annotated bibliography is also attached. I can actually fax the papers themselves or email them I guess...but I can't send the books. Or, the writers can access their own sources and I will supplement with my research of those sources. I'd like to get this done tonight. Thanks, Oliver at 415-244-1856. P.s. I'm a member of your service.


A CONTRAST IN SOCIAL CONTRACTS:
MEDIA ARTICULATION OF THE RITES OF
HETEROSEXUAL VERSUS HOMOSEXUAL MARRIAGE RIGHTS

All adult bonding unions, marriages and consecrations; as well as divorces should be publically regarded within the same parameters of respect, hopefulness and, if dissolved, regret ? and without prejudicial notice of the configuration of the genders of the partners.
It is therefore systemically unfair that the mainstream media ? religious, political, entertainment, and educational -- extol the values of marriage and all its activities differently, dependent upon whether the consenting adult role models share sexual category or not.


Outline Statement: A CONTRAST IN SOCIAL CONTRACTS: MEDIA ARTICULATION OF THE RITES OF HETEROSEXUAL VERSUS HOMOSEXUAL MARRIAGE RIGHTS
A. Current Empirical Facts: (2 pgs.)
a. State Constitutions and The States of marriage:
1. The Vermont Model
2. The Massachusetts model
3. The California Model
4. Major Laws Pending: In and Out of Court
5. One or Two, International equivalents

b. Federal Laws and Founding Documents: (1 pgs.)
1. Declaration of Independence
2. Federal Constitution
3. DOMA
4. After DADT, as it applies to a spousal dependent

B. Major Representatives of the Public Page, Broadcast and Internet (2 pgs.)
C. Media Methodology: (4 pgs.)
a. Common methods of portrayal of Heterosexual Marriage
b. Contrasted methods of portrayal of Homosexual Marriage
c. Civil Unions.
d. The Learning Curve: Educational Institutions

D. Major Organizations, Pro vs. Con: (4 pgs.)
a. Subjectively Review:
1. Psychological and Medical
2. Religious
b. Objectively Review:
1. Legal
2. Economic

E. Summation: Conflicts and Solutions: (2 pgs.)
a. Alternatives
b. Consequences




Annotated Bibliography
Campbell, D. E., & Monson, J. (2008). The religion card. Public Opinion Quarterly, 72(3), 399-419.
The authors Campbell and Monson (2008) depict, sometimes by state, a contradictory array of public responses to ballot initiatives and/or a candidate interpretation. They correlate non-related world view identity issues with a voter?s political awareness of basic gay marriage issues. A racial cross-over is given as an example of these attitudes becoming a candidate-defining factor. Factors are discussed as linked to the success or failure of hypothetical and actual candidates -- as well as to the pre-election-indicators of the composition of their constituency bases. It becomes therefore important to understand the applicability of presumed religious bias vs. presumed secular outlook upon the mobilization or demobilization of political participants. Apparently, one might surmise, it is important not only to emphasize the American tradition of separation of church and state, but also to identify the hailing of the values of one or the other; or both.
Chauncey, G. (2005). Why Marriage? : The history shaping today's debate over gay equality. New York: Basic Books.
Following the 2004 American presidential election, a series of local ballot initiatives, hills of public advertising, and heaps of television, and radio, and Internet traffic emerged as the naysayers of political or organizational affiliation with the human equivalent of gay marriage i.e. gay people. Public sentiment in large portions of the country, taking corporeal form, divided into winning legions efficiently changing State Constitutions; while the losing legions -- seeking sympathetic alliances with human rights organizations ? managed to change the image of gay people ? from feverishly seeking sex, to fervently committed to love. Parenting by same-gender couples increased very dramatically, as did the controversy and isolated prohibitions against it ? in spite of glowing and growing reports of its benefits, especially to children in need. Aligning gay marriage with abortion, child abuse and the end of civilization ? strange bed fellows indeed ? the religious right reigned supreme as the bully pulpit. A reasonable question evolves from this volume, as to the depth of this segregation and to what extent it betokens further violence and victimization vs. respect and cooperation. ?The Present as History? (Chauncey, Contents page, 2004) has been quoted on both sides as undoubtedly this could supersede even the struggles for choice under the doctrine of ?Separate, But Equal? ? since the losers could be adjudicated unequal and legally separate.
Crowley, S. (2007). Tolerance and the christian right. Communication & Critical/Cultural Studies, 4(1), 102-105. doi:10.1080/14791420601138427
Inerrancy, as a social norm, knows no boundaries. Neither logic, love, nor the laws of the land may limit its vision, so concludes Crowley (2007) in this terse testament of the values and taboos common to certain sections of the American religious right. Additional links are given to relevant websites that should be explored in terms of their portrayal of gay marriage and non-gay intimacy, within the constellation of legal and ethical co-habitation. By studying these sites and the unseen operators, a logical assessment of how it is possible for mutually seeking, sexually mature, and pair bonded sexually active persons who are living together under their roof of any sexual orientation(s) and genital configuration(s) to be socially accepted within the context of this branding by conservative Christianity. A small sampling of radio responses could initiate a larger survey.
Films Media Group. (2003). Homosexuality: A religious perspective. Films On Demand. Retrieved from Flash, http://digital.films.com/PortalPlaylists.aspx?aid=12280&xtid=33675. (Accessed March 04, 2011) by permission.
By viewing a series of short films or DVD?s, I was able to see and to hear the testimony of over one-hundred and fifty individuals commenting on their general opinion or their official opinion of homosexuality and/or gay marriage. The series was made by visiting an equal number of sites in England and abroad. The makers have made every effort to include all faiths, genders, racial and national groups, ages, and sexual orientations. Care has been taken when possible, to ?knit? together testimony that ?tags? or connects to the other. The name and affiliation is often imposed as are footnotes. Actual locations of historical sites relevant to the discussion are used to setup some scenes prior to dialogue about a targeted time or subject area. In all ways this is a neutral and professional audio video document which requires no script or action line, other than the introductions to parts, and the brief final presentations that accurately summarize the speaker?s points of view. Its usefulness lies primarily in the emotional context of official dogma or passionate personal opinions, and the occasional conflict between that same dogmatic position and a personal conversion.

