This document provides guidance on writing key parts of a thesis proposal, including the problem statement, literature review, and research methodology chapter. It discusses how to develop a good research problem and title, and outlines the necessary components of the introduction, problem statement, significance of the study, scope and limitations, and definition of terms sections in the first chapter. It also provides tips for structuring the literature review and related studies chapters, including how to group and link sources. The document aims to help students write their thesis proposals effectively.
This document provides guidance on writing key parts of a thesis proposal, including the problem statement, literature review, and research methodology chapter. It discusses how to develop a good research problem and title, and outlines the necessary components of the introduction, problem statement, significance of the study, scope and limitations, and definition of terms sections in the first chapter. It also provides tips for structuring the literature review and related studies chapters, including how to group and link sources. The document aims to help students properly structure their thesis proposals.
This document provides an agenda and overview for a senior seminar course on child development. It introduces the instructor and outlines the course syllabus, including learning outcomes, required readings, activities, policies, and grading criteria. The key course assignments involve selecting a research topic on child development, presenting on relevant theories, and producing a literature review paper and presentation on the chosen topic. The document also provides guidance for choosing a topic, including suggesting developmental domains and chronological stages to consider.
This document provides an agenda for a network meeting in 2013. The agenda includes opening Symbaloo and NYSED PPTs, various housekeeping items like bullying, professional development, and website changes. It also discusses weekly news, copyright, advocacy, and Overdrive. There is discussion of a character education program for preteens and teens that addresses bullying, self-confidence, and other issues. Rigor, evaluations, and depth of knowledge are discussed in planning lessons. The use of mentor texts and close reading are also covered.
English 102 Research WritingResearch Paper AssignmentPurpose .docxkhanpaulita
English 102: Research WritingResearch Paper Assignment
Purpose: This assignment will help you develop the research and writing skills required for organized, clear, and evidence-based argument to convince a skeptical audience within your field. You will use these skills in your future college courses and anytime you are making a case to a skeptical audience. Beyond that, you will also use the research skills whenever you are faced with a life decision when the questions are particularly important: Which medical treatment should I choose? Who should I vote for? Which colleges should I consider transferring to? How should I parent my children? What food should I consume? How much should I exercise? What is the deeper meaning behind the art, music, or TV I consume? etc. You will use the language skills, specifically, any time the situation requires written words: writing that cover letter, proposing a project to your manager, creating accurate, detailed patient notes, texting an old flame, writing your senator, etc.
Description: In English 102, you will examine and refine your own writing process as you create an argument-driven research paper of 8-10 pages, using 6-10 credible, college-level sources that discuss a specific topic within the writer’s chosen Area of Study or other intellectual interest. Those students who have not formally identified an Area of Study will investigate an issue addressed by a field or profession of interest to them.
The writer’s argument will address the writer’s class peers in the chosen Area of Study and future professors in the field. The writer will assume that some members of the essay’s skeptical audience will disagree with the argument presented in the essay.
The essay will use the discipline-specific style guide (e.g. APA, MLA, Chicago) commonly used by those writing in the chosen Area of Study or field.
Skills:By completing this assignment, you will practice the following:
1. Read a variety of discipline-specific texts critically
2. Compose texts and arguments appropriate to a discipline-specific purpose and audience
3. Locate and evaluate popular and professional sources
4. Integrate original ideas with sources, using formal citation methods as appropriate to the task
5. Focus, develop, and organize ideas effectively.
6. Edit for sentence clarity, using appropriate conventions of grammar and mechanics
Knowledge: This assignment will also help you to become familiar with the following important content knowledge:
1. Important issues, problems, and discoveries in your discipline
2. Opinions, statistics, expert opinion, and stories surrounding your chosen topic in your field
3. Specific vocabulary and terminology used in your discipline
4. Credible publications discussing issues in your discipline
5. Rules and conventions for the style guide associated with your discipline
6. Grammatical conventions to communicate clearly
7. Definition of intentional and unintentional plagiarism
8. Library databa.
This document discusses how librarians can support the Common Core State Standards through various roles and strategies. It begins with an activity asking participants to write down what they know about the Common Core on post-it notes. Later sections discuss expectations for the upcoming school year, reaching millennial students, embracing the Common Core through reading and technology in the library, essential questions, close reading, building vocabulary, the connection between reading and learning, and incorporating research projects. The document emphasizes making content relevant to students, incorporating choice, and engaging them through essential questions and Socratic discussion.
This document provides an overview of academic writing. It defines academic writing as using deductive reasoning and a formal voice to discuss ideas based on evidence. Good academic writing has audience awareness, an argumentative purpose, problematizes approaches, uses a rational tone, includes relevant content, and has coherent structure, cohesive style, and complex grammar. The document discusses different types of academic texts like textbooks, case studies, research articles, theses, and chapters in edited books. It provides guidance on identifying the intended audience, purpose, and structure of academic texts.
This document provides instructions for an assignment on eating disorders among adolescent girls from diverse cultures. Students must submit a 2-4 page paper discussing how biological and psychological development during adolescence relates to eating disorders in minority groups. The paper should be based on research from the sources listed and articulate a position on how cultural experiences may influence eating disorders. It should also discuss implications for social work practice.
This document provides guidance on writing key parts of a thesis proposal, including the problem statement, literature review, and research methodology chapter. It discusses how to develop a good research problem and title, and outlines the necessary components of the introduction, problem statement, significance of the study, scope and limitations, and definition of terms sections in the first chapter. It also provides tips for structuring the literature review and related studies chapters, including how to group and link sources. The document aims to help students write their thesis proposals effectively.
This document provides guidance on writing key parts of a thesis proposal, including the problem statement, literature review, and research methodology chapter. It discusses how to develop a good research problem and title, and outlines the necessary components of the introduction, problem statement, significance of the study, scope and limitations, and definition of terms sections in the first chapter. It also provides tips for structuring the literature review and related studies chapters, including how to group and link sources. The document aims to help students properly structure their thesis proposals.
This document provides an agenda and overview for a senior seminar course on child development. It introduces the instructor and outlines the course syllabus, including learning outcomes, required readings, activities, policies, and grading criteria. The key course assignments involve selecting a research topic on child development, presenting on relevant theories, and producing a literature review paper and presentation on the chosen topic. The document also provides guidance for choosing a topic, including suggesting developmental domains and chronological stages to consider.
This document provides an agenda for a network meeting in 2013. The agenda includes opening Symbaloo and NYSED PPTs, various housekeeping items like bullying, professional development, and website changes. It also discusses weekly news, copyright, advocacy, and Overdrive. There is discussion of a character education program for preteens and teens that addresses bullying, self-confidence, and other issues. Rigor, evaluations, and depth of knowledge are discussed in planning lessons. The use of mentor texts and close reading are also covered.
English 102 Research WritingResearch Paper AssignmentPurpose .docxkhanpaulita
English 102: Research WritingResearch Paper Assignment
Purpose: This assignment will help you develop the research and writing skills required for organized, clear, and evidence-based argument to convince a skeptical audience within your field. You will use these skills in your future college courses and anytime you are making a case to a skeptical audience. Beyond that, you will also use the research skills whenever you are faced with a life decision when the questions are particularly important: Which medical treatment should I choose? Who should I vote for? Which colleges should I consider transferring to? How should I parent my children? What food should I consume? How much should I exercise? What is the deeper meaning behind the art, music, or TV I consume? etc. You will use the language skills, specifically, any time the situation requires written words: writing that cover letter, proposing a project to your manager, creating accurate, detailed patient notes, texting an old flame, writing your senator, etc.
Description: In English 102, you will examine and refine your own writing process as you create an argument-driven research paper of 8-10 pages, using 6-10 credible, college-level sources that discuss a specific topic within the writer’s chosen Area of Study or other intellectual interest. Those students who have not formally identified an Area of Study will investigate an issue addressed by a field or profession of interest to them.
The writer’s argument will address the writer’s class peers in the chosen Area of Study and future professors in the field. The writer will assume that some members of the essay’s skeptical audience will disagree with the argument presented in the essay.
The essay will use the discipline-specific style guide (e.g. APA, MLA, Chicago) commonly used by those writing in the chosen Area of Study or field.
Skills:By completing this assignment, you will practice the following:
1. Read a variety of discipline-specific texts critically
2. Compose texts and arguments appropriate to a discipline-specific purpose and audience
3. Locate and evaluate popular and professional sources
4. Integrate original ideas with sources, using formal citation methods as appropriate to the task
5. Focus, develop, and organize ideas effectively.
6. Edit for sentence clarity, using appropriate conventions of grammar and mechanics
Knowledge: This assignment will also help you to become familiar with the following important content knowledge:
1. Important issues, problems, and discoveries in your discipline
2. Opinions, statistics, expert opinion, and stories surrounding your chosen topic in your field
3. Specific vocabulary and terminology used in your discipline
4. Credible publications discussing issues in your discipline
5. Rules and conventions for the style guide associated with your discipline
6. Grammatical conventions to communicate clearly
7. Definition of intentional and unintentional plagiarism
8. Library databa.
This document discusses how librarians can support the Common Core State Standards through various roles and strategies. It begins with an activity asking participants to write down what they know about the Common Core on post-it notes. Later sections discuss expectations for the upcoming school year, reaching millennial students, embracing the Common Core through reading and technology in the library, essential questions, close reading, building vocabulary, the connection between reading and learning, and incorporating research projects. The document emphasizes making content relevant to students, incorporating choice, and engaging them through essential questions and Socratic discussion.
This document provides an overview of academic writing. It defines academic writing as using deductive reasoning and a formal voice to discuss ideas based on evidence. Good academic writing has audience awareness, an argumentative purpose, problematizes approaches, uses a rational tone, includes relevant content, and has coherent structure, cohesive style, and complex grammar. The document discusses different types of academic texts like textbooks, case studies, research articles, theses, and chapters in edited books. It provides guidance on identifying the intended audience, purpose, and structure of academic texts.
This document provides instructions for an assignment on eating disorders among adolescent girls from diverse cultures. Students must submit a 2-4 page paper discussing how biological and psychological development during adolescence relates to eating disorders in minority groups. The paper should be based on research from the sources listed and articulate a position on how cultural experiences may influence eating disorders. It should also discuss implications for social work practice.
This document provides background information on Joaquin "El Chapo" Guzman, a Mexican drug lord who heads the Sinaloa Cartel. It discusses that he became Mexico's top drug kingpin in 2003 after rivals were arrested or killed. Guzman has been ranked by Forbes as one of the most powerful people in the world for his leadership of the Sinaloa Cartel, which operates in over 50 countries. The document also briefly describes how Guzman escaped from a maximum security prison in 2001 after bribing guards.
Name of classLE300J Serial Killers as Heroes in Popular Culture.docxtaitcandie
The document provides instructions for a research essay assignment on the topic of serial killers being viewed as heroes in popular culture. Students are asked to write a 5-page essay analyzing representations of serial killers as heroes in various media works discussed in class. The essay should incorporate research sources and address the learning outcomes of analyzing disciplinary content, comparing perspectives across disciplines, synthesizing diverse views, and relating academic knowledge to real world issues. Specific formatting guidelines are provided, and the essay will be graded based on a rubric evaluating the above learning outcomes and technical communication skills.
Vocabulary and comprehension techniques powerpoint presentation v2Marcia Luptak
This document discusses techniques for improving vocabulary and reading comprehension. It outlines four key components of reading: vocabulary, assessment of vocabulary knowledge, problems with traditional vocabulary instruction strategies, and comprehension. For vocabulary, it emphasizes explicit instruction of academic words using multiple exposures and examples. It also discusses strategies for assessing comprehension like summarization, questioning, and teaching students to identify text structures. The goal is to help students relate ideas, monitor understanding, and integrate information from what they read.
D) Reading the same text multiple times to derive meaning at different levels. Close reading involves carefully and thoughtfully examining a text through repeated readings. It aims to help readers understand the text deeply rather than just at a surface level.
This document provides an overview of the ENC1143 course. It will focus on academic discourse, evidence-based writing, synthesis writing, and writing about change. Academic discourse involves the customs and literature of a subgroup and includes discussions that evaluate information. Students are part of discourses through school and activities. Evidence-based writing cites sources to support claims. Synthesis writing summarizes, breaks down, and analyzes sources to draw conclusions. The course teaches how to write about change by examining reasons for and implications of changes. Mastering these skills prepares students for academic and professional communication.
Nonverbal Communication Essays. San Diego College of Continuing EducationBridget Dodson
Writing an essay on nonverbal communication presents several challenges. It requires exploring a vast topic encompassing body language, facial expressions, gestures, and more. Narrowing the focus and finding credible sources is difficult given the dynamic nature of the field. Effectively explaining complex ideas while tying together diverse perspectives in a coherent narrative demands careful planning and execution. Overall, an essay on nonverbal communication must balance depth with conciseness while navigating various aspects of the topic and incorporating the latest research.
POSC 100 Current Event Reflection Paper Rubric Criteri.docxharrisonhoward80223
POSC 100 Current Event Reflection Paper Rubric
Criteria Distinguished Proficient Basic Unacceptable
Completeness Complete in every area;
includes all requirements
Mostly complete;
includes most of the
requirements
Mostly incomplete,
includes few of the
requirements
Incomplete in almost
every area; does not
include requirements
Critical Thinking Displays exceptional
critical thinking; uses
class material and
utilizes sophisticated,
original ideas to develop
arguments
Displays advanced
critical thinking; uses
class material and uses
original ideas to develop
arguments
Displays limited critical
thinking; uses some class
material and some
original ideas to develop
arguments
Displays little critical
thinking; uses limited
class material and does
not use original ideas to
develop arguments
Evaluation & Analysis Presents exceptional
analysis of identified
issues; thoroughly
evaluates the issues
Presents sufficient
analysis of identified
issues; evaluates the
issues
Presents little analysis of
identified issues;
provides a vague
evaluation
Presents almost no
analysis of identified
issues
Understanding Demonstrates an
advanced understanding
of the topic(s) and
issue(s)
Demonstrates an above
average understanding of
the topic(s) and issue(s)
Demonstrates a basic
understanding of the
topic(s) and issue(s)
Demonstrates an
inadequate understanding
of the topic(s) and
issue(s)
Writing Mechanics Writing is clear, concise,
and well-organized
without grammatical
errors or typos
Writing is mostly clear
and generally organized
with few grammatical
errors or typos
Writing is somewhat
clear but is not well
organized and has many
grammatical errors or
typos
Writing is unclear and
very disorganized with
many grammatical errors
or typos
12/22/2017 Communication Today | Critical Thinking and the Challenges of Internet | Communication Today
http://www.communicationtoday.sk/critical-thinking-and-the-challenges-of-internet/ 1/2
C R I T I C A L T H I N K I N G A N D T H E C H A L L E N G E S O F I N T E R N E T
Critical Thinking and
the Challenges of
Internet
A L E X A N D E R P L E C N E R I S S U E : 2 / 2 0 1 4 , S E C T I O N : T H E O R E T I C A L
S T U D I E S
In this article, the author addresses some challenges to information
searches and information evaluation which were brought by the
Internet. Large segments of audience are exaggerating their
awareness and do not realize that their online behavior is driven
more by emotions than by critical assessment of primary sources.