Liebler, C. M., Schwartz, J., & Harper, T. (2009). Queer tales of morality: The press, same-sex marriage, and hegemonic framing. Journal of Communication, 59(4), 653-675. doi:10.1111/j.1460-2466.2009.01451.x
Framing, as an interpersonal theory, is a technique of forming consensus utilized by journalists and social communitarians with a pragmatic tool. This technique will be described and utilized to examine the journalist?s own manner of preparing for mass communication and for establishing the balance(s) for which this trade is known. Liebler (2009) questions whether the daily papers and wire services are ? contrary to the examination put upon other minority-marriage news belonging in the venue of power and cultural context ? sufficiently likely to challenge hegemonic hetero-normative definitions of marriage. Specifically, I will deploy the relevant framing which references the dryads of comparison between civil rights, moral choices and political expediency. I will examine the larger question as to whether the apparent impact is neutral and has existed so for centuries, without posing any diminishing effect upon the dominate hegemony, which has been designed, after all, as a means of enforcing property rights.
Lipton, M. (2006, October). Commentary: Queer comes the bride. Canadian Journal of Communication. pp. 937-945.
This witty journal paper is concerned with several genre films. The author proceeds with a scholarly examination of the coherence of the contractual differences, inherent between heterogeneous marriage and marriages between human beings who do not or cannot fulfill the macroscopic standards very well, but who can fulfill or exceed the microcosmic extensions exceedingly well ? at least on film. Initially the paper appeals to the lust of our young country. The poetic tensions of a young girl for a similar lady titillates without the effort of either. In another, there is the telling of the civil wedding of a rather young (consenting adult) male with another. The tabloid film introduces the exchanges of pasties, labyrises, cock rings and leather. This lubricates the imagination and reminds us of the inexorable free will celebration of choice. Unfortunately this also postulates a non-ancillary playground of guilt in which all must suffer. Thereafter the pangs of two mature want-to-be married women who commit snow angels on the church lawn of one of their fathers ? who is also the reverend minister there -- is a lament for the inevitable rejection by the Grace United Methodist Church. The conclusion concerns a different young man whose wedding attire conceals all that is legal, and reveals all that is lethal to the desire incarnate that could lead to the burning of faggots at the stake. It?s a fashion ?stake-ment.? While obviously assimilation will bring on many changes, it is likely to be an exotic parade. There are those who seek marriage to emulate a nuclear family; and those who seek to unify and to explode blissfully, but differently.
Moats, D. (2004). Civil wars: A battle for gay marriage. Orlando: Harcourt Press, Inc.
A personal war, with seemingly the aid or the opposition of every person in Vermont, USA, is cataloged on these pages by the Pulitzer Prize champion. According to the political opponents that day, the day and the vote for civil unions passed ? because so many of the nays became yeahs! According to the public opponents, the speech given that day was the greatest heard in the State house for decades ? giving Vermonters, a pause to ponder and to reflect upon their love for their daughters and sons. This loving account details the struggle of two women in love, no matter who liked it, and who taught all who would listen how to respect their desires for public inclusion. Our obvious quest is to contrast marriage, by name, with de facto civil unions. Is this the big picture for any and all couples who care not about religious solemnities?
Moscowitz, L. M. (2010). Gay marriage in television news: Voice and visual representation in the same-sex marriage debate. Journal of Broadcasting & Electronic Media, 54(1), 24-39. doi:10.1080/08838150903550360
During the 90?s, during the Military vs. Clinton era of debate about ?Don?t Ask, Don?t Tell,? a public stage was set up on the Mall and all comers could apply to be cable televised during the daylight hours that hot Washington weekend. Radical and more than radical GLBT and supportive groups used the rotating microphones as much as possible to discuss Civil Rights, AIDS, re-assigned gender, cross dressing, public sex, and, occasionally, the freedom to serve the country in various ways. The panorama was weakly met in the polls, perhaps, because so many viewers left this TV caf? as quickly as possible. But, from the GLBT community as in the past, it was the radicals who came forward in colorful numbers to protest injustices. During the 2000?s, during the re-invention by the gay community of the postcard to itself, and by the re-visitation and re-discovery of GLBT Community Centers, mini-malls, gymnasiums, etc. -- the media reconfigured a visual miasma of the gay style of life. Today?s same-gender, safe-culture woman and man scape is analyzed, cataloged and coded differently by the in and out press, and documented in this journal essay. The resonant issues today are very different. I will discuss what appears to have been a conscious effort on the part of television journalists to decide how to show the product.
Phy-Olsen, A. (2006). Same-sex marriage. Westport, Conn: Greenwood Press.
Regarding gay marriage, the author patiently moves from religion to religion and nation by nation, to compare social conditions that are favorable vs. those that are hostile to the principles. Thus a global perspective is developed with an emphasis on public policy. Using this international cosmology of what has been implemented and whether any circumstances have proved prohibitive ? the author concludes with a lengthy discourse of possible means to inform and to educate the segment of the population leaning to learn. Furthermore, to assist those resistant, a case is made as to the ?Precarious State of Matrimony,? (Phy-Olsen, p.131, 2006) if the current heterogeneous practices remain extant. A contrasting discourse on the use of the entertainment industry, which has helped and healed the nation during periods of change (slavery, civil rights, prohibition, depression, war and women?s rights) is offered. Because the author offers such a broad viewpoint and suggests a contemporaneous social media to refocus the public view, the research will consider the efficacy of this approach.
Pinello, D. R. (2006). America's struggle for same-sex marriage. Cambridge: Cambridge University Press.
Written as a chronicle and full of emotion, the author holds forth his hope and joy for this movement for all to consider, regardless of the outcomes. Although initiated into the fray during the Massachusetts decision, the writer became so involved that duty mandated following the progress across the nation all the way to, and up to the time of the irrevocable marriages of 2008 in California. The author has committed to remain a movement documentarian -- connecting, in the process, directly with the formative leaders of nations and national institutions. As a serving professor of John Jay College of Criminal Justice of the City University of New York, the researcher has gone forth to impartially interview thousands of people whose involvement is substantive, and to record their contributions. The index within the volume is comprehensive, brief and interactive with the on-line resource. The website at www.danpinello.com has been an invaluable source of professional and balanced coverage during the research for this treatise. I will wish to continue to make good use of it in this paper to update my sources and information.
Pories, K., & Leavitt, D. (2004). The m word: Writers on same-sex marriage. Chapel Hill, N.C: Algonquin Books of Chapel Hill.
What use are the public sentiments, common sense statements and emotions that have been either spoken or penned by professional writers in current same gender relationships? Although what they say and express in daily living about their choice has hitherto fore largely been ignored in the ?media,? some community sharing has occurred. Some open their pages to discuss ?homo-domesticus.? Others are somewhat bitter by exclusion from membership in what some call ?the couple?s club.? All are at risk of exclusion from the body of laws that protect those legally united with a certificate from ?I do? to post-mortem; and, which provides thousands of social and economic benefits to almost everyone else. Therefore we may employ some parts of this volume to question to what extent members on either side of the issues are harmed and ? specifically ? to what extent are American civil rights diminished and/or human rights increased by the legal prohibition of same-sex unions.
Roleff, T. L., & Williams, M. E. (1997). Marriage and divorce. San Diego, CA: Greenhaven Press.
I will use only the relevant last chapter of this remarkable book. Our part is a contrasting collection of the pronouncements regarding same-sex marriage of publicly identified individuals who are well known in America society and who represent moderate to very large constituencies. Half do not agree, with the other. They are therefore pendulums of public attitudes in a pluralist society. They represent, in effect, the electorate, the university, the private or public press and the church. While it is substantively true that free speech, public assembly and the unfettered press, is guaranteed in the First Amendment; there are also laws, conventions and powerful interests that frequently overrule controversial statements. The conglomerate of the ten articles within the book, coupled with the single over-view, will compress the prevailing sense and sentiments of an eon. I will listen and balance our debate.
Sandel, M. J. (2009). Justice: What's the right thing to do?. New York: Farrar, Straus and Giroux.
What are the relevant political philosophies within the Justice community regarding this issue or issues? Within are the core arguments and basically the conundrum of problems; the problems, of course, for the opposition i.e. those who continue to reframe a distaste for lesbians and homosexuals, and doubly so for any measure which consolidates their voices or justifies their participation as equals under Constitutional Law. This slim and succinct work, created by Dr. Sandel of Harvard University provides insight into compromises necessitated by forestalling implementation of the Constitution and the Bill of Rights ? especially the liabilities of continuously granting special rights and conditions to evade implementing equal rights. Therefore, I intend to utilize the perspective of Dr. Sandel to: 1) introduce the benefit of Aristotelian logic as it, or if it applies, 2) briefly contrast the issues with those facing Thurgood Marshal and others during the fight and foregone conclusions against Plessey vs. Ferguson, (1896) and 3) the disestablishment proposal of opinion writer, Michael Kinsley as we contemplate the relevant decision of Chief Justice Marshall of the Massachusetts Supreme Court (2003).
Strasser, M. P. (1997). Legally wed: Same-sex marriage and the constitution. Ithaca, N.Y: Cornell University Press.
The Constitution, the Bill of Rights, and The Declaration of Independence are clearly core documents. The author challenges whether the current revisionist positions before the Supreme Court will weaken or reinforce traditional marriage and other decisions in place that are designed to safeguard racial, religious and gender minority interests. A simple compendium of these analysis offered to conservative, radical right or religious right organizations could, but should not, be used to demand exceptions and compensation for loss of Constitutional freedoms ? especially if second class citizenship is allowed to be codified in or near Constitutional law. A strong, but brief case, for resolving this controversial, but constitutionally simple conflict will be offered.
Sullivan, A. (2004). Same-sex marriage, pro and con: A reader. New York: Vintage Books.
Beginning with the oratory of Plato and progressing with either literary or cautionary observations through ancient history, the author has given us an anthology with a very long view. This canon seeks to be a cogent and comprehensive collection, and provides insightful interviews, comments and articles from elevated personages, highly literate and influential religious leaders quoting and explaining the fundamental Old Testament and Quran passages, as well as editors or writers from almost every credible publication. As such it is a reference rock of ages, and will be employed as such.


A Partial List of Research Questions
1. What is the logic or intent of the language used by elected officials when supporting or opposing gay marriage?
2. What are some of the substantive positions by elected officials or by the spokesperson(s) of any worldly government regarding gay marriage?
3. What, if any, political or related financial consequences are current or potential?
4. Can you state a point of view, accepting or opposing any of the salient points?

5. What is the language or the intent of the logic used by the media when framing the dimensions, effects or repercussions of gay marriage?
6. What, if possible, are the contrasting attitudes of various media sources about gay marriage?
7. What are the significant bench marks of the media coverage of gay marriage?
8. To what extent does the Internet have to do with the issues, the participants, the potential for change one way or the other?
9. Can you state a point of view, accepting or opposing any of the media stances of which you are aware?

10. What court actions, adjudications, decisions and so on have been presented and what, if any, has been the impact within their jurisdiction?
11. Are there any significant issues that you can address, recognize, or question yet to be resolved?
12. Can you state a point of view, accepting or opposing any of the salient points either to be heard or concluded?

13. Briefly, how many gay marriages approximately have been registered in the United States and other countries? What is the breakdown by State? How does this contrast numerically with civil unions?

14. What is the logic and relevant substantial issues regarding the conclusions, preachments and choice of authority by the various churches that have spoken out about gay marriage?
15. What are some of obvious moral arguments, if any, regarding gay marriage and ? if related ? to any sexual activity or orientation?
16. What are some of the polarities of opinion within the various religious communities?
17. Have there been any dynamic changes within the religious community regarding gay marriage?

18. What, if any, are the variety of beliefs and attitudes about gay marriage within the GLBT community?

I will send an email of one of the previous essays i had written on another topic for this class. So maybe you could use that to see the format, organization n all. How i did it. Also please use footnotes and all as they have been used in the sample essay that i will send. I would appreciate if this one is similar to the one i wrote, so that the instructor does not suspect different writing styles. Also, i need the essay by the time i have stated, as late work is not accepted. No exceptions.

Carefully explain and evaluate the following moral theory: Social Contract Theory. (For our purposes, "explain" means to state the theory and to describe the important features of the theory in a manner that an intelligent but uninformed reader would understand. For our purposes, "evaluate" means (1) to determine whether or not the theory rests on a sound or cogent argument, and to (2) determine the overall plausibility of the theory. In this context, "plausibility" refers to the strengths and weaknesses of the theory). Present your essay as an argument, with a SPECIFIC thesis statement.

Providing a well focused and organized argument in your essays should be a priority. You may be marked down in your grade for carelessness in spelling or grammar.

All assignments should include an introductory paragraph with a specific thesis statement (including the main points of the essay), supporting arguments, and a summary conclusion; all essays should include proper citation of your sources, even if it is the course textbook. Acceptable citation of sources includes putting the author, title, date, and page number in parentheses after drawing from particular sources, e.g., (Lawhead, W., The Philosophical Journey, 2002, p. 14). For subsequent citations, it is sufficient simply to reference the source by name and page number, e.g., (Lawhead, p. 22). If you use more than one source, please include a bibliography. For Internet sources, please cite the web site, and in your bibliography include the date accessed; failure to indicate sources can constitute plagiarism, even if you do not quote the source directly.