The result is growing popularity of conspiracy theories,
pseudoscience, propaganda, and alternative medicine. These are
all examples of biased reasoning. Due to scientists, scholars,
teachers, and journalists, this trend can be considered as a potential
threat to public health and democracy. Publics incapable of
informed choices can be manipulated to sup.
CRITICAL THINKING1Michael PriebeSouthern New Hampshire UMargenePurnell14
The document summarizes Amy Tan's short story "Mother Tongue" in 3 paragraphs. Tan examines how language use varies by context, noting she uses different Englishes when speaking to her mother versus giving speeches. Her mother's limited English hindered access to services, though Tan overcame language barriers. The summary concludes that Tan rises above her "broken" or "limited" English and triumphs when her mother says reading in English is now easy.
Critical thinking1 michael priebesouthern new hampshire uAMMY30
The document summarizes Amy Tan's short story "Mother Tongue" in 3 paragraphs. Tan examines how language use varies by context, noting she uses different Englishes when speaking to her mother versus giving speeches. Her mother's limited English hindered access to services, though Tan overcame language barriers. The summary concludes that Tan rises above her "broken" or "limited" English and triumphs when her mother says reading in English is now easy.
The document summarizes a professional development session for teachers on dyslexia. It discusses beliefs around dyslexia including that each student is unique, teachers are knowledgeable, and instruction should be systematic, structured, and multi-sensory. It outlines norms for the session and learning outcomes which include understanding developmental reading skills continuums and experts' recommendations. The problem-solving cycle of assess, research, decide, teach, monitor, feedback is presented. Teachers complete learner profiles and hypothesize next instructional steps. Effective reading programs and approaches are discussed.
The document discusses different approaches to research methodology, including qualitative, quantitative, and mixed methods approaches. It also discusses frameworks for designing research studies, including considering philosophical claims, strategies of inquiry, and research methods. Key frameworks and theories of second language acquisition are explained, such as Krashen's Monitor Model and hypotheses of language acquisition.
The document provides an overview of the Common Core State Standards (CCSS) for English Language Arts and Mathematics. It discusses how the standards are organized, including the domains covered in each subject area and grade level. For ELA, it outlines the anchor standards for reading, writing, speaking/listening and language. For math, it describes the mathematical practices and domains covered in different grades. It also summarizes some of the major shifts in focus between the CCSS and previous standards, such as a balance of literary and informational texts in ELA and an emphasis on text-based answers and writing evidence-based arguments.
Below is a list of options from which you are to select a topic fo.docxCruzIbarra161
Below is a list of options from which you are to select a topic for the Week Two assignment. Examine one of the following topics on lifespan development connecting research and life.
What do twin and adoption studies tell us about the effects of nature (i.e., genetic influences) and nurture (i.e., environmental influences) on human development? Select at least one of the main domains of human development (i.e., physical, cognitive, or social-emotional).
How much credit or blame do parents deserve for the way we are? Select at least one of the main domains of human development (physical, cognitive, or social-emotional) for your answer.
To what extent are the lives of adolescents and young adults shaped by parental and peer influences?
Why do we have a need to belong (to affiliate with others)?
How do our bodies and minds change from early to late adulthood?
What are the factors that affect our well-being as middle aged and older adults?
Why are some people attracted to members of their own sex whereas others are attracted to members of the opposite sex?
How do memory and intelligence change as we age?
Does an infant’s temperament shape his/her cognitive and socio-emotional development?
Are babies pre-wired for survival?
Are adolescents more likely to engage in risk-taking behavior than older adults?
Can physical exercise affect cognitive performance in old age? Consider the time of occurrence of physical exercise (i.e., earlier in life or during old age) in your answer.
Are there personality traits related to longevity?
Does bilingualism improve brain functioning?
Why do students in the United States tend to under-perform in math and science?
Once you have chosen your topic, examine the various theories of human development learned in the course and choose one or two that best assist you to understand the issues involved in your topic.
For this assignment address the following:
Examine various theories of human development, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic.
Identify and describe at least two domains of human development (physical, biological, emotional, cognitive, and/or social) and how they are impacted by the chosen topic.
Identify and describe the stages of development that are affected by the chosen topic.
Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Provide relevant examples.
Writing the Assignment
The Assignment:
1.
Must be two to three double-spaced pages in length (excluding title and references pages), and formatted according to APA style.
2.
Must include a title page with the following:
a.
Title of paper
b.
Student’s name
c.
Course name and number
d.
Instructor’s name
e.
Date submitted
3.
Must begin with an introductory paragraph that has a succinct thesis.
Finding Your Voice as an Academic Writerbikashtaly
The document provides guidance on developing an academic writing voice and style. It discusses that academic writing requires presenting a point of view backed by evidence, and establishing credibility. It recommends reading critically and analyzing other authors' arguments to help inform your own writing. The document also outlines strategies for effective paragraph structure such as using topic sentences and logical connectives to ensure coherence and smooth transitions between ideas. Overall, the document aims to help students capture main ideas and structure their writing to clearly communicate their message.
The document provides an overview of the essentials of writing, including the typical structure of essays with introductory, body, and concluding paragraphs. It discusses key elements like the thesis statement, types of introductions and conclusions, and ways to engage the reader. Guidelines are presented for writing body paragraphs, revising drafts, editing for grammar and style, integrating sources, and avoiding plagiarism. The writing process of planning, drafting, revising and publishing is also examined.
This document discusses using the Common Core standards to challenge adolescent gifted readers. It outlines using powerful texts, differentiated teaching strategies, and practical classroom methods and materials. Specifically, it recommends analyzing how elements of stories interact, using advanced texts matched to readers' abilities, and employing strategies like literature circles that allow for student choice and interest.
This document provides an overview of the Common Core State Standards (CCSS) for librarians. It begins with an introduction to the CCSS and explains how they are designed to increase rigor and focus on informational texts, argumentative writing, and interdisciplinary skills. The document then discusses specific literacy standards and provides examples of how to "bump up" lessons to better meet the standards. It concludes by listing additional resources for librarians on integrating the CCSS into their instruction.
The document summarizes strategies for six Common Core instructional approaches: Reading for Meaning, Compare and Contrast, Inductive Learning, Circle of Knowledge, Write to Learn, and Vocabulary's CODE. Each approach is connected to Common Core standards and explained with examples of implementation in the classroom. Experts from a school district provide overviews of the strategies to achieve excellence with the Common Core.
Writing an essay on social psychology presents several challenges, including comprehending complex theories, effectively conveying information, and addressing different perspectives. The essay requires extensive research, synthesis of information from various sources, and a well-defined thesis supported by evidence. It also demands consideration of counterarguments, inclusion of real-world examples, critical analysis, proper citation, and a balance of scholarly and engaging writing. Overcoming these difficulties allows for a meaningful examination of human social behavior.
Table of Contents1Individual Assignment21.1Aims of the assignm.docxssuserf9c51d
Table of Contents
1Individual Assignment2
1.1Aims of the assignment2
1.2The Assignment Topic2
1.3Resources for the Individual Assignment2
2Process and Preparation4
2.1Plan Your Essay5
2.1.1Know the Purpose of Assignments5
2.1.2Addressing the Topic5
2.2Academic reading7
2.2.1How to Incorporate Your Own Ideas8
2.2.2Producing a Draft8
2.2.3Working towards the Final Version9
2.3Referencing9
2.3.1When to cite references9
2.3.2Citing Internet sources10
2.3.3The Reference List10
3Guide to Presentation and Structure10
3.1.1Introduction10
3.1.2Body of the Essay11
3.1.3Conclusion11
3.2Assignment Checklist12
4Assessment One Marking Rubric13
Individual AssignmentAims of the assignment
The aims of this assignment are for you to:
· Develop your understanding of the nature of the key organisational perspectives and their related theories;
· Demonstrate an understanding of the key perspectives and the meta-theoretical assumptions that underpin each;
· Develop research skills and the ability to assess the strengths and weaknesses of various debates and arguments;
· Demonstrate the ability to critically engage with academic literature and develop your own answer to a set question.
· Gain skills in the written presentation of an argument, including the ways in which scholars incorporate and acknowledge the ideas of other writers.The Assignment Topic
The assignment topic is as follows:
Four Organizational Theory perspectives, namely Modernist, Critical theorist, Symbolic Interpretivist and Postmodernist, produce different narratives about technology.
Choose two Organisational Theory perspectives. Based on your selected perspectives, identify and draw out the two readings out of the given list that match your chosen perspectives.
Critically analyse the two readings and evaluate how their ontological and epistemological positions result in a different understanding and narrative of technology within organisations. Resources for the Individual Assignment
The following are assignment resources from which you choose four that are relevant to your chosen perspectives:
1. Selwyn, N. (2002). ‘E-stablishing’an inclusive society? Technology, social exclusion and UK government policy making. Journal of Social Policy, 31(01), 1-20. CRITICAL THEORY
2. Spanos, Y. E., Prastacos, G. P., & Poulymenakou, A. (2002). The relationship between information and communication technologies adoption and management. Information & Management, 39(8), 659-675. MODERNIST
3. Cukier, W., Ngwenyama, O., Bauer, R., & Middleton, C. (2009). A critical analysis of media discourse on information technology: preliminary results of a proposed method for critical discourse analysis. Information Systems Journal, 19(2), 175-196. POSTMODERNIST
4. Ciborra, C. U., & Lanzara, G. F. (1994). Formative contexts and information technology: Understanding the dynamics of innovation in organizations.Accounting, management and information technologies, 4(2), 61-86. SYMBOLLIC INTERPRETIVIST
Based on your selected pers ...
Readreview the following resources for this activity· Poll.docxsedgar5
Read/review the following resources for this activity:
· Pollock (Cengage, 9e)
Writing Requirements (APA format)
· 3-4 pages (approx. 300 words per page), not including title page or references page
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page with topic and name of student
Week 1 Assignment: Essay
Introduction
In your reading, you learned that there is man-made law and natural law. Next week you’ll read about punishment and its proposed purpose(s). In this assignment, you’re asked to evaluate the letter of the law vs. the spirit of the law in terms of whether someone is guilty of a crime and/or whether they should be punished. In addition, you’re asked to evaluate the ethical dilemma using a methodical process that will help you critically think through, resolve, and defend your decision on what to do. You’re just starting to see, hopefully, that ethical dilemmas aren’t always easy to resolve, and that’s precisely why they’re dilemmas! (If you like the challenge of thinking this dilemma through and are interested in something similar, read “The Merchant of Venice” by William Shakespeare. It has a similar theme and is written by one of the greatest play writes of all time!)
Activity Instructions
Mercy Killing
You are selected for a jury trial of a 64-year-old mother who killed her two adult sons. The two men had Huntington’s disease, a degenerative brain disease, and were institutionalized. They were certain to die and would endure much pain and suffering before they expired. The defendant’s husband had died from this same disease, and she had nursed him throughout his illness until his death.
The defendant took a gun into the nursing home, kissed her sons good-bye, and then shot them both through the head. She was arrested for first-degree murder. The prosecutor informs you that there is not “mercy killing” defense in the law as it is written.
If you were on the jury, how would you decide this case? What punishment does she deserve? Why?
Content Requirements: each assignment must cover the following four requirements fully.
1. Ethical Dilemma
. State what the primary and ancillary ethical dilemmas are as presented by the Case Study. Do not restate the facts of the case.
2. Present a resolution of the case study
. State specifically WHAT you’re going to do and WHY you’re doing what you’re doing to resolve the ethical dilemma. Be very specific and detailed.
3. Identify which ethical system(s) support your resolution.
Look to Chapter 2 of the Pollock textbook to identify the list of ethical systems to be used.
4. Integrate any material/concepts learned in the course that are applicable to the case study and/or your resolution.
Show specifically how the material/content applies. Be sure to cite your resources/textbook properly.
Week 2 Assignment: Essay
Introduction
In the assignment for last week, I suggested you might enjoy reading “The Merchant of Venice”. The as.
Read a selection of your colleagues’ postings.Respond to two of .docxsedgar5
Read a selection of your colleagues’ postings.
Respond to two of your colleagues (select colleagues, if possible, who have not yet received feedback on their original post) in one or more of the following ways:
· Based on your experience and the resources from the course, provide that person with additional suggestions and/or alternative approaches that he or she may not have considered specific to his or her evaluation.
· Compare your colleagues’ ideas with what IDEO found to be successful. Does IDEO offer additional ideas that would enhance the potential for success of your colleagues’ suggestions?
· Provide positive feedback that describes how the post gave you new perspectives on how to support and encourage a creative environment in the workplace. Provide details about how those perspectives influence the way you now think about creativity in the workplace.
MUST USE TEMPLATES/HEADINGS BELOW
Responses to Colleagues Template
Additional Alternatives or Suggestions to Colleague
Comparison of Colleagues Ideas to IDEO Ideas
Positive Feedback on New Perspectives Supporting Creative Environment
APA References
1st Colleague to respond to:
Factors That Contribute to a Creative Climate Specific to Both Individuals and Teams
Just last week, I started my new career as a Licensing Specialist. Thus far, it has been a wonderful experience and I am grateful for all the opportunities that are brought forth with my new career position. There is great leadership demonstrated at my job that allows the company to run smoothly. Each department has a team lead as well as a supervisor, although, you would not know it because they are reserved and treat everyone equally as if everyone is on the same management level. Puccio, Mance, and Murdock (2011) says “employee performance is more important than seniority, and the behavior of IDEO leadership consistently demonstrates that flexibility is “in” and rigid rules are “out” ” (Puccio, Mance, and Murdock, 2011, pp. 3-4). Our leaders are not strict on us and permit us the freedom to take risks, make mistakes, and learn from them. There are rules and regulations presented, however, our leaders provide an environment that is not just easy to work in, but comfortable and safe to work in.
Our work environment is surrounded by each individual having their own cubicle desk amongst their own team. Some but not all of the supervisors have their own office. Due to the open space that everyone has, it encourages everyone to mingle by communicating with each other, learning from each other, and sharing creative ideas with one another for the success of the company. The work environment is crucial at my organization mainly because of everyone not being able to have their own individual offices with having doors for privacy. “IDEO has learned that having the right size workspace makes a difference. Too much workspace decreases energy and slightly tight space generates energy. There are opportunities for spontaneous interactio.
More Related Content
Similar to Reading Notes Instructions Global 2 Respond to .docx
This document provides background information on Joaquin "El Chapo" Guzman, a Mexican drug lord who heads the Sinaloa Cartel. It discusses that he became Mexico's top drug kingpin in 2003 after rivals were arrested or killed. Guzman has been ranked by Forbes as one of the most powerful people in the world for his leadership of the Sinaloa Cartel, which operates in over 50 countries. The document also briefly describes how Guzman escaped from a maximum security prison in 2001 after bribing guards.
Name of classLE300J Serial Killers as Heroes in Popular Culture.docxtaitcandie
The document provides instructions for a research essay assignment on the topic of serial killers being viewed as heroes in popular culture. Students are asked to write a 5-page essay analyzing representations of serial killers as heroes in various media works discussed in class. The essay should incorporate research sources and address the learning outcomes of analyzing disciplinary content, comparing perspectives across disciplines, synthesizing diverse views, and relating academic knowledge to real world issues. Specific formatting guidelines are provided, and the essay will be graded based on a rubric evaluating the above learning outcomes and technical communication skills.