Essays should reflect a concerted effort to deal with the issue addressed in the question. Answers should be your own answers. Cutting and pasting answers from the text, or from the Internet is NOT an acceptable answer and technically constitutes plagiarism.

A major focus of this course has been the examination of how a political thinker's views on human nature influence their views on legitimate political authority and freedom. Examine the two Social Contract theorists (Locke and Rousseau) and explore how their views of human nature influence their views on political right, the scope of political authority and social justice.

Sources:"Second Treatise on Government" by John Locke and "Basic Political Writings" by Jean Jacques Rousseau

The task in the paper is to define and explain the domination contract. To do this, you need to use the text to define the following:
Traditional social contract theory
The domination contract
White supremacy
The social construction of race

You need to connect these ideas together and get to Mills central claims.

Please also refer to highlighted comments in the original paper for editing purposes and highlight changes in blue


There are faxes for this order.

I need an ARGUMENTATIVE ESSAY on Jean-Jacques Rousseau's "The Social Contract". The paper needs to have an arguable thesis, observation, LOTS OF close-reading on the passages (quotes) within the book that support the thesis, examination, and eventually conclusion. The observations should work toward the argument, and each passage should have connections. The paper should not have too much plot summary as it should mainly focus on close-reading and analysis of the text.

The teacher wants to see what I have to say about the text as a whole, not writing a book report on what he already knows. The observations should lead to a substantial discussion.

The paper should be in MLA format, 12-fond New Times Roman, 1 Margin around, double-spaced, etc. The essay should only focus on "The Social Contract", and it should not have any outside sources.

As I said the most important thing on the essay is CLOSE-READING and CLOSELY ANALYZE THE PASSAGES WITH PAGE NUMBER. LOTS AND LOTS OF QUOTES ARE NEEDED, and LOTS AND LOTS OF EXPLANATIONS to explain why EACH QUOTE IS IMPORTANT TO PROVE THE THESIS. No footnotes is needed as the essay will be on MLA format.

The conclusion should sum-up the ideas presented in the pages and restate the thesis.

Please try to write like a college sophomore-- I know this is hard, but it will be totally obvious if I present the paper to my teacher that obviously is written by a graduate student or a professional journalist. The level of writing will be too different and eventually he'll question me about it. Please don't write TOO PROFESSIONALLY-- I mean, just write like a college student would. I'm not a huge writer, and my teacher would know if I hire somebody to write a paper that is not even close to my level of writing.

Compare/Contrast 3 Philosophical Works

Philosophical Works that must be used:
1. Jean-Jacques Rousseau, Social Contract
2. John Locke, Second Treatise on Government (use the selection from the emailed resource)
3. John Stuart Mill, On Liberty

An analysis needs to be provided on Rousseau's work along with a short summary. The essay should focus on Rousseau's work and how it can be compared and contrasted to Locke and Mill.

Use specific examples such as quotations and parenthetical citations. The only sources needed are the works themselves. Do not use outside sources.

I will be emailing my "book report" on Rousseau's Social Contract just for reference if you need it, but it should not be copied and pasted into the new essay. This essay is to be from scratch.
There are faxes for this order.

discuss the role of government. In your discussion be sure to take a look at concepts of human nature, of the meaning of the social contract, and on ways ordinary people are prevented from executing the power and privilege they are entitled to under the social contract. In what ways does the concentration of wealth, power, and control of the the major media, portend a dissolution of the value of democracy?

If possible I would like all four of my essays to be written by the same person

Discuss the Social Contract Theory of John Locke and how the values identified are consistent with the criminal justice system.

1.Please use only the materials and information provided in the link below, and use the extra information between the markers/labels START and END to help guide you.


2. ONLY USE THIS LINK AND ALL REFERENCES IN THEM FOR THE PAPER: - Jean-Jacque Rousseau: The Social Contract

LINK: http://www.constitution.org/jjr/socon.htm

3. PLEASE DO NOT USE ANY OTHER SITE OR MATERIAL TO ANSWER!!


>>>>>START<<<<<<<

After reading one of the above selections complete the following:
- Single Spaced
- Font Size no larger than 12
- Include: Identifications, Analysis & Reaction

The following are some questions to consider and/or answer while writing your reaction paper. You do not need to answer all of these, you could choose one and use the entire reaction paper to answer it or you could provide more brief answers to several questions.

IDENTIFICATION/ INTRODUCTION:

- What aspect of life is revealed in the selection
- How does this selection tie into our class material?
- How does this selection tie into the textbook reading?

ANALYSIS
- Is anything mentioned/included that we learned about in class?
- Why was this selection included?
- Why is this selection considered an essential reading in Western Civ?

- OPINION:
- What do you think about this culture and civilization?
- Can you make any connections from this reading to modern life?
- Did this selection capture your interest? Why or why not?
- What questions, concerns and ideas does this selection raise in you?



>>>>?END<<<<<

There are faxes for this order.

Hello I have to develop social contract and conclusion based on Google Inc. This is the portion that I have to develop, along with the conclusion.

Social Contract (Natalia Miller) 800 words
Describe the social responsibilities that the business has as an organization. Include information on how these social responsibilities are addressed by technology and relate to individuals in the organization. Identify the ethical issues for the organization and individuals along with the effect that current or emerging technology has on these issues. Describe how the human resources function uses or might use technology in supporting the organization and individuals in meeting social and ethical responsibilities. Include policies that exist or might exist for this support. Give specific examples in areas such as the following:
? Ownership of intellectual output, privacy of personal information and internal organizational communications, accuracy and quality of information, access to information, flow and content of information, and obligations of organizations created by the use of information
? Electronic publishing (e.g., company newsletters), television and video (e.g., corporate advertisements to families and friends), audio teleconferencing (e.g., audio, video, computer, desktop for personnel orientation), interactive multimedia (e.g., computer-based training for employee skills upgrade), simulation and virtual reality (e.g., use of virtual reality for high-risk situation simulations for the training of healthcare, law enforcement, military, and emergency services personnel), authoring aids (e.g., policy and procedures templates, online surveys, keyword searches for resume generation), and electronic performance support systems (e.g., employee evaluation input, sales quota productivity)
Conclusion(Natalia Miller) 600 words
Provide a summary statement of key topics of the paper. Provide a summary of key points and examples, including the following:
? Business description, objectives, and technological environment
? Personal and organizational responsibilities for moral and ethical use of technology
? Current and potential uses of technology for the global success of business objectives
? Human factors within the enterprise for more effective use of current and emerging technology

Here are some references for the essay. I will uploading more for the book along with basis for the essay.

John Locke (1632-1704) remains one of the most widely-read and influential political theorists of the modern age. In his day Locke was more famous for his other philosophical enterprises than for his political theory. In fact, many people at the time it was written were unaware that the piece we will be reading for this course, Locke's Second Treatise of Government, was actually written by Locke. It was drafted anonymously during the English Glorious Revolution and only after Locke's death did it become widely known that he wrote it. In the context of the Glorious Revolution Locke's relatively short work was one of dozens of political pieces to appear on the streets, but it has had an enormous influence in a way that other works of the period have not.

Locke covers a great deal of ground in the Second Treatise. He uses a theoretical construct called the state of nature to let his readers imagine what life would have been like prior to the arrival of political or civil society. Locke paints a fairly peaceful picture of pre-political humans. He also puts in the center of his story something that has remained a core political concern: property. According to Locke the job of government is to protect life, liberty, and property. Sound familiar? Much of the American understanding of natural rights came from Locke.

Below are several themes that you should look for in working through the reading:

How Locke views the state of nature
The social contract
Natural rights
The appropriate role of government
The right to rebel
I will be sending pages from the book.

Break
http://youtu.be/5JXgPDgXJC0

There are faxes for this order.

America has a dual founding, one Lockean and one Puritan. The Lockean founding emphasizes government as social contract and liberty as the absence of restraint.
The Puritan founding maintains that there is only liberty to do the good and that political society should be a community bound by love and affection.
There are elements of both of these foundings within our society today, but over time the Lockean founding has taken over and purged most of the remnants of the Puritan founding.
The Lockean conception of liberty has moved from politics into other areas of human life, economics and personal relationships, for example.
This victory of the Lockean founding can be seen in our contemporary work, education, religions, architecture, families, etc. The problem is that this Lockean conception of liberty is inherently contradictory and eventually destroys itself.
Tocqueville shows us a picture of what this destruction looks like in his description of democratic despotism. He also argues that associational and religious life are important forces which push back against Lockeanism and may help to prevent America from going down this road.
This is the narrative of American political and cultural development.
.
The Paper MUST engage with the themes of the course which is the Lockean and Tocqueville. I mean that it must in some way engage with this narrative. I want to point out that and argue that the narrative is false in someway,and point out some phenomena which do not fit into the narrative about women and the Feminism movement has not destroyed the family way of life. The movement became a necessity because divorce was easier to obtain and therefore women needed to find a way to support themself and also their family. The idea that women do not necessarily want it all but strive for it. That it is possible for women to achieve goals just like men do.

I am enclosing two articles that need to be used in the paper and the other two articles can be outside sources
There are faxes for this order.

What forms of violence are human beings subject to? What are the causes and effects of violence? Are violence and suffering necessary parts of the human condition? What moral alternatives exist that might successfully obviate it?

This is are extremely broad leading questions that relate to many of the readings and can be approached in a variety of ways. The thesis should considerably narrow down the above topic.

Thesis: A strong thesis is a specific statement or position that establishes the main argument of your paper and requires further discussion to prove. For example, "There are many different ways of establishing a moral code" vs "A moral code established on divine grounds causes unnecessary psychological anguish compared to morals based on a concept of human dignity." Your thesis statement should also be followed by a brief of how you will attempt to prove your point: "Through an analysis of Freudian and Nietzschean psychology, this paper will explore the psychological consequences of religious ethics."

Your analysis and application of the texts you've chosen is incredibly important. Your texts must support your thesis. Your discussion must adequately refer to texts and include direct quotations (and not giant block quotes- choose what is relevant and to the point)

Must use a minimum of 3 of the following texts: Only use quotes from the following sections

Hume, An Enquiry Concerning the Principles of Morals (Hackett)

Rousseau, The Basic Political Writings (Hackett): Pp. 39-43, 45-92 and note iii (p. 94), ix (p99), xv, xvi (p 107) discourse on inequality, Pp. 156-197, 210-230, 243-252 social contract

Smith, Wealth of Nations (Modern Library): Introduction and Plan of the Work; Book I chs. 1-4, 7-8 (pp. xxiii-32; 62-97); Book II: Intro. and ch. 3 (pp. 299-301, 360-380); Book III ch. 1 (pp. 407-412); Book IV Ch1-2 (456-502) V ch. 1, Part III, Article II (pp. 819-846) Book V, ch. 3 (pp. 981-986, 1025-1028)

Kant, Groundwork of the Metaphysics of Morals (Cambridge): Part I (Pp 1-28), Part II (Pp 29-51)

Burke, Reflections on the Revolution in France (Oxford): Pp. 3-22, 32-38, 47-53, 58-63, 75-79, 88-97,105-116, 121-128, 135-142, 172-179, 195-204, 248-250;

Wollstonecraft, A Vindication of the Rights of Woman (Dover) : Chapters 1-4, ch 9

Tocqueville, Democracy in America (Penguin): Vol. 1, General Introduction; Part 1, Chs 3-4; Part 2, Chs 1, 4, 6-7; Vol. 2, Part 1, Chs 1, 2, 5; Part 2, Chs 1-2, 5, 8, 10, 13, 16-17; Part 4, Chs 5-8.

Mill, On Liberty and Other Essays (Oxford): entirety of On Liberty essay)

Marx-Engels Reader (Norton): Economic and Philosophic Manuscripts of 1844 Pp. 70-93, The German Ideology Pp. 147-166, 189-200, Critique of Capitalism Pp. 302-361

Darwin, Norton Critical Edition (Norton) : Origin of Species Ch 3-4, 14; Descent of Man Ch 2-3, 5-6, 21

Nietzsche, On the Genealogy of Morals / Ecce Homo (Vintage) : First, second and third essays

Du Bois, The Souls of Black Folk (Dover) : chapters 1-6, 9, 11, 14

Freud, Freud Reader, ed. Gay. (Norton) : Civilization and its Discontents, the unconscious

Fanon, The Wretched of the Earth (Grove) : On Violence

Gandhi, Selected Political Writings (Hackett): Swaraj (On self-rule)

Woolf, Three Guineas, Annotated Edition (Harcourt) 978- 0156031639 : Entire book

Foucault - Discipline and Punish (Alan Sheridan translation, Vintage): (Parts 1, 2, 3.3 and 4.3)