Vocabulary and comprehension techniques powerpoint presentation v2Marcia Luptak
This document discusses techniques for improving vocabulary and reading comprehension. It outlines four key components of reading: vocabulary, assessment of vocabulary knowledge, problems with traditional vocabulary instruction strategies, and comprehension. For vocabulary, it emphasizes explicit instruction of academic words using multiple exposures and examples. It also discusses strategies for assessing comprehension like summarization, questioning, and teaching students to identify text structures. The goal is to help students relate ideas, monitor understanding, and integrate information from what they read.
D) Reading the same text multiple times to derive meaning at different levels. Close reading involves carefully and thoughtfully examining a text through repeated readings. It aims to help readers understand the text deeply rather than just at a surface level.
This document provides an overview of the ENC1143 course. It will focus on academic discourse, evidence-based writing, synthesis writing, and writing about change. Academic discourse involves the customs and literature of a subgroup and includes discussions that evaluate information. Students are part of discourses through school and activities. Evidence-based writing cites sources to support claims. Synthesis writing summarizes, breaks down, and analyzes sources to draw conclusions. The course teaches how to write about change by examining reasons for and implications of changes. Mastering these skills prepares students for academic and professional communication.
Nonverbal Communication Essays. San Diego College of Continuing EducationBridget Dodson
Writing an essay on nonverbal communication presents several challenges. It requires exploring a vast topic encompassing body language, facial expressions, gestures, and more. Narrowing the focus and finding credible sources is difficult given the dynamic nature of the field. Effectively explaining complex ideas while tying together diverse perspectives in a coherent narrative demands careful planning and execution. Overall, an essay on nonverbal communication must balance depth with conciseness while navigating various aspects of the topic and incorporating the latest research.
POSC 100 Current Event Reflection Paper Rubric Criteri.docxharrisonhoward80223
POSC 100 Current Event Reflection Paper Rubric
Criteria Distinguished Proficient Basic Unacceptable
Completeness Complete in every area;
includes all requirements
Mostly complete;
includes most of the
requirements
Mostly incomplete,
includes few of the
requirements
Incomplete in almost
every area; does not
include requirements
Critical Thinking Displays exceptional
critical thinking; uses
class material and
utilizes sophisticated,
original ideas to develop
arguments
Displays advanced
critical thinking; uses
class material and uses
original ideas to develop
arguments
Displays limited critical
thinking; uses some class
material and some
original ideas to develop
arguments
Displays little critical
thinking; uses limited
class material and does
not use original ideas to
develop arguments
Evaluation & Analysis Presents exceptional
analysis of identified
issues; thoroughly
evaluates the issues
Presents sufficient
analysis of identified
issues; evaluates the
issues
Presents little analysis of
identified issues;
provides a vague
evaluation
Presents almost no
analysis of identified
issues
Understanding Demonstrates an
advanced understanding
of the topic(s) and
issue(s)
Demonstrates an above
average understanding of
the topic(s) and issue(s)
Demonstrates a basic
understanding of the
topic(s) and issue(s)
Demonstrates an
inadequate understanding
of the topic(s) and
issue(s)
Writing Mechanics Writing is clear, concise,
and well-organized
without grammatical
errors or typos
Writing is mostly clear
and generally organized
with few grammatical
errors or typos
Writing is somewhat
clear but is not well
organized and has many
grammatical errors or
typos
Writing is unclear and
very disorganized with
many grammatical errors
or typos
12/22/2017 Communication Today | Critical Thinking and the Challenges of Internet | Communication Today
http://www.communicationtoday.sk/critical-thinking-and-the-challenges-of-internet/ 1/2
C R I T I C A L T H I N K I N G A N D T H E C H A L L E N G E S O F I N T E R N E T
Critical Thinking and
the Challenges of
Internet
A L E X A N D E R P L E C N E R I S S U E : 2 / 2 0 1 4 , S E C T I O N : T H E O R E T I C A L
S T U D I E S
In this article, the author addresses some challenges to information
searches and information evaluation which were brought by the
Internet. Large segments of audience are exaggerating their
awareness and do not realize that their online behavior is driven
more by emotions than by critical assessment of primary sources.
The result is growing popularity of conspiracy theories,
pseudoscience, propaganda, and alternative medicine. These are
all examples of biased reasoning. Due to scientists, scholars,
teachers, and journalists, this trend can be considered as a potential
threat to public health and democracy. Publics incapable of
informed choices can be manipulated to sup.
CRITICAL THINKING1Michael PriebeSouthern New Hampshire UMargenePurnell14
The document summarizes Amy Tan's short story "Mother Tongue" in 3 paragraphs. Tan examines how language use varies by context, noting she uses different Englishes when speaking to her mother versus giving speeches. Her mother's limited English hindered access to services, though Tan overcame language barriers. The summary concludes that Tan rises above her "broken" or "limited" English and triumphs when her mother says reading in English is now easy.
Critical thinking1 michael priebesouthern new hampshire uAMMY30
The document summarizes Amy Tan's short story "Mother Tongue" in 3 paragraphs. Tan examines how language use varies by context, noting she uses different Englishes when speaking to her mother versus giving speeches. Her mother's limited English hindered access to services, though Tan overcame language barriers. The summary concludes that Tan rises above her "broken" or "limited" English and triumphs when her mother says reading in English is now easy.
The document summarizes a professional development session for teachers on dyslexia. It discusses beliefs around dyslexia including that each student is unique, teachers are knowledgeable, and instruction should be systematic, structured, and multi-sensory. It outlines norms for the session and learning outcomes which include understanding developmental reading skills continuums and experts' recommendations. The problem-solving cycle of assess, research, decide, teach, monitor, feedback is presented. Teachers complete learner profiles and hypothesize next instructional steps. Effective reading programs and approaches are discussed.
The document discusses different approaches to research methodology, including qualitative, quantitative, and mixed methods approaches. It also discusses frameworks for designing research studies, including considering philosophical claims, strategies of inquiry, and research methods. Key frameworks and theories of second language acquisition are explained, such as Krashen's Monitor Model and hypotheses of language acquisition.
The document provides an overview of the Common Core State Standards (CCSS) for English Language Arts and Mathematics. It discusses how the standards are organized, including the domains covered in each subject area and grade level. For ELA, it outlines the anchor standards for reading, writing, speaking/listening and language. For math, it describes the mathematical practices and domains covered in different grades. It also summarizes some of the major shifts in focus between the CCSS and previous standards, such as a balance of literary and informational texts in ELA and an emphasis on text-based answers and writing evidence-based arguments.
Below is a list of options from which you are to select a topic fo.docxCruzIbarra161
Below is a list of options from which you are to select a topic for the Week Two assignment. Examine one of the following topics on lifespan development connecting research and life.
What do twin and adoption studies tell us about the effects of nature (i.e., genetic influences) and nurture (i.e., environmental influences) on human development? Select at least one of the main domains of human development (i.e., physical, cognitive, or social-emotional).
How much credit or blame do parents deserve for the way we are? Select at least one of the main domains of human development (physical, cognitive, or social-emotional) for your answer.
To what extent are the lives of adolescents and young adults shaped by parental and peer influences?
Why do we have a need to belong (to affiliate with others)?
How do our bodies and minds change from early to late adulthood?
What are the factors that affect our well-being as middle aged and older adults?
Why are some people attracted to members of their own sex whereas others are attracted to members of the opposite sex?
How do memory and intelligence change as we age?
Does an infant’s temperament shape his/her cognitive and socio-emotional development?
Are babies pre-wired for survival?
Are adolescents more likely to engage in risk-taking behavior than older adults?
Can physical exercise affect cognitive performance in old age? Consider the time of occurrence of physical exercise (i.e., earlier in life or during old age) in your answer.
Are there personality traits related to longevity?
Does bilingualism improve brain functioning?
Why do students in the United States tend to under-perform in math and science?
Once you have chosen your topic, examine the various theories of human development learned in the course and choose one or two that best assist you to understand the issues involved in your topic.
For this assignment address the following:
Examine various theories of human development, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic.
Identify and describe at least two domains of human development (physical, biological, emotional, cognitive, and/or social) and how they are impacted by the chosen topic.
Identify and describe the stages of development that are affected by the chosen topic.
Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Provide relevant examples.
Writing the Assignment
The Assignment:
1.
Must be two to three double-spaced pages in length (excluding title and references pages), and formatted according to APA style.
2.
Must include a title page with the following:
a.
Title of paper
b.
Student’s name
c.
Course name and number
d.
Instructor’s name
e.
Date submitted
3.
Must begin with an introductory paragraph that has a succinct thesis.
Finding Your Voice as an Academic Writerbikashtaly
The document provides guidance on developing an academic writing voice and style. It discusses that academic writing requires presenting a point of view backed by evidence, and establishing credibility. It recommends reading critically and analyzing other authors' arguments to help inform your own writing. The document also outlines strategies for effective paragraph structure such as using topic sentences and logical connectives to ensure coherence and smooth transitions between ideas. Overall, the document aims to help students capture main ideas and structure their writing to clearly communicate their message.
The document provides an overview of the essentials of writing, including the typical structure of essays with introductory, body, and concluding paragraphs. It discusses key elements like the thesis statement, types of introductions and conclusions, and ways to engage the reader. Guidelines are presented for writing body paragraphs, revising drafts, editing for grammar and style, integrating sources, and avoiding plagiarism. The writing process of planning, drafting, revising and publishing is also examined.
This document discusses using the Common Core standards to challenge adolescent gifted readers. It outlines using powerful texts, differentiated teaching strategies, and practical classroom methods and materials. Specifically, it recommends analyzing how elements of stories interact, using advanced texts matched to readers' abilities, and employing strategies like literature circles that allow for student choice and interest.
This document provides an overview of the Common Core State Standards (CCSS) for librarians. It begins with an introduction to the CCSS and explains how they are designed to increase rigor and focus on informational texts, argumentative writing, and interdisciplinary skills. The document then discusses specific literacy standards and provides examples of how to "bump up" lessons to better meet the standards. It concludes by listing additional resources for librarians on integrating the CCSS into their instruction.
The document summarizes strategies for six Common Core instructional approaches: Reading for Meaning, Compare and Contrast, Inductive Learning, Circle of Knowledge, Write to Learn, and Vocabulary's CODE. Each approach is connected to Common Core standards and explained with examples of implementation in the classroom. Experts from a school district provide overviews of the strategies to achieve excellence with the Common Core.
Writing an essay on social psychology presents several challenges, including comprehending complex theories, effectively conveying information, and addressing different perspectives. The essay requires extensive research, synthesis of information from various sources, and a well-defined thesis supported by evidence. It also demands consideration of counterarguments, inclusion of real-world examples, critical analysis, proper citation, and a balance of scholarly and engaging writing. Overcoming these difficulties allows for a meaningful examination of human social behavior.
Table of Contents1Individual Assignment21.1Aims of the assignm.docxssuserf9c51d
Table of Contents
1Individual Assignment2
1.1Aims of the assignment2
1.2The Assignment Topic2
1.3Resources for the Individual Assignment2
2Process and Preparation4
2.1Plan Your Essay5
2.1.1Know the Purpose of Assignments5
2.1.2Addressing the Topic5
2.2Academic reading7
2.2.1How to Incorporate Your Own Ideas8
2.2.2Producing a Draft8
2.2.3Working towards the Final Version9
2.3Referencing9
2.3.1When to cite references9
2.3.2Citing Internet sources10
2.3.3The Reference List10
3Guide to Presentation and Structure10
3.1.1Introduction10
3.1.2Body of the Essay11
3.1.3Conclusion11
3.2Assignment Checklist12
4Assessment One Marking Rubric13
Individual AssignmentAims of the assignment
The aims of this assignment are for you to:
· Develop your understanding of the nature of the key organisational perspectives and their related theories;
· Demonstrate an understanding of the key perspectives and the meta-theoretical assumptions that underpin each;
· Develop research skills and the ability to assess the strengths and weaknesses of various debates and arguments;
· Demonstrate the ability to critically engage with academic literature and develop your own answer to a set question.
· Gain skills in the written presentation of an argument, including the ways in which scholars incorporate and acknowledge the ideas of other writers.The Assignment Topic
The assignment topic is as follows:
Four Organizational Theory perspectives, namely Modernist, Critical theorist, Symbolic Interpretivist and Postmodernist, produce different narratives about technology.
Choose two Organisational Theory perspectives. Based on your selected perspectives, identify and draw out the two readings out of the given list that match your chosen perspectives.
Critically analyse the two readings and evaluate how their ontological and epistemological positions result in a different understanding and narrative of technology within organisations. Resources for the Individual Assignment
The following are assignment resources from which you choose four that are relevant to your chosen perspectives:
1. Selwyn, N. (2002). ‘E-stablishing’an inclusive society? Technology, social exclusion and UK government policy making. Journal of Social Policy, 31(01), 1-20. CRITICAL THEORY
2. Spanos, Y. E., Prastacos, G. P., & Poulymenakou, A. (2002). The relationship between information and communication technologies adoption and management. Information & Management, 39(8), 659-675. MODERNIST
3. Cukier, W., Ngwenyama, O., Bauer, R., & Middleton, C. (2009). A critical analysis of media discourse on information technology: preliminary results of a proposed method for critical discourse analysis. Information Systems Journal, 19(2), 175-196. POSTMODERNIST
4. Ciborra, C. U., & Lanzara, G. F. (1994). Formative contexts and information technology: Understanding the dynamics of innovation in organizations.Accounting, management and information technologies, 4(2), 61-86. SYMBOLLIC INTERPRETIVIST
Based on your selected pers ...
Similar to Reading Notes Instructions Global 2 Respond to .docx (20)
Readreview the following resources for this activity· Poll.docxsedgar5
Read/review the following resources for this activity:
· Pollock (Cengage, 9e)
Writing Requirements (APA format)
· 3-4 pages (approx. 300 words per page), not including title page or references page
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page with topic and name of student
Week 1 Assignment: Essay
Introduction
In your reading, you learned that there is man-made law and natural law. Next week you’ll read about punishment and its proposed purpose(s). In this assignment, you’re asked to evaluate the letter of the law vs. the spirit of the law in terms of whether someone is guilty of a crime and/or whether they should be punished. In addition, you’re asked to evaluate the ethical dilemma using a methodical process that will help you critically think through, resolve, and defend your decision on what to do. You’re just starting to see, hopefully, that ethical dilemmas aren’t always easy to resolve, and that’s precisely why they’re dilemmas! (If you like the challenge of thinking this dilemma through and are interested in something similar, read “The Merchant of Venice” by William Shakespeare. It has a similar theme and is written by one of the greatest play writes of all time!)
Activity Instructions
Mercy Killing
You are selected for a jury trial of a 64-year-old mother who killed her two adult sons. The two men had Huntington’s disease, a degenerative brain disease, and were institutionalized. They were certain to die and would endure much pain and suffering before they expired. The defendant’s husband had died from this same disease, and she had nursed him throughout his illness until his death.