De Beauvoir - The Second Sex (Borde and Malovany-chevallier translation, Vintage : Vol I. Part 1 Ch 3 (pp 62-68), Part 2 Ch 1 (pp 71-75) and Part 3 Ch 1 (159-213), Volume Two Part II, Ch 7, 10, Part III, Ch 12, Part IV Ch 14)

Describe how the differing state of nature arguments of Hobbes and Rousseau inform thier notions of a social contract. Do not use any secondary sources whatsoever; this includes the analysis of the editors and translators of your texts. When citing make sure to use direct quotations. When summarizing the arguments of particular philosophers make sure to cite the textual passage. Even though you are paraphrasing, it is important to show that you have a keen understanding of the readings. Make sure that you use only one extended direct quotation if necessary. If you do use it, make sure that it does not exceed four lines of indented text.

this is my final research paper for my ethics class. the topis is Hobbes vs. Locke. the paper should mainly focus on each philosophers view and stance on the State of Nature, Social Contract, and the Role of Government. I need at least 5 resources. The paper also needs footnotes. Thanks.

The sources that are to be cited are: Jacques Rosseau''s essay, "THE SOCIAL CONTRACT" and "THE DECLARATION OF THE RIGHTS OF MAN AND CITIZEN". The declaration can be found on the internet.

FOLLOW THIS OUTLINE!!

First Paper Assignment (Due before lecture lecture Wednesday, April 16th) - It has been argued that the nineteenth century, beginning with the French Revolution of 1789, put into practice those principles that the Enlightenment set forth in theory. Carefully read The Declaration of the Rights of Man and Citizen (Lualdi 51), the most important statement of the Revolution?s ideals, and write a short essay (2 pages) on the following topic: how would Jean-Jacques Rousseau have reacted to this document? With what would he have agreed/disagreed, and why?

TAKE A LOOK AT ROSSEAU''S ESSAY THE SOCIAL CONTRACT AND ALSO HIS BASIC PHILOSOPHIES. His text social contract can also be found on the internet.

Thesis: Because this paper is meant to be concise, your paper should avoid meandering introductions and jump right in with a specific thesis statement that sums up your entire argument. Your thesis should present an argument to be proved, not a simple statement of fact or a regurgitation of the question. It should also be as specific as possible, avoiding exaggerations, generalizations, improvable assertions, and unnecessary value judgments.

Structure: Every persuasive piece of writing uses signposts to inform the reader what it will say, what it is saying, and what it has said. Include in your thesis statement a summary of main points, or plan of action. Then follow this plan of action in order. Each of your main points should directly support your thesis. You should strive to connect your main points through effective transitions. End with a summarizing conclusion that tells us the significance.

Evidence: You must support your thesis with evidence from the primary texts. Please do not look to your text, your lecture notes, the net, or other resources for anything more than a factual verification. Any analytical point that you make should be your own. Use quotations and examples from the text to support your points, but don?t expect the reader to understand why you?ve chosen a certain quotation or a specific example. Explain the significance of any quotation or example of which you make use. Because we?ll all be using the same limited number of sources, I?d like you to use parenthetical notation for this paper. The format for parenthetical notation is really easy: Just identify the author?s last name and the page number in parentheses, at the end of the sentence that contains the quotation but before the period. Page 53 of The Declaration of the Rights of Man and Citizen should be cited as (National Assembly 53), while page 182 from Rousseau should be cited as (Rousseau 182).

Grammar and Style: Use proper grammar throughout your paper. That means you should not only run spell-check and grammar check, but you should also proofread your paper (and have someone else proofread it!). Type your paper in double-spaced, 12-point, Times New Roman font with one-inch margins.

THIS MAY HELP: These are some things I found on the internet, do not use it word for word but it may help to bring up some ideas.
Rousseau''s
ideas of a social contract, which states that the general will
and the people were sovereign, and if a king abuses the
liberty of the people they have a right and a duty to dissolve
the current government and create a new one (McKay,
581), were central to both documents.
Rousseau''s new government would group people together into one large society. "The individual member alienates himself totally to the whole community together with all his rights." People had to commit themselves fully to the society, and if they refused, they would be forced to comply by the body politic.15 Rousseau advocated governments by and for the general will, which was the common interest of the society. Also, this system called for a pure democracy with no representation because Rousseau believed that representation would cause the general will to be lost.
One hundred years later a revolution based on the philosophy of Rousseau began in France, and a French bill of rights was written. The Declaration on the Rights of Man and Citizen was greatly influenced by Rousseau''s Social Contract, especially with the acknowledgement of the general will. The document also stated that "the exercise of the natural rights of each man had no limits except those that secure to the other members of society the enjoyment of these same rights."19 This was very similar to Rousseau''s secular use of the golden rule. Man was also given the right to free speech and a say in how taxes were to be spent and collected.
The Declaration of the Rights of Man is not only built
on the social contract, but also on Rousseau''s idea of
general will of the people. He defines the general will as
being, "Sacred and absolute, reflecting the common
interests of the people, who have displaced the monarch as
the holder of the sovereign powers. (McKay, 581)"
Passing and enforcing arbitrary laws are considered to be
an act of tyranny and a substantial reason, according to
Rousseau, to declare the current government void and
establish a new one.

Notes:
[*] This translation of the Declaration appears in John Hal Stewart''s Documentary Survey of the French Revolution (New York: Macmillan, 1951), 113-115. [Transcription by John Dzerkacz]
[1] Jean-Jacques Rousseau, in the opening paragraphs of his Discours sur l?origine de l?in?galit?, destroyed the notion of Natural Rights, believing that previous theorists of the State of Nature had imported a notion (rights) that belonged only to the State of Civilization. Despite the obvious Rousseauesque rhetoric (see esp. Articles One through Three), Rousseau would have found the suggestion of ?natural? rights profoundly disturbing.
[2] Later versions of the Declaration would, of course, contain prescribed duties for citizens, but in this, the first, version no such duties are enumerated.
[3] This is the most misunderstood notion in Rousseau''s ?uvre. In Du contrat social the Genevan philosopher states that the General Will is both the expression of all citizens and always for the good of all citizens. If something is not for the good of all, then it is not an expression of the General Will. Rousseau, in other words, was no totalitarian, and he would likely have found Robespierre a false prophet; he was a radical historicist, believing that governments could come in any form, so long as they acknowledged popular sovereignty.
It ought not go unmentioned that the above definition was a widely accepted meaning of the notion of the General Will. For evidence that this was so, see Diderot and d''Alembert''s Encyclop?die under this term.
[4] Rousseau stated clearly in his second Discours (first paragraph of part two) that the invention of property was the very act that created civil society; thus, it was impossible for any natural right to property to exist. For Rousseau, property itself created the problem of civilization, and one received the right to property only when one began to engage in politics; needless to say, solitary man could not engage in politics

The topic:
John Locke's political ideas and theories that influenced the legal system of the United States of America.

Contents:
The paper should be divided into three parts. Each part talks about one of the Locke's political theories. The parts are:

1. "social contract" theory
2. "natural rights" theory
3. Separation of religion and state

Please, only explain his ideas, don't write about how his ideas affected the legal system of America. That will be in another part of the essay I will write. And the paper should not address or raise any economic issue.
Basically, the essay I'm asking for is a plain summery of John Locke's political ideas.


Sources:
Must use at least 8 of the following resources of books and articles:

Books:
1. A. John Simmons, The Lockean Theory of Rights (Princeton, N.J: Princeton Univ. Press 1992) (1950).

2. Barbara Arneil, John Locke and America: The Defence of English Colonialism (Oxford, England: Clarendon Press 1996).

3. Bernard Bailyn, The Ideological Origins of the American Revolution (Belknap Press of Harvard Univ. Press 1967).

4. David N Mayer, The Constitutional Thought of Thomas Jefferson, Constitutionalism and democracy (Univ. Press of Virginia 1994).

5. George M. Stephens, Locke, Jefferson, and the Justices Foundations and Failures of the US Government (New York, Algora Publg 2002).

6. Gillian Brown, The Consent of the Governed: The Lockean Legacy in Early American Culture (Cambridge, Mass: Harvard Univ. Press 2001).

7. Greg Forster, John Locke's Politics of Moral Consensus (Cambridge [UK]: Cambridge Univ. Press 2005) (1973).

8. Jerome A. Barron ET AL., Constitutional Law: Principles and Policy: Cases and Materials (Newark, NJ: LexisNexis Matthew Bender 7th ed 2006).

9. John Dunn, The Political Thought of John Locke: An Historical Account of the Argument of the 'Two Treatises of Government' (London: Cambridge Univ. Press 1969).

10. John Locke, Second Treatise of Government (C. B. Macpherson ed., Hackett Publg Co. 1980).

11. Michael P. Zuckert, Natural Rights and the New Republicanism (Princeton, N.J: Princeton Univ. Press 1994).

12. Pierre Manent, An Intellectual History of Liberalism (Rebecca Balinski trans., Princeton Univ. Press 1995) (1987).


13. William A. Dunning, A History of Political Theories from Luther to Montesquieu (New York: Macmillan Co. 1905).

14. William T. Bluhm, Theories of the Political System; Classics of Political Thought & Modern Political Analysis (Englewood Cliffs, N.J, Prentice-Hall 2d ed 1971) (1965).


Articles:

1. Christopher J. Schmidt, Revitalizing the Quiet Ninth Amendment: Determining Unenumerated Rights and Eliminating Substantive Due Process, 32 U. Balt. L. Rev. 169 (2003).

2. David L. Wardle, Reason to Ratify: The Influence of John Lockes Religious Beliefs on the Creation and Adoption of the United States Constitution, 26 Seattle Univ. L. R. 291 (2002).

3. Nicholas L. Divita, John Lockes Theory of Government and Fundamental Constitutional Rights: A Proposal for Understanding, 84 W. Va. L. Rev. 848 (1984).

4. Noah Feldman, The Intellectual Origins of the Establishment Clause, 77 N.Y.U.L. Rev. 346 (2002).
The following are sources can be used in the essay. Must be used at least 10 of them at least, please.

Thank you,
Ali
____________

Books:
1. A. John Simmons, The Lockean Theory of Rights (Princeton, N.J: Princeton Univ. Press 1992) (1950).
2. Barbara Arneil, John Locke and America: The Defence of English Colonialism (Oxford, England: Clarendon Press 1996).
3. Bernard Bailyn, The Ideological Origins of the American Revolution (Belknap Press of Harvard Univ. Press 1967).
4. David N Mayer, The Constitutional Thought of Thomas Jefferson, Constitutionalism and democracy (Univ. Press of Virginia 1994).
5. George M. Stephens, Locke, Jefferson, and the Justices Foundations and Failures of the US Government (New York, Algora Publg 2002).
6. Gillian Brown, The Consent of the Governed: The Lockean Legacy in Early American Culture (Cambridge, Mass: Harvard Univ. Press 2001).
7. Greg Forster, John Locke's Politics of Moral Consensus (Cambridge [UK]: Cambridge Univ. Press 2005) (1973).
8. Jerome A. Barron ET AL., Constitutional Law: Principles and Policy: Cases and Materials (Newark, NJ: LexisNexis Matthew Bender 7th ed 2006).
9. John Dunn, The Political Thought of John Locke: An Historical Account of the Argument of the 'Two Treatises of Government' (London: Cambridge Univ. Press 1969).
10. John Locke, Second Treatise of Government (C. B. Macpherson ed., Hackett Publg Co. 1980).
11. Michael P. Zuckert, Natural Rights and the New Republicanism (Princeton, N.J: Princeton Univ. Press 1994).
12. Pierre Manent, An Intellectual History of Liberalism (Rebecca Balinski trans., Princeton Univ. Press 1995) (1987).
13. William A. Dunning, A History of Political Theories from Luther to Montesquieu (New York: Macmillan Co. 1905).
14. William T. Bluhm, Theories of the Political System; Classics of Political Thought & Modern Political Analysis (Englewood Cliffs, N.J, Prentice-Hall 2d ed 1971) (1965).

Articles:
1. Christopher J. Schmidt, Revitalizing the Quiet Ninth Amendment: Determining Unenumerated Rights and Eliminating Substantive Due Process, 32 U. Balt. L. Rev. 169 (2003).
2. David L. Wardle, Reason to Ratify: The Influence of John Lockes Religious Beliefs on the Creation and Adoption of the United States Constitution, 26 Seattle Univ. L. R. 291 (2002).
3. Nicholas L. Divita, John Lockes Theory of Government and Fundamental Constitutional Rights: A Proposal for Understanding, 84 W. Va. L. Rev. 848 (1984).
4. Noah Feldman, The Intellectual Origins of the Establishment Clause, 77 N.Y.U.L. Rev. 346 (2002).