The defendant took a gun into the nursing home, kissed her sons good-bye, and then shot them both through the head. She was arrested for first-degree murder. The prosecutor informs you that there is not “mercy killing” defense in the law as it is written.
If you were on the jury, how would you decide this case? What punishment does she deserve? Why?
Content Requirements: each assignment must cover the following four requirements fully.
1. Ethical Dilemma
. State what the primary and ancillary ethical dilemmas are as presented by the Case Study. Do not restate the facts of the case.
2. Present a resolution of the case study
. State specifically WHAT you’re going to do and WHY you’re doing what you’re doing to resolve the ethical dilemma. Be very specific and detailed.
3. Identify which ethical system(s) support your resolution.
Look to Chapter 2 of the Pollock textbook to identify the list of ethical systems to be used.
4. Integrate any material/concepts learned in the course that are applicable to the case study and/or your resolution.
Show specifically how the material/content applies. Be sure to cite your resources/textbook properly.
Week 2 Assignment: Essay
Introduction
In the assignment for last week, I suggested you might enjoy reading “The Merchant of Venice”. The as.
Read a selection of your colleagues’ postings.Respond to two of .docxsedgar5
Read a selection of your colleagues’ postings.
Respond to two of your colleagues (select colleagues, if possible, who have not yet received feedback on their original post) in one or more of the following ways:
· Based on your experience and the resources from the course, provide that person with additional suggestions and/or alternative approaches that he or she may not have considered specific to his or her evaluation.
· Compare your colleagues’ ideas with what IDEO found to be successful. Does IDEO offer additional ideas that would enhance the potential for success of your colleagues’ suggestions?
· Provide positive feedback that describes how the post gave you new perspectives on how to support and encourage a creative environment in the workplace. Provide details about how those perspectives influence the way you now think about creativity in the workplace.
MUST USE TEMPLATES/HEADINGS BELOW
Responses to Colleagues Template
Additional Alternatives or Suggestions to Colleague
Comparison of Colleagues Ideas to IDEO Ideas
Positive Feedback on New Perspectives Supporting Creative Environment
APA References
1st Colleague to respond to:
Factors That Contribute to a Creative Climate Specific to Both Individuals and Teams
Just last week, I started my new career as a Licensing Specialist. Thus far, it has been a wonderful experience and I am grateful for all the opportunities that are brought forth with my new career position. There is great leadership demonstrated at my job that allows the company to run smoothly. Each department has a team lead as well as a supervisor, although, you would not know it because they are reserved and treat everyone equally as if everyone is on the same management level. Puccio, Mance, and Murdock (2011) says “employee performance is more important than seniority, and the behavior of IDEO leadership consistently demonstrates that flexibility is “in” and rigid rules are “out” ” (Puccio, Mance, and Murdock, 2011, pp. 3-4). Our leaders are not strict on us and permit us the freedom to take risks, make mistakes, and learn from them. There are rules and regulations presented, however, our leaders provide an environment that is not just easy to work in, but comfortable and safe to work in.
Our work environment is surrounded by each individual having their own cubicle desk amongst their own team. Some but not all of the supervisors have their own office. Due to the open space that everyone has, it encourages everyone to mingle by communicating with each other, learning from each other, and sharing creative ideas with one another for the success of the company. The work environment is crucial at my organization mainly because of everyone not being able to have their own individual offices with having doors for privacy. “IDEO has learned that having the right size workspace makes a difference. Too much workspace decreases energy and slightly tight space generates energy. There are opportunities for spontaneous interactio.
Read a selection of your colleagues’ postings.Respond to at leas.docxsedgar5
Read a selection of your colleagues’ postings.
Respond to at least two of your colleagues in one or more of the following ways:
· Expand upon or suggest alternative approaches to your colleague’s plan by drawing upon the resources and materials from this course. Justify your contributions with an explanation as to why you think your suggestions will improve the plan.
· Share a professional experience that would be relevant and helpful to the plan presented by your colleague. Explain how your experience is relevant and helpful.
· Share an insight you gained from your colleague’s presentation that you would like to use in your workplace and describe how you would envision using it.
MUST USE FOR Response to Colleagues Template
Expansion of a Colleagues Plan with Justification
Share a Helpful Professional Experience
Share a Colleague’s Insight That You Would Use in Your Workplace
APA References
1st Colleague to respond to:
How You Would Bring a Team Together & Lead Them to Start Such an Initiative
My management preference as a leader, is to have biweekly meetings with my team and 1 on 1’s. Why? Because not everyone is comfortable talking or communicating with others at the beginning. I have utilized this process before of which once a person is able to relate and show their strengths, I promote the two different meeting sessions. The three times I have utilized this method of communication, I have only had to conduct three 1 on 1’s. Then everyone is comfortable with each other and understands each other roles, expertise and also realizes they can learn from each other. Because of the differences, whether it is creativity, or education it ultimately brings understanding with each other and the relationships are relaxed to listen and ask each other questions to help one another. “I like to take the time to weigh different solutions and then turn the best in something great”(Grivas, C et al, pg. 22). Human Resources/Benefits is about preparing for new hires, open enrollment and the various concerns during the course of a year that our employees may encounter.
Course Related Tools to use on Team
As a leader, it is my responsibility to have the initial plan of what I need for the team to think about, elaborate and to clarify, and promote other ideas to accommodate our employees. I want them to own want we the company want for our employees to experience. The team is expected to provide new innovative ideas to ensure that employees are educated and comfortable with the information that is provided to them regarding HR/Benefits. I’m not here as their leader to “…set standards of behavior or expectations of performance and then violate them”(Zenger, J., et al 2009). That is not being a leader or team player. I want my team to elevate and be promoted, so holding them back is not what I want for them. This team is ready to work with each other, I recommended that the team select a captain so that when I am in other meetings the captain will be.
Read a selection of your colleagues’ postings. Make sure to find p.docxsedgar5
Read a selection of your colleagues’ postings. Make sure to find posts where the organization presented was different in size (large vs. small) or where your colleague assessed the organization from a different organizational level (e.g., top level vs. middle level management). Compare your colleagues’ experiences and assessments with your own, giving careful thought to how these dimensions might have impacted the results.
Respond to two or more of your colleagues in one or more of the following ways:
· Compare the results of your colleague’s assessment with your own. What factors were ranked differently and what factors seemed to impact the climate of creativity the most. Explain why.
· Based upon specific details in a colleague’s assessment, explain any additional insights about the influence of the size of the organization and/or the level within the organization from which the assessment was made. For example, how might the assessment change or differ if one is on the frontline versus upper management.
· Analyze the importance of leading from all levels of the organization in fostering a creative climate.
Template Responses to Your Colleagues
Comparison of Colleagues Assessment with Your Own
Additional Insights
Analysis of Leading from All levels
APA References
1st Colleague to respond to:
Description of the Organization
The selected organization is a large, global company with locations in over 14 countries. I currently work for the organization as a Marketing Manager and will be completing this assessment based on my experience in this role and access to varying levels of the organization.
Description of factors that Contribute to Creative Climate
Due to the size of the organization, there are varying levels of leadership and management. I have access to several, both in the America’s and globally due to the nature of our marketing department. I would say that the overall creative climate of our organization involves trust, openness and freedom. Of course, each department varies in creative climate due to the tasks at hand, however as an organization, the creative climate is very positive.
Speaking specifically about the marketing department in which I work, I would say that individual and teams have a positive creative climate and push the boundaries where necessary. For teams, its important to “Match the right people with the right assignments, so employees are stretched but not stretched too thin” (Amabile, 2000). Our organization does a great job at doing so and also in giving “freedom within the company’s goals” (Amabile, 2000). Although there are goals to meet, we can achieve them however we feel is best. Fresh ideas are encouraged and often help achieve new goals.
Areas that contribute to negative creative climate are often time and money. As an organization I think we can continually do better in creating realistic timelines. “Organizations routinely kill creativity with fake deadlines or impossibly tight ones. The former cr.
Read
register 1
Read
register 2
Write
register
Write
data
Registers ALU
Zero
Read
data 1
Read
data 2
Sign
extend
16 32
Instruction
[31–26]
Instruction
[25–21]
Instruction
[20–16]
Instruction
[15–0]
ALU
result
M
u
x
M
u
x
Shift
left 2
Shift
left 2
Instruction
register
PC 0
1
M
u
x
0
1
M
u
x
0
1
M
u
x
0
1
A
B 0
1
2
3
M
u
x
0
1
2
ALUOut
Instruction
[15–0]
Memory
data
register
Address
Write
data
Memory
MemData
4
Instruction
[15–11]
PCWriteCond
PCWrite
IorD
MemRead
MemWrite
MemtoReg
IRWrite
PCSource
ALUOp
ALUSrcB
ALUSrcA
RegWrite
RegDst
26 28
Outputs
Control
Op
[5–0]
ALU
control
PC [31–28]
Instruction [25-0]
Instruction [5–0]
Jump
address
[31–0]
Control
Hazard
detection
unit
+
4
PC
Instruction
memory
Sign-
extend
Registers =
+
Fowarding
unit
ALU
ID/EX
MEM/WB
EX/MEM
WB
M
EX
Shift
left 2
IF.Flush
IF/ID
M
u
x
M
u
x
Data
memory
WB
WBM
0
M
u
x
M
u
x
M
u
x
M
u
x
WB
M
EX
WB
M WB
M
em
W
rit
e
PCSrc
M
em
to
R
eg
MemRead
Add
Address
Instruction
memory
Read
register 1
Read
register 2
Instruction
[15–0]
Instruction
[20–16]
Instruction
[15–11]
Write
register
Write
data
Read
data 1
Read
data 2
Registers Address
Write
data
Read
data
Data
memory
Add Add
result
ALU ALU
result
Zero
Shift
left 2
Sign-
extend
PC
4
ID/EX
IF/ID
EX/MEM
MEM/WB
16 632 ALU
control
RegDst
ALUOp
ALUSrc
R
eg
W
rit
e
In
st
ru
ct
io
n
Branch
Control
0
M
u
x
1
0
M
u
x
M
u
x
M
u
x
1
1
0
0
1
MemRead
ALUSrcA = 0
IorD = 0
IRWrite
ALUSrcB = 01
ALUOp = 00
PCWrite
PCSource = 00
ALUSrcA = 0
ALUSrcB = 11
ALUOp = 00
ALUSrcA = 1
ALUSrcB = 00
ALUOp = 10
ALUSrcA = 1
ALUSrcB = 10
ALUOp = 00
MemRead
IorD = 1
MemWrite
IorD = 1
RegDst = 1
RegWrite
MemtoReg = 0
RegDst = 0
RegWrite
MemtoReg = 1
PCWrite
PCSource = 10
ALUSrcA = 1
ALUSrcB = 00
ALUOp = 01
PCWriteCond
PCSource = 01
Instruction decode/
register fetch
Instruction fetch
0 1
Start
(Op
=
'LW
') o
r (O
p =
'SW
')
(O
p
=
R-
typ
e)
(O
p
=
'B
E
Q
')
(O
p
=
'J
')
Jump
completion
9862
3
4
5 7
Memory read
completon step
R-type completion
Memory
access
Memory
access
Execution
Branch
completion
Memory address
computation
(Op = 'SW
')
(O
p
=
'L
W
')
Name:
0
M (2) Consider the MIPS implementation shown in Figure 4.65 (page 325) of the textbook. Assume thatthis implementation is modified by adding to it the ALUSrc MUX, as shown in Figure 4.57 (page
312). Furthermore, this implementation includes the logic described in Slide 7.54.
The frequency of the clock signal in this implementation is 400 MHz. The workload executed on this
processor requires executing 200,000,000,000 instructions. In this workload, 45% of the instructions
are R-type, 22% are lw, 13% are sw, and 20% are beq.
For 33% of the R-type instructions one of the operands is the output of the immediately preceding
instruction, which is also an R-type instruction. For 28% of t.
Read Chapter two Written in the Rocks” in Why Evolution is True .docxsedgar5
Read Chapter two “Written in the Rocks” in Why Evolution is True and prepare to discuss it in class and answer the following questions.
1. What was the date that the first fossils were found?
2. Describe how a fossil is made.
3. Where are the best places to find a fossil?
4. Explain how carbon dating works.
5. Explain the principal of superposition. When was it proposed and by whom? What happened to this man?
6. The history of the Earth is (almost 5 billion years) is divided into 6 periods. Describe the major happenings for these.
Hadean
Archaean
Proterozoic
Paleozoic
Mesozoic
Cenozoic
7. What is a trilobite. When and where were they found.
8. What is plankton? What is their advantage to give evidence for evolution?
9. What is a missing link? Why is this term a questionable term to use? Why is the term “transitional species” preferred? What is a transitional species?
10. Tiktaalik had traits of fish (list them) and of land animals (list them).
11. What traits did dinosaurs have in common with birds?
12. What evidence is there that whales originated from land animals?
.
Ready to Pay 70$ for one below AssignmentTime Duration - 4 Hours.docxsedgar5
Ready to Pay 70$ for one below Assignment
Time Duration - 4 Hours
Hello,
I need help with one of the Assignment for my Data Science and Big Data Course.
I have a Dataset for VPN-nonVPN Traffic. I need help with the below
1. Plot variable importance plot with 10-20 importance features
2. Partial plot with 3-5 most important features
3. How did you select features?
4. Did you make any important feature transformations?
5. Did you find any interesting interactions between features?
6. Did you use external data? (if permitted)
.
ReadSilvia, P. (2017). Knowledge emotions feelings that fost.docxsedgar5
Read:
Silvia, P. (2017).
Knowledge emotions: feelings that foster learning, exploring, and
Actions
reflecting
Actions
.
In R. Biswas-Diener & E. Diener (Eds), Noba textbook Series: Psychology. Csabai, M. (2017, September 13). The 4 stages of learning a new skill. Retrievedfrom Mind in Motion:
http://mindinmotion.co.za/4-stages-of-learning-anything/ (Links to an external site.)
Access & Take the following two inventories:
Learning Styles Inventory:
(Links to an external site.)
(Links to an external site.)
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml (Links to an external site.)
(Links to an external site.)
(Links to an external site.)
Multiple Intelligences Survey:
http://www.literacynet.org/mi/assessment/findyourstrengths.html (Links to an external site.)
Use the following template to write your answers to
The Nature of the Learning Process-2.docx
Actions
(Save file, then download from 'save')
.
ReadSimonton, D. K. (2017). Creativity. In R. Biswas-Diene.docxsedgar5
Read:
Simonton, D. K. (2017).
Creativity
. In R. Biswas-Diener & E. Diener (Eds),
Actions
Noba textbook series: Psychology.
Watch:A video with Dewitt Jones, a National Geographic photographer titled
Everyday Creativity. Access Everyday Creativity with the following link:
Jones, D., Everyday Creativity. (Links to an external site.)
Also access and watch the following two videos:
Creativity Science (Links to an external site.)
How To Be Creative | Off Book | PBS Digital Studios (Links to an external site.)
Use the following template to respond to your readings and activities about accessing creativity.
.
ReadRethinking the Social Responsibility of Business A Reason t.docxsedgar5
Read:
Rethinking the Social Responsibility of Business: A Reason to Debate Featuring Milton Friedman, Whole Food’s John Mackey, and Cypress Semicondutor’s T. J. Rodgers. Pages 231-239
Discuss the concept that corporations add far more to society by maximizing “long-term shareholder value” than they do by donating time and money to charity.
How important is this concept to business, society, and to you? Which position do you believe is more accurate…Rodgers or Mackey?
.
ReadingsUse The American Community College attached below t.docxsedgar5
Readings
Use
The American Community College
attached below to read the following:
Chapter 2, "Students: Diverse Backgrounds and Purposes," pages 45–77.
Chapter 8, "Developmental Education: Enhancing Literacy and Basic Skills," pages 235–264.
For this question, resume the role of a public information officer.
A new local education reporter, the graduate of a prestigious university, has contacted you. She recently learned that community colleges serve many different types of students and are the most ethnically representative institutions in U.S. higher education. She asks you to provide her with a 300–400 word explanation of how community colleges became the most diverse institutions in terms of student ethnicity and age. Using current APA style, write your analysis of why community colleges can serve diverse student populations.
.
ReadMeData DescriptionIDCustomer IDAgeCustomers age in yearsExpe.docxsedgar5
ReadMeData Description:IDCustomer IDAgeCustomer's age in yearsExperienceYears of professional experienceIncomeAnnual income of the customer ($000)ZIPCodeHome Address ZIP code.FamilyFamily size of the customerCCAvgAvg. spending on credit cards per month ($000)EducationEducation Level. 1: Undergrad; 2: Graduate; 3: Advanced/ProfessionalMortgageValue of house mortgage if any. ($000)Personal LoanDid this customer accept the personal loan offered in the last campaign?Securities AccountDoes the customer have a securities account with the bank?CD AccountDoes the customer have a certificate of deposit (CD) account with the bank?OnlineDoes the customer use internet banking facilities?CreditCardDoes the customer use a credit card issued by the bank?Note: Data is hypothetical
Bank_Personal_Loan_ModellingIDAge (in years)Experience (in years)Income (in K/month)ZIP CodeFamily membersCCAvgEducationMortgagePersonal LoanSecurities AccountCD AccountOnlineCreditCard1251499110741.6100100024519349008931.5100100033915119472011100000043591009411212.720000005358459133041200000163713299212140.421550001075327729171121.5200001085024229394310.3300000193510819008930.6210400010103491809302318.930100001165391059471042.4300000012295459027730.120000101348231149310623.83001000145932409492042.5200001015674111291741121001000166030229505411.530000111738141309501044.7313410000184218819430542.410000001946211939160428.13010000205528219472010.5200100121563125940150.9211100010225727639009532300001023295629027711.2126000010244418439132020.71163010002536111529552123.9115900001264319299430530.519700010274016839506440.230000002846201589006412.41000011295630489453912.230000113038131199410413.32010111315935359310611.23122000103240162994117122000010335328419480120.631930000034306189133030.9300000035315509403541.83000010364824819264730.710000003759351219472012.91000001385125719581411.431980000039421814194114353011110403813809411540.7328500010415732849267231.6300100042349609412232.31000000433271329001941.1241210010443915459561610.710000104546201049406515.71000011465731529472042.51000001473914439501430.72153000104837121949138040.2321111111495626819574724.53000001504016499237311.810000015132889209340.720010105261371319472012.9100001053306729400510.11207000005450261909024532.132401001055295449581910.2300001056411713994022281000010575530299400530.120011105856311319561621.230100005928293940650.21000000603151889132024.5145500000614924399040431.720010106247211259340715.7111201000634218229008911100000064421732945234020000106547231059002423.310000006659351319136013.810000116762361059567022.8133600000685323459512342313201000694721609340732.11000011705329209004540.210000107142181159133513.510000017253296993907412000010734420130920071510000017441168594606143000011752831359461123.31000001763171359490143.82010111775832129132030.33000000784620299222030.520000007954301339330522.63010000805026199472020.4111800010816036419513441.3117400011824722409461232.72000010834116829250714300001084339509430512.42000000854.
reading Phillips & Soltis Chapter 6Wenger A Social .docxsedgar5
reading
Phillips & Soltis: Chapter 6
Wenger: A Social Theory of Learning
McLeod: Vygotsky (Links to an external site.)
https://www.simplypsychology.org/vygotsky.html
Schunk: Chapter 6 (Read Only the Following Pages/Sections)
240 (Vygotsky S.C. Theory) - 248
250 (Socially Mediated Learning) - 233
269 (Peer Assisted) - 271
274 (Summary) - 277
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Hello everyone!
Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge.
Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..
Readings Maggie Nelson, Great to Watch”Martha Stout, .docxsedgar5
Readings:
Maggie Nelson, “Great to Watch”
Martha Stout, “When I Woke Up Tuesday Morning, It Was Friday”
Azar Nafisi, “Selections from
Reading Lolita in Tehran
”
Rough Draft (4 pages) due Wed. 11/20 (bring 2 paper copies to class for Peer Review and upload
To Canvas)
Final Draft (5-6 pages) due Wed. 12/4 (upload to Canvas)
Question for Writing:
Azar Nafisi reflects on her experiences as a woman living in Tehran under a totalitarian regime. In secret, with a select group of female students, Nafisi and her class explore the world of forbidden literature as a form of mental resistance against their loss of freedom.
Considering the ideas and themes of Martha Stout and Maggie Nelson, develop a thesis that investigates how these concepts may inform our reading of Nafisi’s memoir.
Themes include (but are not limited to) the utility of subjective mental states such as dissociation and imagination; the role of violence in the media; and the creation and preservation of self-identity.
Remember:
Connections between authors are not only parallels, but include complications, contrasts, frame-case relationships, etc. A quality Expos essay has complex connections!
.
ReadingsRead Chapter 10 in the text Human resource management..docxsedgar5
Readings
Read Chapter 10 in the text:
Human resource management.
Discussions
To participate in the following Discussion Forums, go to this week's
Discussion
link in the left navigation:
Global HRM
How does the current landscape of global HRM impact HR planning?
What are the HRM implications of Hofstede’s, Trompenaars’, and the GLOBE models’ cross-cultural dimensions? Respond to at least two of your classmates' postings.
The Future of HRM
Today, social media is playing a major role in the selection process. How would the use of such tools as LinkedIn, Twitter, Facebook and others impact your decision in finding the right candidate and why would you select such tool(s)? What would be the impact on HR policies?
.
This document is the preface to the book "Readings in Classical Chinese Philosophy". It provides background information on early Chinese history, culture, and philosophy prior to the classical period. It discusses early religious beliefs recorded on oracle bones and bronze vessels, including the concepts of Shang Di, ancestral spirits, and divination. It also describes the transition during the Zhou Dynasty towards more "naturalized" concepts like Tian and Tianming. The preface aims to help readers understand the intellectual context for the philosophical works included in the book.
READINGSIntroductionUnit II examines ethical, legal, and .docxsedgar5
READINGS:
Introduction
Unit II
examines ethical, legal, and legislative issues affecting leadership and management as well as professional advocacy. This chapter focuses on applied ethical decision making as a critical leadership role for managers.
Chapter 5
examines the impact of legislation and the law on leadership and management, and
Chapter 6
focuses on advocacy for patients and subordinates and for the nursing profession in general.
Ethics
is the systematic study of what a person’s conduct and actions should be with regard to self, other human beings, and the environment; it is the justification of what is right or good and the study of what a person’s life and relationships should be, not necessarily what they are. Ethics is a system of moral conduct and principles that guide a person’s actions in regard to right and wrong and in regard to oneself and society at large.
Ethics is concerned with doing the right thing, although it is not always clear what that is.
Applied ethics
requires application of normative ethical theory to everyday problems. The normative ethical theory for each profession arises from the purpose of the profession. The values and norms of the nursing profession, therefore, provide the foundation and filter from which ethical decisions are made. The nurse-manager, however, has a different ethical responsibility than the clinical nurse and does not have as clearly defined a foundation to use as a base for ethical reasoning.
In addition, because management is a discipline and not a profession, its purpose is not as clearly defined as medicine or law; therefore, the norms that guide ethical decision making are less clear. Instead, the organization reflects norms and values to the manager, and the personal values of managers are reflected through the organization. The manager’s ethical obligation is tied to the organization’s purpose, and the purpose of the organization is linked to the function that it fills in society and the constraints society places on it. So, the responsibilities of the nurse-manager emerge from a complex set of interactions.
Society helps define the purposes of various institutions, and the purposes, in turn, help ensure that the institution fulfills specific functions. However, the specific values and norms in any institution determine the focus of its resources and shape its organizational life. The values of people within institutions influence actual management practice. In reviewing this set of complex interactions, it becomes evident that arriving at appropriate ethical management decisions can be a difficult task.
In addition,
nursing management ethics
are distinct from
clinical nursing ethics
. Although significant research exists regarding ethical dilemmas and moral distress experienced by staff nurses in clinical roles, less research exists regarding the ethical distress experienced by nursing managers.
Nursing management ethics are also distinct from other areas of m.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Reading Notes Instructions Global 2 Respond to .docx
1. Reading
Notes
Instructions
Global 2
Respond to ALL of the following questions, using Times New
Roman, 12 pts., double spaced,
ranging from 300 to 500 words. The file will be submitted in a
.pdf format.
Include: Full Name, TA Name, Section Time/Date. No citation
required.
1. What is the main idea of EACH reading? (5 pts)
2. Compare and contrast the main ideas of ALL the readings,
and explain how do ALL of
them relate to Global Studies? (5 pts)
Grading Rubric per question
Grade Description
1 Demonstrates very limited knowledge and understanding of
the subject;
almost no organizational structure in the answers; inappropriate
or inadequate
use of terminology; a limited ability to relate content to the
2. class.
2 Demonstrates some knowledge and understanding of the
subject; a basic sense
of structure that is not sustained throughout the answers; a basic
use of
terminology appropriate to the subject; some ability to establish
links between
facts and the class.
3 Demonstrates a secure knowledge and understanding of the
subject going
beyond the mere citing of isolated, fragmentary, irrelevant or
“common sense”
points; some ability to structure answers but with insufficient
clarity and
possibly some repetition; an ability to express knowledge and
understanding
in terminology specific to the subject
4 Demonstrates a sound knowledge and understanding of the
subject using
subject-specific terminology; answers which are logically
structured and
coherent but not fully developed; a tendency to be more
descriptive than
evaluative although some ability is demonstrated to present and
develop
contrasting points of view;
5 Demonstrates detailed knowledge and understanding; answers
which are
coherent, logically structured and well developed; consistent
use of
appropriate terminology; an ability to analyse, evaluate and
synthesize
3. knowledge and concepts; an ability to analyse and evaluate the
reading or to
solve problems competently.
THINKINGGLOBALLY
THINKINGGLOBALLY
AGlobalStudiesReader
EDITEDBY
MarkJuergensmeyer
UNIVERSITYOFCALIFORNIAPRESS
Berkeley Los Angeles London
University of California Press, one of the most distinguished
university
pressesintheUnitedStates,enricheslivesaroundtheworldbyadvanci
ng
scholarship in the humanities, social sciences, and natural
sciences. Its
activitiesaresupportedbytheUCPressFoundationandbyphilanthro
pic
16. fromTheEncyclopediaofGlobalStudies
FurtherReading
18. GlobalCommunicationsandNewMedia
The role of new media—video, internet, and social
networking—in global
cultureandpolitics
YudhishthirRajIsar,“GlobalCultureandMedia”
fromTheEncyclopediaofGlobalStudies
MichaelCurtin,“MediaCapitalinChineseFilmandTelevision”
fromPlayingtotheWorld’sBiggestAudience:TheGlobalizationof
ChineseFilmandTV
NatanaJ.DeLong-Bas,“TheNewSocialMediaandtheArabSpring”
fromOxfordIslamicStudiesOnline
PippaNorris,“TheWorldwideDigitalDivide”
fromHarvardUniversityKennedySchoolofGovernment
FurtherReading
19. TheGlobalMovementforHumanRights
19. AFriendlyIntroductiontoGlobalStudies
IhavealotoffriendsonFacebook,andtheyliveinallpartsoftheworld.I
f
Ipostsomethingaboutglobaltrade,IgetresponsesfromfriendsinChi
na
andBrazil. If Iputupa linkabout interfaithharmony,
Igetappreciative
“likes” from friends in Indonesia, India, and Northern Ireland.
When I
comment about domestic politics in theUnited States, I’m often
politely
ignored bymy friends in the other part of theworld,who findmy
local
obsessions as arcane as I view their postings on Eritrean
political
squabbles.ButwhenIposta linktoawebsite thatportraysnothingbut
picturesofbouncingcats,
Ireceiveappreciativenoticesfromaroundthe
world.Everyone,itseems,lovesbouncingcats.
Itisnotjustthebouncingcatsthatareglobal,however.It’severything.
The very process of interaction and communication beyond
national
bordersisafeatureofourglobalizedworld.Andit isnot
21. themost
globalareaofyourhouseisthatcloset.
In some cases, you do not have to go anywhere to find examples
of
globalizationbecause theycome to you.Globalizationpermeates
theair
thatyoubreathe—
includingtinyparticlesemittedfromvolcaniceruptions
half a world away. It affects your weather, as cycles of warming
and
coolingairreacttoglobalclimatechange.Andglobalizationispartoft
he
foodthatyoueat.ThisisobviousifyouhaveatasteforChinesetake-out
orpadThainoodlesorMexicanburritos.Butevenifyouareameat-and-
potatoeskindofpersonwholikesalittletomatosaladontheside,youar
e
enjoyingtheeffectsofglobalizationaboutfivehundredyearsago.Itw
as
then that potatoes and tomatoes, plants originally found only in
South
America,weretakenelsewherebyexplorerstobecomeapartofthefoo
d
22. habits in North America, Europe, and around the world. Their
dissemination was part of the extraordinary global diffusion of
plants,
germs, and cultures that followed European contacts with the
Western
Hemisphere,beginningwithColumbusin1492.
Soglobalizationiswovenintothefabricofourdailylives.Tostudyitis
tofocusonthecentralfeatureoflifeinthetwenty-
firstcentury.Buthow
doyougoabout studyingglobalization? Is it reallypossible to
study the
whole world? Doesn’t this mean studying almost everything?
And if so,
wheredoyoubegin?
Thesewerethequestionsinthemindsofagroupofscholarswhometin
Tokyoin2008.TheyhadmettheyearbeforeinSantaBarbara,Californ
ia,
toexplorethepossibilityofcreatinganewinternationalorganizationf
or
representatives of graduate programs in global studies—a whole
new
academic field that had been created in various universities
around the
23. world. The first college programs to be called “global studies”
were
formed in the mid-1990s, and within a decade there were
hundreds.
Students flocked to the new programs, intuitively knowing that
thiswas
something important. By the end of the first decade of the
twenty-first
century,graduateprogramshadbeenestablishedindozensofuniversi
ties
inAsia,Europe,andNorthAmerica,includingJapan,SouthKorea,Ch
ina,
India,Germany,Denmark,Russia,theUnitedKingdom,Australia,Ca
nada,
andtheUnitedStates.Thefieldofglobalstudieshadarrived.