Burke and Paine both talk about the social contract underlying society. How do their views differ? What do they share?

Please Note: The ethical frameworks that I selected for section 4 to use, are as follows:

a. The Prima Facie Framework.
b. The Care and Responsibility Framework.
c. The Justice and Social Contract Framework.

Suggested areas of focus:
a. Concentrate on 'ethical issues' of Nanomedicine
b. Also consider a specific area of Nanomedicine that is information related.
c. Include ethical issues managing information revealed by this new technology.


The research essay follows the APA guidelines, and is comprised of five parts:

1. Research Introduction:
a. Description of Issue
b. Thesis or Focus Statement or Question
2. Underpinnings of the Issue:
a. Description of the Issues
b. Factors that cause or create the issues: Philosophical, Social, Business and Technological
3. Analysis of the issue from three ethical frameworks:
a. Framework One (Prima Facie Framework)
b. Framework Two (Care and Responsibility)
c. Framework Three (Justice and Social Contract)
4. Personal Ethical Response:
a. Description
b. Supporting rationale
5. Research Conclusions:
a. Final Analysis Points
b. Applications to the IS Fields
c. Questions for Future Research.

Women's Studies-Reproducing and Resisting Inequality

GENDER, POLITICS AND THE NATION (MAKE SURE ONLY 2 PAGES IN LENGTH-NO LESS AND NO MORE)

Answer this essay question by developing your own, distinct thesis and support your argument with evidence from the readings. Moreover be sure to use key terms listed below to support your analysis.

**BE CLEAR AND EXPLICIT

Here is the essay question that should be analytically answered: HOW HAS THE HISTORICAL DEVELOPMENT OF THE NATION AFFECTED WOMEN'S ABILITY TO PARTICIPATE IN POLITICS IN THE CONTEMPORARY PERIOD?

I higly perfer and recommend that you use only this book source when doing the essay:(if you are unable to locate this source at least try to thoughly answer the essay question
- Enloe, Cynthia. Bananas, Beaches and Bases: Making Feminist Sense of International Politics. Berkley: University of California Press, 2000

key information to be included in 2 page essay:
- Gender and the NATION-STATE (Enloe, ch. 3-nationalism and masculinity)
- Social "Sexual" Contract theory and gender
- The contemporary moment
- Gender and the DIVISION of LABOR (Enloe, ch. 6 (Carmen Miranda on My Mind: International Politics of the Banana
& 7 (Biue Jeans and Bankers)
- the US
- globalization
- Women as POLIITCAL ACTORS (Enloe, Ch. 5-Diplomatic Wives)
- Gender and Political Careers
- Female Politicans

KEY TERMS TO BE inlcluded in essay:(use key terms to interconnect with essay. Don't simply copy the definition in essay. I have provided the definitions along with the key terms in case you are not familar with them. Connect analytical argument with these key terms to give a better flow, description and understanding of the essay.

**Sexual Contract
- the sexual contract occurred at the same time as the social contract.
- It established men?s right over and equal access to women.
- The sexual contract relocated patriarchy into the private sphere
- Collectivity within in a dominant society of men.
- wom were not considered individuals (free) so they were not considered in the social contract
- this sexual contract is what brought wom to the nation
- the head of the household dominant (men)
- reorganized to a patriarchal notion

** Social Contract- the agreement by free individuals to renounce part of their natural freedoms and recognize political authority in order to enter in a civil society.
- individual joined collectivity
- protection of life and property
- regulated lawful right
- private sphere-where citizens were free to give opinions vs. politics (law)
- women were excluded frm. citizenship

**Dichotomy (common western thought) - a form of logical division consisting of the separation of a class into 2 subclasses, one of which has and the other has not a certain quality or attitude. On the principle of contradiction this division is both exhaustive and exclusive; there can be no overlapping and no members of the original genus or the lower groups are omitted.
- think one is rational and the other is irrational (opposite-compare on the basis of men vs. women)
(men) (women)
- ex. strong vs. weak
natural vs. unnatural

**Enlightment- a European intellectual movement of the 17th and 18th cent. In which ideas concerning God, reason, nature, and man were synthesized into a world view that gained wide assent and instigated revolutionary developments in art, philosophy and politics.
- Central to Enlightment thought were the use and the celebration of reason, the power by which man understands universe and improves his own condition. The goals of rational men were considered to be knowledge, freedom, and happiness.

**Patriarchy-Literally "rule by the father" refers to family (& clan) systems in which one older man had absolute power over all members of a grp. including women, children and younger male relatives and servants.
- As used by contemporary feminists, it is a concept developed to examine and critique continuing male domination of social institutions such as the family and the state, the educational system, and the media.

**natural rights/natural law-system of right justice in philosophy, a system of right or justice held to be common to all humans and derived from nature rather than from the rules of society or positive law.

**role of equality

**notion of feminity vs. masculinity

**Individual-a person who is free, rational and independent. This concept has its origin in enlightment thinking; it is based on a white man as an ?unmarked subject?.

**role of power: men vs. women

**role of citizenship

**Orientalism (different than Europeans-means the east)- the academic knowledge created to describe and detail the ?orient?.
-the term derived frm. Eward Said?s book Orientalism, which examines the ?exotic? stereotypes historically associated with what Europeans viewed as ?the orient?
- socially different frm. European society
- a dichotomy- comparing the self (Europeans-West) and the other (Orient-East)
- Negative reflection of the Orient (East) that Europeans (West) are not.

**Republican Motherhood- an ideology that gave wom a political function, that of raising children to be moral, virtuous citizens of the republic without their engaging in political activity outside the domestic realm.

**Colonialism- a political, economic and cultural phenomenon whereby various European nations explored, conquered, settled, and exploited large areas of the world.

**Tokensim/token- a member of a underrepresented grp. who is permitted into the realm of the dominant grp. in order to be pointed to or shown and in order to symbolize change.

- the 2 key affects of tokenism are:
1. presenting the dominant group in (+) light for admitting the token individual
2. defining the remaining members of the underrepresented group as unworthy of incorporation because they ?lack? the qualities that token displayed.
- hence, tokenism places the burden of incorporation or successes on the underrepresented group

**Marked subjects (women) i.e.- those who positioned by institutions, attitudes, and prejudices to be a the margins of society.

**Unmarked subjects (men) - enjoy the privileges of being in the mainstream (i.e. dominant ideologies of gender, race, class, and sexuality construct them as ?normal? and therefore assume them to be at the higher strata of society.