But what was in this new field of study? When the scholars
came
togetherinTokyoin2008,theirmaingoalsweretoanswerthisquestion
andtodefinethemajorfeaturesofthefieldofglobalstudies.Theycame
expectingtohavesomethingofa fight.Afterall,eachof
theseprograms
haddevelopedindependentlyfromtheothers.Whenrepresentativeso
fall
these different programs came together, they did not know what
25. systems, and ideologies such as nationalism or religious beliefs.
The
scholars used the term cultural regions as well as nations, since
these
kinds of global flows of activity and ideas transcend the
limitations of
regions even when they are not the same as national boundaries.
Historically,muchof theactivity thatwecall
“transnational”mightmore
properlybecalled“transregional,”sinceitoccurredbeforetheconcep
tof
nationwasappliedtostates.
Interdisciplinary. Since transnational phenomena are complex,
these are
examined frommany disciplinary points of view. In general, the
field of
global studies does not keep strict disciplinary divisions among,
for
instance, sociological, historical, political, literary, or other
academic
fields.Rather, it takesaproblem-focusedapproach, lookingat
situations
such as global warming or the rise of new religio-political
ideologies as
26. specific cases. Tomake sense of these problem areas
requiresmultiple
perspectives,whichmaybeeconomic,political,social,cultural,
religious,
ideological, or environmental. Scholars involved in global
studies often
work in interdisciplinary teams or freely use terms and concepts
across
fieldsof study.Thesescholarscome fromall fieldsof thesocial
sciences
(especiallyfromsociology,economics,politicalscience,andanthrop
ology).
And many of the fields are also related to the humanities,
including
particularlythefieldsofhistory,literature,religiousstudies,andthea
rts.
Somescholarshaveexpertise
inareasofscience,suchasenvironmental
studiesandpublichealth.
Contemporary and Historical. We think of globalization as
being primarily
contemporary,somethinguniquetoourtime.Butitisalsohistorical.T
rue,
thepaceand intensity ofglobalizationhave increasedenormously
27. in the
post–ColdWar period of the twentieth century and evenmore so
in the
twenty-first century. But transnational activities have had
historical
antecedents. There are moments in history—such as in the
ancient
MediterraneanworldduringtheRomanandGreekEmpires—
whenthere
was a great deal of transnational activity and interchange on
economic,
cultural, and political levels. The global reach of European
colonialism
from the sixteenth century to the twentieth century provides
another
example of a global stratum of culture, education, technology,
and
economicactivityuponwhicharebasedmanyaspectsoftheglobalizat
ion
of the twenty-first century. Thus, to fully understand the
patterns of
globalizationtoday,itisnecessarytoprobetheirhistoricalprecedents
29. rather to
understandit.
Tounderstandglobalizationwellrequiresviewingitfrommanycultur
al
perspectives—
fromAfricanandAsian,aswellasEuropeanandAmerican,
points of view.Scholars of global studies acknowledge that
globalization
andotherglobalissues,activities,andtrendscanbevieweddifferently
in
differentpartsoftheworldandfromdifferentsocio-
economiclevelswithin
eachlocality.Forthatreason,scholarsofglobalstudiessometimesspe
ak
of“manyglobalizations”or“multipleperspectivesonglobalstudies.
”This
positionacknowledgesthatthereisnodominantparadigmorperspecti
ve
inglobalstudiesthatisvaluedoverothers.
Globally Responsible. Scholarswhowork in global studies often
advance
anadditionalcriterionforwhattheydo:tohelpmaketheworldabetter
placeinwhichtolive.Byfocusingonglobalproblems,scholarsimplyt
30. hat
theywanttohelpsolvethoseproblems.Theyalsohopetofosterasense
of
global citizenship among their students. They like to think that
they are
helpingtocreate“globalliteracy”—
theabilitytofunctioninanincreasingly
globalized world—by understanding both the specific aspects of
diverse
cultures and traditions and the commonly experiencedglobal
trends and
patterns.Otherteachersassertthattheyareprovidingtrainingin“glob
al
leadership,” giving potential leaders of transnational
organizations and
movements the understanding and skills that will help them to
solve
problemsanddealwithissuesonaglobalscale.
Inthisbookwewillembraceallof theseaspectsofglobalstudies. In
Part2,wewillmovearoundtheworldfromregiontoregion—
fromAfrica,
31. theMiddleEast,SouthandCentralAsia,EastAsia,andSoutheastAsia
and
thePacificareatoEuropeandbicontinentalRussiaandtheAmericas.
We
explore readings that show how globalization is viewed from
the
perspective of each region, both historically and today.Wewill
consider
how global factors have affected each region and how each
region has
contributed to the larger currents of globalization during
different
historicalperiods.
InPart3,wewilllookatmajortransnationalissuestoday,includingthe
declineof thenation-state, the
riseofnewreligiouspolitics,andseveral
economic issues—such as finance, currency, and labor in the
global
economy;problemsofdevelopmentandtheroleofwomenintheworld
’s
workforce;andthehiddeneconomyinvolvingtradeinsexandillicitdr
ugs.
We will also explore global environmental problems, including
climate
32. change, transnationaldiseasesandotherglobalhealth
issues,andglobal
communicationsandnewmedia,andendwithasectionontheroleofciv
il
society in the global future. In choosing the readings to explore
these
issues, Ihave tried
toachieveabalanceamongdisciplinaryandcultural
perspectives.AndIhopeformyreaderstonotonlyunderstandthenatur
e
ofglobalproblems,butalsotoconsidersomeofthepossibilitiesinsolv
ing
them.
So when you enter the field of global studies, you are
encountering
someof
themostsignificantaspectsofourcontemporaryworld.Youare
engagingwiththetransnationalissuesthathaveshapedtheregionsoft
he
world from ancient times to the present and that are among the
most
pressingissuesofourcontemporaryera.LiketheInternet,globalstudi
es
drawsyouintothiswiderworld.Butglobalstudies,atitsbest,doesmor
33. e
than that. As these readings will show, the scholars engaged in
these
studieshavehoned theiranalytic skills tomakecritical
assessmentsand
reasonedjudgmentsaboutthecharacteroftheglobaltransformationst
hat
areoccurringaroundus.Thisdoesnotmake thesescholars infallible;
in
fact,theyfrequentlydisagreewithoneanother.Buttheirinsightsdom
ake
them friends—not only to be liked, but also to be challenged by,
to be
emulated,andtobeknown.
PARTI
INTRODUCTION
35. s
one part of the established disciplines of sociology, economics,
political
science,history,religiousstudies,andthelike.Orglobalstudiescanb
ea
separatecourseorpartofawholenewprogramordepartment.
Asanacademicfield,globalstudiesisfairlynew.Itblossomedlargely
aftertheturnofthetwenty-
firstcentury.Buttheintellectualrootsofthe
field lie in thepioneeringwork of themanydifferent
scholarswhohave
thought globally over many decades. These thinkers have
attempted to
understand how things are related and have explored the
connections
amongsocieties,polities,economies,andculturalsystemsthroughou
tthe
world.
Onecouldarguethatthefirstglobalstudiesscholarswereamongthe
foundersofthesocialsciences.Overahundredyearsagothepioneerin
g
GermansociologistMaxWeber (1864–
1920)wroteaseriesofworkson
36. the religionsof India,China,
Judaism,andProtestantChristianity.Weber
was interested in finding what was distinctive about each of
them, and
what was similar among all of them. Weber also attempted to
discern
universal elements in the development of all societies. He
showed, for
example, that a certain kind of rational and legal authority and
its
associated bureaucratization was a globalizing process. Though
his
intellectualinterestswereEuropocentric,hiscuriosityspannedthegl
obe.
Other early social scientists were also global thinkers. The
French
sociologistÉmileDurkheim (1858–1917) focused
firstonsomethingvery
local: case studies of tribal societies. What he found, however,
was
somethingheregardedasquiteglobal:theriseoforganicsolidaritybas
37. ed
on functional interdependence.TheGermanphilosopherand social
critic
KarlMarx(1818–
1883)likewiseassumedthathistheorieswereuniversal.
Marxshowedthatcapitalismwasaglobalizingforce,onethatwouldca
use
bothproductionsystemsandmarkets toexpandtoencompass
theentire
world.
IdeasinEurope,NorthAmerica,andtherestoftheWesternizedworld
were influencedby thinkers such as these.At the same time,
significant
thinking about intercultural commonalities and global awareness
was
being developed in intellectual centers in other parts of the
world. The
tolerantidealsoftheMuslimthinkerIbnKhaldunwereinfluentialinN
orth
Africa and the Middle East, and notions of universal
brotherhood
advocatedby the IndianphilosopherRabindranathTagorehadan
impact
on the intellectual circles of South Asia as well as on his
38. admirers in
Westernsocieties.
Allof theseearly thinkers,bothEuropeanandnon-European,
focused
on two ways of thinking globally: comparison and universality.
In some
cases,theylookedatcomparativeandnon-
Westernexamplestodetermine
differences and similarities. In other studies, they adopted
intellectual
positions that assumed a universal applicability. Hence early
European
theoristssuchasWeberandMarxthoughtthatthesocialforcesthatwer
e
transforming Europe in the nineteenth century would eventually
have
relevanceglobally.Currentscholarshipinallareasofthehumanitiesa
nd
social sciences—includingglobal studies—is indebted to
thesepioneering
scholars.
Butthespecificfocusonglobalizationitselfisfairlynew.Onlyrecentl
y
39. havescholarsbeguntoexaminetransnationalandglobalnetworks,flo
ws,
processes, ideologies, outlooks, and systems both historically
and in the
contemporaryworld.Infact,thefirstexplicitlyglobalworksofschola
rship
ofthissortonlyemergedafewdecadesago,attheendofthetwentieth
century.
Oneofthepioneersofcontemporaryglobalstudieswasthesociologist
ImmanuelWallerstein,whohelpedtoformulateworldsystemstheory
.He
incorporatedinsightsfrompoliticaleconomy,sociology,andhistoryi
norder
to understand global patterns of hegemonic state power. Other
sociologists, including Roland Robertson, Saskia Sassen, and
Manfred
Steger,explicitlyexaminedtheconceptoftheglobal,asopposedtoloc
al,
pointsofview.
Perspectives from other disciplines have also contributed to
global
40. studies.TheanthropologistArjunAppaduraibroadenedtheundersta
nding
ofglobalperspectivesfromlandscapetoavarietyof“scapes”—
culturally
shaped understandings of the world. The political scientist
David Held
helpedtoformulatetheoriesofpoliticsinrelationtoglobalization.Wi
lliam
H.McNeill,AkiraIriye,andBruceMazlish,amongotherhistorians,h
elped
to develop the subfields of world history and global history.
Economists
such as Joseph Stiglitz and Jagdish Bhagwati have analyzed
economic
interactions and changes in global terms. And in the field of
religious
studies,WilfredCantwellSmithandNinianSmartmovedbeyondthes
tudy
of particular religious traditions to the study of world theology
and
worldview analysis, respectively. Other scholars developed
analytic
approaches to describe new forms of global society: Mary
Kaldor
41. examined an emerging global civil societywhile KwameAnthony
Appiah
andUlrichBeckhavedescribedwhattheyregardasacosmopolitanstra
nd
inthenewglobalorder.
By the first decade of the twenty-first century, an imposing
body of
scholarlyliteratureandaflurryofnewjournals,bookseries,andschol
arly
conferences and associations emerged under the label of global
studies.
Thefieldhadarrived.Thisbookprovidesaroadmaptotheemergingfie
ld.
At the same time—to mix metaphors—it provides a sampling of
the
intellectualfeastthatthecurrentfieldprovides.
Globalstudiesusesthetermtransnationalalot.Whatthismeansisthat
global studies focus not just on the activities and patterns that
are
international—among nation-states—but also on those that exist
beyond
thebordersofnationsandregionsandstretchacrossthevariousareaso
f
42. the world. This is one way of thinking of global activity—not
that it is
universal,foundeverywhereontheplanet,butthatittranscendstheus
ual
boundaries thatseparatenation fromnation.Transnational
relationscan
beconfinedlargelywithinaparticularareaoftheworld(suchasecono
mic
cooperationwithinEurope, for instance, or among thenations
along the
PacificRim)andnotnecessarilyoccurthroughoutthewholeworld.
Atthesametime,therearephenomenathataretrulyglobalinthatthey
arefoundeverywhere,suchassatellitecommunicationsystemsthatca
nbe
accessed anywhere on the planet. These are by definition
transnational,
sincetheyoccurbeyondthelimitationsofnationalboundariesorcontr
ol.
Allglobalphenomenaencompasstransnationallinkages,butnotever
ything
thatistransnationalisglobal.Termscanbeconfusing,butit’susefulto
44. the
worldtogetherinmoreintenseinteractionthroughallofthetransnatio
nal
activitythatwehavebeentalkingabout—
economic,demographic,social,
cultural, technological, and so on. Scholars such as Roland
Robertson
beganusing the termglobalization in the 1980s. And a book
byMartin
AlbrowandElizabethKingused the termglobalization in its title
in the
early 1990s. What they meant by the term was the process of
social
change that involved transnational interactions in all aspects of
social,
economic, and technological relationships. Thus, the word
globalization
describesaprocess.
The resultofglobalization isamoreunifiedand interactiveplanet—
a
globalized world. Some scholars have called this globalized
society
“globality”ortheeraof“theglobal.”Theattitudethatpeopleadoptint
his
45. moreintenselyinteractiveworldcanbesaidtobeoneof“globalism,”o
r
“global consciousness,” or one embracing the “global
imaginary.” These
areallwaysofthinkingaboutthenewstateofglobalawarenessinaworl
d
where transnational activity is the norm and everyone is
affected by
everyoneelseeverywhereontheplanet.
Thesebroadglobal trendsseemvast,andtheyare.Buttheyalsoare
feltonaverylocallevel.Therearepocketsofglobalism,forexample,in
neighborhoods that are multicultural and contain different
immigrant
communitiesthatinteractwithoneanother.Somecitiesaredescribeda
s
“global cities,” both because of their importance as global
nodes of
economicandculturalnetworksandbecausetheirownpopulationsare
a
tapestryofpeoplesfromdifferentpartsoftheworld.InLosAngeles,
for
instance, you can find areas that are entirely Filipino, and other
areas
whereonlyVietnameseisspoken.LosAngelescontainsoneofthelarg
46. est
Mexican populations in the world and also one of the largest
groups of
Iranians.Inmanyways,itisasocialmicrocosmoftheworld,andyetall
of
theseimmigrantneighborhoodsinteractinacommonurbanlocale.
RolandRobertsoncoinedthetermglocaltodescribetheseexamplesof
globalism in a local setting. In his description, glocalization is a
logical
extensionofglobalization.Itisthewaythatlocalcommunitiesareaffe
cted
by global trends. The appearance of big-box stores selling
Chinese-
manufacturedproductsinsleepyruraltownsofArkansasisoneexamp
leof
glocalization.AnInternetcaféthatIfoundonaremotesegmentoftheIn
ca
trailnearMachuPicchuinPeruisanother.
Atthesametimethatglobaltrendsinfluencelocalsettings,thereverse
canalsohappen:globalpatternscanbereinterpretedonalocallevel.T
47. he
spread of the McDonald’s fast-food franchise around the world
is an
example. When I visit the McDonald’s in Delhi, I find that none
of the
hamburgersare,infact,beefburgers;theyarechickenorveggieburger
s,
reflectingthepredominantlyvegetarianeatingcustomsofpeopleinIn
dia.
In Kyoto’s McDonald’s, you can get a Teriyaki McBurger; and
in the
McDonald’s restaurant in Milan, the sophisticated Italians may
choose
pastaratherthanfries.Sowhenglobalizationisglocalized,globalpatt
erns
canadapttolocalsituations.
In the readings in this section, these concepts of globalization
and
globalismareexploredbyseveralinfluentialscholarsinthefieldofglo
bal
studies.ThefirstessayisbyManfredSteger,anativeAustrianwhohel
ped
to create the School of Global, Urban and Social Studies at
RMIT
48. University inMelbourne, Australia. Steger’s bookGlobalization:
A Very
ShortIntroductionisoneofthemostwidelyreadbooksonthetopic.Ina
n
excerptfromthisbook,Stegerdescribesthephenomenonofglobalizat
ion
in the post–Cold War era—that is, since roughly 1990. He
argues that
globalization has increased even more since the turn of the
century in
2000andtakesashisexampletheterroristactonSeptember11,2001.
Stegershowsthatthisincident,andthetechnology,media,andideolog
ical
elements related to it, exhibit the global interconnectedness of
our
contemporaryworld.
TheNewYorkTimescolumnistThomasFriedmanalsoagreesthatthe
era of globalization is relatively recent. In his calculation,
however, it
begins around 1989, at the end of the Cold War, when the Berlin
wall
tumbledandtheideologicalconfrontationbetweensocialistandcapit
alist
societieswasreplacedbyamorefluidandvariedconceptofworldorde
49. r.
In Friedman’s view, thewrestlingmatches between two huge
lumbering
superpowers has been replaced by the sprints to economic
success by
leaner independent economies. And though previous periods of
globalizationinhistoryhaveshrunktheworldfromasize“large”toasi
ze
“medium,”thecurrenterashrinkstheworldtoasize“small.”
PaulJames,asociologistwhohelpeddeveloptheglobalstudiesprogra
m
at RMIT University in Melbourne, Australia, tries to put this
global
phenomenon in order. He describes the various aspects of
globalization
and the different approaches to studying it. In James’s
comprehensive
surveyofthefield,heshowsthatthestudyofglobalizationcomesfrom
all
themajordisciplinesofthesocialsciencesandhumanities.
Globalizationisabasicfeatureofmodernlife.Butisitalwaysgood?In
50. anessayfromForeignPolicy,StevenWeber,aprofessorofpoliticalsci
ence
anddirectoroftheInstituteforInternationalStudiesattheUniversityo
f
California, Berkeley, argues that globalization often seems to
have gone
bad.ThisisespeciallytrueforthosewhoexpectedAmerica’smilitarya
nd
economic superiority in apost–ColdWarera togive it unbridled
control
overtherestoftheworld.ButWeberarguesthatglobalizationmaynotb
e
suchabad thingafterall.America’s security—and theworld’s—
depends
not on just one superpower exerting its authority, but also on an
interconnected set of relationships that reduces conflict through
cooperation.Perhaps,Webersuggests,thebestapproachtodealingwi
tha
globalizedworld isnot foronecountrytotrytocontrol it,butto let
the
political interconnectednessof theworldprovide foramutual,
collective
security.
52. sm
suggest the opposite, namely, the growth of parochial forces
that
undermineglobalization?”Obviously, the studentwas referring
toSaudi-
born Al Qaeda leader Osama bin Laden, whose videotaped
statement
condemning the activities of “international infidels” had been
broadcast
worldwideon7October.
Struck by the sense of intellectual urgency that fuelled my
student’s
question, I realized that the story of globalization would remain
elusive
without real-life examples capableof breathing shape, colour,
and sound
intoavagueconceptthathadbecomethebuzzwordofourtime.Hence,
before delving into necessary matters of definition and
analytical
clarification,weoughttoapproachoursubject in
lessabstractfashion.I
53. suggest we begin our journey with a careful examination of the
aforementioned videotape. It will soon become fairly obvious
why a
deconstructionofthoseimagesprovidesimportantcluestothenaturea
nd
dynamicsofthephenomenonwehavecometocall“globalization.”
DECONSTRUCTINGOSAMABINLADEN
The infamous videotape bears no date, but experts estimate that
the
recording wasmade less than two weeks before it was broadcast.
The
timing of its release appears to have been carefully planned so
as to
achievethemaximumeffectonthedaytheUnitedStatescommencedit
s
bombing campaign against Taliban and Al Qaeda (“The Base”)
forces in
Afghanistan.AlthoughOsamabinLadenandhistoplieutenantsweret
hen
hidinginaremoteregionofthecountry,theyobviouslypossessedtheh
i-
tech equipment needed to record the statement. Moreover, Al
Qaeda
54. members clearly enjoyed immediate access to sophisticated
information
andtelecommunicationnetworksthatkepttheminformed—inreal-
time—of
relevant
internationaldevelopments.BinLadenmayhavedenounced the
forcesofmodernitywithgreatconviction,butthesmoothoperationof
his
entire organization was entirely dependent on advanced forms
of
technologydevelopedinthelasttwodecadesofthe20thcentury.
To further illustrate thisapparentcontradiction,consider
thecomplex
chainofglobal
interdependenciesthatmusthaveexistedinorderforbin
Laden’smessagetobeheardandseenbybillionsofTVviewersaroundt
he
world. After making its way from the secluded mountains of
eastern
AfghanistantothecapitalcityofKabul,thevideotapewasdroppedoff
by
anunknowncourieroutside the localofficeofAl-Jazeera, aQatar-
based
televisioncompany.Thisnetworkhadbeenlaunchedonlyfiveyearsea
55. rlier
asastate-financed,Arabic-
languagenewsandcurrentaffairschannelthat
offered limited programming. Before the founding of Al-
Jazeera, cutting-
edgeTVjournalism—suchasfree-
rangingpublicaffairsinterviewsandtalk
showswithcall-inaudiences—
simplydidnotexistintheArabworld.Within
only three years, however, Al-Jazeera was offering its Middle
Eastern
audienceadizzyingarrayofprogrammes,transmittedaroundthecloc
kby
powerfulsatellitesputintoorbitbyEuropeanrocketsandAmericansp
ace
shuttles.
Indeed,thenetwork’smarketshareincreasedevenfurtherasaresult
ofthedramaticreductioninthepriceandsizeofsatellitedishes.Sudde
nly,
suchtechnologiesbecameaffordable,evenforlow-
incomeconsumers.By
56. theturnofthecentury,Al-
Jazeerabroadcastscouldbewatchedaroundthe
clock on all five continents. In 2001, the company further
intensified its
global reach when its chief executives signed a lucrative
cooperation
agreement with CNN, the leading news network owned by the
giant
multinationalcorporationAOL-Time-
Warner.Afewmonthslater,whenthe
world’sattentionshiftedtothewarinAfghanistan,Al-
Jazeerahadalready
positioned itself as a truly global player, powerful enough to
rent
equipment to such prominent news providers as Reuters and
ABC, sell
satellite time to theAssociatedPressandBBC,anddesignan
innovative
Arabic-languagebusinessnewschannel togetherwith
itsotherAmerican
networkpartner,CNBC.
Unhampered by national borders and geographical obstacles,
cooperation among these sprawling news networks had become
so
57. efficientthatCNNacquiredandbroadcastacopyoftheOsamabinLade
n
tapeonlyafewhoursafterithadbeendeliveredtotheAl-
Jazeeraofficein
Kabul. Caught off guard by the incredible speed of today’s
information
exchange,theBushadministrationaskedtheQatarigovernmentto“re
inin
Al-Jazeera,” claiming that the swift airing of the bin Laden
tapewithout
priorconsultationwascontributingtotheriseofanti-
Americansentiments
in theArabworld and thus threatened to undermine theUSwar
effort.
However, not only was the perceived “damage” already done,
but
segments of the tape—including the full text of bin Laden’s
statement—
couldbeviewedonlinebyanyonewithaccesstoacomputerandamode
m.
TheAl-Jazeerawebsitequicklyattractedan
internationalaudienceas its
dailyhitcountskyrocketedtooversevenmillion.
Therecanbenodoubtthatitwastheexistenceofthischainofglobal
58. interdependencies and interconnections that made possible the
instant
broadcastofbinLaden’sspeech toaglobalaudience.At thesame
time,
however, it must be emphasized that even those voices that
oppose
modernity cannot extricate themselves from the very process of
globalizationtheysodecry.Inordertospreadtheirmessageandrecruit
new sympathizers, antimodernizers must utilize the tools
provided by
globalization.ThisobvioustruthwasvisibleeveninbinLaden’sperso
nal
appearance.The tapeshows
thathewaswearingcontemporarymilitary
fatiguesovertraditionalArabgarments.Inotherwords,hisdressrefle
cts
the contemporary processes of fragmentation and cross-
fertilization that
globalizationscholarscall“hybridization”—
themixingofdifferentcultural
formsandstylesfacilitatedbyglobaleconomicandculturalexchange
s.In
59. fact, the pale colours of bin Laden’s mottled combat dress
betrayed its
Russianorigins,suggestingthatheworethejacketasasymbolicremin
der
ofthefierceguerrillawarwagedbyhimandotherIslamicmilitantsagai
nst
the Soviet occupation forces in Afghanistan during the
1980s.His ever-
present AK-47 Kalashnikov, too, was probablymade in Russia,
although
dozensofgunfactoriesaroundtheworldhavebeenbuildingthispopul
ar
assault rifle for over 40 years. By themid-1990s,more than
70million
Kalashnikovs had beenmanufactured in Russia and abroad. At
least 50
national armies include such rifles in their
arsenal,makingKalashnikovs
trulyweaponsofglobalchoice.Thus,binLaden’sAK-
47couldhavecome
fromanywhereintheworld.However,giventheastonishingglobaliza
tion
oforganizedcrimeduringthelasttwodecades,itisquiteconceivablet
hat
binLaden’sriflewaspartofanillegalarmsdealhatchedandexecutedb
60. y
such powerful international criminal organizations as Al Qaeda
and the
RussianMafia. It isalsopossible that the riflearrived
inAfghanistanby
meansofanundergroundarms tradesimilar to theone that surfaced
in
May1996,whenpolice inSanFrancisco seized2,000 illegally
imported
AK-47smanufacturedinChina.
AcloselookatbinLaden’srightwristrevealsyetanothercluetothe
powerfuldynamicsofglobalization.Ashedirectshiswordsofcontem
ptfor
theUnitedStatesanditsalliesathishand-
heldmicrophone,hisretreating
sleeve exposes a stylish sports watch. Journalists who noticed
this
expensiveaccessoryhavespeculatedabouttheoriginsofthetimepiec
ein
question. The emerging consensus points to a Timex product.
However,
given thatTimexwatchesareasAmericanasapplepie, it seems
rather
ironic that the Al Qaeda leader should have chosen this
61. particular
chronometer.Afterall,TimexCorporation,originallytheWaterbury
Clock
Company, was founded in the 1850s in Connecticut’s Naugatuck
Valley,
known throughout the 19th century as the “Switzerland of
America.”
Today,thecompanyhasgonemultinational,maintainingcloserelatio
nsto
affiliated businesses and sales offices in 65 countries. The
corporation
employs 7,500 employees, located on four continents.
Thousands of
workers—mostlyfromlow-wagecountries intheglobalSouth—
constitute
thedrivingforcebehindTimex’sglobalproductionprocess.
Ourbriefdeconstructionofsomeofthecentralimagesonthevideotape
makesiteasiertounderstandwhytheseeminglyanachronisticimages
of
anantimodernterroristinfrontofanAfghancavedo,infact,captureso
me
62. essential dynamics of globalization. Indeed, the tensions
between the
forces of particularism and those of universalism have reached
unprecedented levels only because interdependencies that
connect the
local to theglobalhavebeengrowing faster thanatany time
inhistory.
Theriseof internationalterroristorganizations
likeAlQaedarepresents
but one of themanymanifestations of globalization. Just as bin
Laden’s
romantic ideology of a “pure Islam” is itself the result of the
modern
imagination,sohasourglobalagewithitsobsessionfortechnologyan
dits
mass-market commodities indelibly shaped the violent backlash
against
globalization.
OurdeconstructionofOsamabinLadenhasprovideduswithareal-life
exampleoftheintricate—andsometimescontradictory—
socialdynamicsof
globalization. We are now in a better position to tackle the
rather
demanding task of assembling a working definition of
63. globalization that
bringssomeanalyticalprecisiontoacontestedconceptthathasproven
to
benotoriouslyhardtopindown.
THEWORLDISTENYEARSOLD
ThomasFriedman
On the morning of December 8, 1997, the government of
Thailand
announcedthat itwasclosing56of thecountry’s58 top
financehouses.
Almostovernight,theseprivatebankshadbeenbankruptedbythecras
hof
theThaicurrency, thebaht.The financehouseshadborrowedheavily
in
U.S.dollarsandlentthosedollarsouttoThaibusinessesforthebuildin
gof
hotels,officeblocks,luxuryapartmentsandfactories.Thefinanceho
uses
allthoughttheyweresafebecausetheThaigovernmentwascommitted
to
keeping the Thai baht at a fixed rate against the dollar. But
when the
64. government failed to do so, in the wake of massive global
speculation
against the baht—triggered by a dawning awareness that the
Thai
economy was not as strong as previously believed—the Thai
currency
plummetedby30percent.Thismeantthatbusinessesthathadborrowe
d
dollarshadtocomeupwith30percentmoreThaibahttopaybackeach
$1ofloans.Manybusinessescouldn’tpaythefinancehousesback,ma
ny
financehousescouldn’trepaytheirforeignlendersandthewholesyste
m
wentintogridlock,putting20,000white-
collaremployeesoutofwork.The
next day, I happened to be driving to an appointment in
Bangkok down
Asoke Street, Thailand’s equivalent of Wall Street, where most
of the
bankrupt financehouseswere located.Aswe
slowlypassedeachoneof
these fallen firms, my cabdriver pointed them out, pronouncing
65. at each
one:“Dead!...dead!...dead!...dead!...dead!”
I did not know it at the time—no one did—but these Thai
investment
houseswerethefirstdominoesinwhatwouldprovetobethefirstglobal
financialcrisisof theneweraofglobalization—theera that
followedthe
Cold War. The Thai crisis triggered a general flight of capital
out of
virtuallyalltheSoutheastAsianemergingmarkets,drivingdownthev
alue
of currencies in South Korea, Malaysia and Indonesia. Both
global and
local investors started scrutinizing these economies more
closely, found
them wanting, and either moved their cash out to safer havens
or
demanded higher interest rates to compensate for the higher
risk. It
wasn’t longbeforeoneof themostpopular sweatshirts
aroundBangkok
wasemblazonedwiththewords“FormerRich.”
Withina fewmonths, theSoutheastAsianrecessionbegantohavean
66. effectoncommoditypricesaroundtheworld.Asiahadbeenanimporta
nt
engine for worldwide economic growth—an engine that
consumed huge
amountsofrawmaterials.Whenthatenginestartedtosputter,theprice
s
ofgold,copper,aluminumand,mostimportant,crudeoilallstartedtof
all.
This fall inworldwidecommodityprices turnedout tobe
themechanism
for transmitting the Southeast Asian crisis toRussia. Russia at
the time
wasmindingitsownbusiness,trying,withthehelpoftheIMF,toclimb
out
of its own self-made economic morass onto a stable growth
track. The
problemwithRussia, though,was that toomanyof its factories
couldn’t
makeanythingofvalue.Infact,muchofwhattheymadewasconsidere
d
“negativevalueadded.”Thatis,atractormadebyaRussianfactorywas
sobad itwas actuallyworthmore as scrapmetal, or just raw
ironore,
than it was as a finished, Russian-made tractor. On top of it all,
those
67. Russian factories that were making products that could be sold
abroad
were paying few, if any, taxes to the government, so the
Kremlin was
chronicallyshortofcash.
Without much of an economy to rely on for revenues, the
Russian
government had become heavily dependent on taxes from crude
oil and
othercommodityexportstofunditsoperatingbudget.Ithadalsobeco
me
dependent on foreign borrowers, whosemoney Russia lured by
offering
ridiculousratesofinterestonvariousRussiangovernment-
issuedbonds.
AsRussia’seconomycontinuedtoslideinearly1998,theRussianshad
toraisetheinterestrateontheirrublebondsfrom20to50to70percent
tokeepattractingtheforeigners.Thehedgefundsandforeignbankske
pt
buying them, figuring that even if the Russian government
couldn’t pay
themback,theIMFwouldstepin,bailoutRussiaandtheforeignerswo
uld
68. get their money back. Some hedge funds and foreign banks not
only
continued to put their own money into Russia, but they went out
and
borrowedevenmoremoney,at5percent,andthenboughtRussianT-
bills
withitthatpaid20or30percent.AsGrandmawouldsay,“Suchadeal!”
ButasGrandmawouldalsosay,“Ifitsoundstoogoodtobetrue,itusuall
y
is!”
Anditwas.TheAsian-triggeredslumpinoilpricesmadeitharderand
harderfortheRussiangovernmenttopaytheinterestandprincipalonit
s
T-
bills.AndwiththeIMFunderpressuretomakeloanstorescueThailand
,
KoreaandIndonesia,
itresistedanyproposalsforputtingmorecashinto
Russia—unless the Russians first fulfilled their promises to
reform their
economy,startingwithgetting theirbiggestbusinessesandbanks
69. topay
some taxes. On August 17 the Russian economic house of cards
came
tumbling down, dealing the markets a double whammy: Russia
both
devalued and unilaterally defaulted on its government bonds,
without
givinganywarningto
itscreditorsorarranginganyworkoutagreement.
Thehedgefunds,banksandinvestmentbanksthatwereinvestedinRus
sia
began piling up massive losses, and those that had
borrowedmoney to
magnifytheirbetsintheKremlincasinowerethreatenedwithbankrup
tcy.
Onthefaceofit,thecollapseoftheRussianeconomyshouldnothave
hadmuchimpactontheglobalsystem.Russia’seconomywassmallert
han
thatof theNetherlands.But thesystemwasnowmoreglobal
thanever,
and just as crude oil prices were the transmission mechanism
from
SoutheastAsiatoRussia,thehedgefunds—
thehugeunregulatedpoolsof
70. private capital that scour the globe for the best investments—
were the
transmissionmechanismfromRussiatoalltheotheremergingmarker
sin
theworld, particularly Brazil. The hedge funds and other trading
firms,
havingrackeduphugelossesinRussia,someofwhichweremagnifiedf
ifty
timesbyusingborrowedmoney, suddenlyhad to raise cash
topayback
theirbankers.Theyhad to sellanything thatwas liquid.So
theystarted
sellingassetsinfinanciallysoundcountriestocompensatefortheirlos
ses
inbadones.Brazil, for instance,whichhadbeendoinga lotof
theright
thingsintheeyesoftheglobalmarketsandtheIMF,suddenlysawallits
stocksandbondsbeingsoldbypanicky investors.Brazilhad to raise
its
interest rates as high as 40 percent to try to hold capital inside
the
country.Variationsonthisscenariowereplayedoutthroughoutthewo
rld’s
emerging markets, as investors fled for safety. They cashed in
their
71. Brazilian,Korean,Egyptian,IsraeliandMexicanbondsandstocks,an
dput
themoneyeitherundertheirmattressesorintothesafestU.S.bondsthe
y
could find. So the declines in Brazil and the other emerging
markets
became the transmissionmechanism that triggered a herdlike
stampede
intoU.S.Treasurybonds.This,inturn,sharplydroveupthevalueofU.
S.
T-
bonds,drovedowntheinterestthattheU.S.governmenthadtoofferon
themtoattractinvestorsandincreasedthespreadbetweenU.S.T-
bonds
andothercorporateandemergingmarketbonds.
The steep drop in the yield on U.S. Treasury bonds was then the
transmissionmechanismwhichcrippledmorehedgefundsandinvest
ment
banks. Take for instance Long-Term Capital Management, based
in
Greenwich, Connecticut. LTCM was the Mother of All Hedge
72. Funds.
Because somany hedge fundswere attracted to themarketplace in
the
late 1980s, the field became fiercely competitive. Everyone
pounced on
the same opportunities. In order to make money in such a
fiercely
competitiveworld,thehedgefundshadtoseekevermoreexoticbetswi
th
ever
largerpoolsofcash.Toguidetheminplacingtherightbets,LTCM
drewontheworkoftwoNobelPrize–
winningbusinesseconomists,whose
research argued that the basic volatility of stocks and bonds
could be
estimatedfromhowtheyreactedinthepast.Usingcomputermodels,a
nd
borrowing heavily from different banks, LTCM put $120 billion
at risk
bettingonthedirectionthatcertainkeybondswouldtakeinthesummer
of1998.ItimplicitlybetthatthevalueofU.S.T-
bondswouldgodown,and
that the value of junk bonds and emerging market bonds would
go up.
LTCM’s computer model, however, never anticipated something
73. like the
globalcontagionthatwouldbesetoffinAugustbyRussia’scollapse,a
nd,
as a result, its bets turned out to be exactly wrong. When the
whole
investmentworldpanickedatonceanddecidedtorushintoU.S.T-
bonds,
theirvaluesoaredinsteadoffell,andthevalueofjunkbondsandemergi
ng
marketbondscollapsedinsteadofsoared.LTCMwaslikeawishbonet
hat
gotpulledapartfrombothends.Ithadtobebailedoutbyitsbankersto
preventitfromengaginginafiresaleofallitsstocksandbondsthatcoul
d
havetriggeredaworldwidemarketmeltdown.
Nowwegettomystreet.InearlyAugust1998,Ihappenedtoinvestin
myfriend’snewInternetbank.Thesharesopenedat$14.50ashareand
soared to$27. I felt likeagenius.But
thenRussiadefaultedandsetall
thesedominoesinmotion,andmyfriend’sstockwentto$8.Why?Beca
use
hisbankheldalotofhomemortgages,andwiththefallofinterestratesi
n
America,triggeredbytherushtobuyT-
74. bills,themarketsfearedthatalot
of peoplewould suddenlypayoff theirhomemortgages early. If a
lot of
people paid off their homemortgages early, my friend’s
bankmight not
have the income stream that it was counting on to pay
depositors. The
markets were actually wrong about my friend’s bank, and its
stock
bounced back nicely. Indeed, by early 1999 I was feeling like a
genius
again, as the Amazon.com Internet craze set in and drove my
friend’s
Internet bank stock sky high, as well as other technology shares
we
owned.But,onceagain,itwasn’tlongbeforetherestoftheworldcrash
ed
theparty.Onlythistime,insteadofRussiabreakingdownthefrontdoo
r,it
wasBrazil’sturntoupsetU.S.marketsandevendampen(temporarily)
the
Internetstockboom.
75. AsIwatchedallthisplayout,allIcouldthinkofwasthatittooknine
monthsfortheeventsonAsokeStreettoaffectmystreet,andittookone
week for events on the Brazilian Amazon (Amazon.country) to
affect
Amazon.com.USATodayaptlysummeduptheglobalmarketplaceat
the
end of 1998: “The trouble spread to one continent after another
like a
virus,”thepapernoted.“U.S.marketsreactedinstantaneously....Peo
ple
inbarbershopsactuallytalkedabouttheThaibaht.”
If nothing else, the cycle from Asoke Street to my street and
from
Amazon.country to Amazon.com served to educateme andmany
others
aboutthestateoftheworldtoday.Theslow,stable,chopped-
upColdWar
systemthathaddominatedinternationalaffairssince1945hadbeenfir
mly
replaced by a new, very greased, interconnected system called
globalization.We are all one river. If we didn’t fully understand
that in
1989,when theBerlinWallcamedown,wesureunderstood itadecade
76. later.
. . . From themid-1800s to the late 1920s theworld experienced
a
similar era of globalization. If you compared the volumes of
trade and
capitalflowsacrossborders,relativetoGNPs,andtheflowoflaboracr
oss
borders, relative to populations, the period of globalization
preceding
WorldWarIwasquitesimilartotheonewearelivingthroughtoday.Gr
eat
Britain,whichwasthenthedominantglobalpower,wasahugeinvesto
rin
emerging markets, and fat cats in England, Europe and America
were
oftenbuffetedbyfinancialcrises,triggeredbysomethingthathappen
edin
Argentine railroad bonds, Latvian government bonds or German
governmentbonds.Therewerenocurrencycontrols,sonosoonerwast
he
transatlanticcableconnectedin1866thanbankingandfinancialcrise
sin
NewYorkwerequicklybeingtransmittedtoLondonorParis.Iwasona
panel once with John Monks, the head of the British Trades
77. Union
Congress,theAFL-
CIOofBritain,whoremarkedthattheagendaforthe
TUC’s firstCongress inManchester, England, in 1868, listed
among the
itemsthatneededtobediscussed:“Theneedtodealwithcompetitionfr
om
theAsiancolonies”and“Theneed tomatch theeducationaland
training
standardsof theUnitedStatesandGermany.” In
thosedays,peoplealso
migratedmorethanweremember,and,otherthaninwartime,countrie
s
didnotrequirepassportsfortravelbefore1914.Allthoseimmigrants
who
floodedAmerica’s shores camewithout visas.When you put all of
these
factors together, along with the inventions of the steamship,
telegraph,
railroad and eventually telephone, it is safe to say that this first
era of
globalizationbeforeWorldWarIshranktheworldfromasize“large”t
78. oa
size“medium.”
Thisfirsteraofglobalizationandglobalfinancecapitalismwasbroke
n
apart by the successive hammer blows of World War I, the
Russian
Revolution and the Great Depression, which combined to
fracture the
world both physically and ideologically. The formally divided
world that
emergedafterWorldWarIIwasthenfrozeninplacebytheColdWar.Th
e
ColdWarwasalsoaninternationalsystem.Itlastedroughlyfrom1945
to
1989,when,with the fall of theBerlinWall, itwas replacedby
another
system:theneweraofglobalizationwearenowin.Callit“Globalizatio
n
RoundII.”Itturnsoutthattheroughlyseventy-five-
yearperiodfromthe
startofWorldWarItotheendoftheColdWarwasjusta longtime-out
betweenoneeraofglobalizationandanother.
Whiletherearealotofsimilaritiesinkindbetweenthepreviouseraof
79. globalizationandtheonewearenowin,whatisnewtodayisthedegree
and intensity with which the world is being tied together into a
single
globalizedmarketplace.What isalsonew is
thesheernumberofpeople
and countries able topartakeof thisprocess andbeaffectedby it.
The
pre-
1914eraofglobalizationmayhavebeenintense,butmanydeveloping
countriesinthaterawereleftoutofit.Thepre-1914eramayhavebeen
largeinscalerelativeto itstime,but itwasminuscule
inabsoluteterms
comparedtotoday.Dailyforeignexchangetradingin1900wasmeasur
ed
inthemillionsofdollars.In1992,itwas$820billionaday,accordingto
theNewYorkFederalReserve,andbyApril1998itwasupto$1.5trillio
n
aday,andstillrising.Inthelastdecadealonetotalcross-
borderlendingby
banksaround theworldhasdoubled.Around1900,privatecapital
flows
from developed countries to developing ones could be measured
in the
hundredsofmillionsofdollarsandrelativelyfewcountrieswereinvol
ved.
80. According to the IMF, in 1997 alone, private capital flows from
the
developedworld to all emergingmarkets totaled $215 billion.
This new
era of globalization, compared to the one before World War I, is
turbocharged.
Buttoday’seraofglobalizationisnotonlydifferentindegree;insome
very importantways it is also different in kind. AsThe
Economist once
noted, the previous era of globalization was built around falling
transportationcosts.Thankstotheinventionoftherailroad,thesteams
hip
and the automobile, people could get to a lot more places faster
and
cheaperandtheycouldtradewitha lotmoreplaces fasterandcheaper.
Today’s era of globalization is built around falling
telecommunications
costs—
thankstomicrochips,satellites,fiberopticsandtheInternet.These
newtechnologiesareabletoweavetheworldtogethereventighter.The
se
81. technologiesmeanthatdevelopingcountriesdon’tjusthavetotradeth
eir
rawmaterialstotheWestandgetfinishedproductsinreturn;theymean
thatdevelopingcountries canbecomebig-
timeproducersaswell.These
technologies also allow companies to locate different parts of
their
production,researchandmarketingindifferentcountries,butstilltiet
hem
togetherthroughcomputersandteleconferencingasthoughtheywere
in
one place. Also, thanks to the combination of computers and
cheap
telecommunications, people can now offer and trade services
globally—
from medical advice to software writing to data processing—
that could
neverreallybetradedbefore.Andwhynot?AccordingtoTheEconomi
st,
athree-
minutecall(in1996dollars)betweenNewYorkandLondoncost
$300in1930.TodayitisalmostfreethroughtheInternet.
Butwhatalsomakesthiseraofglobalizationuniqueisnotjustthefact
thatthesetechnologiesaremakingitpossiblefortraditionalnation-
83. re
some things about this era of globalization that we’ve seen
before, and
somethingsthatwe’veneverseenbeforeandsomethingsthataresone
w
wedon’tevenunderstandthemyet.Forallthesereasons,Iwouldsumu
p
thedifferencesbetweenthetwoerasofglobalizationthisway:Ifthefir
st
era of globalization shrank the world from a size “large” to a
size
“medium,” this era of globalization is shrinking the world from
a size
“medium”toasize“small.”
. . . This newera of globalizationbecame thedominant
international
systemattheendofthetwentiethcentury—
replacingtheColdWarsystem
—and . . . it now shapes virtually everyone’s domestic politics
and
internationalrelations.Thebodyofliteraturethathasbeenattempting
to
definethepost–ColdWarworld[includes]
fourbooks:PaulM.Kennedy’s
84. TheRise and Fall of theGreat Powers: Economic Change
andMilitary
Conflictfrom1500to2000,FrancisFukuyama’sTheEndofHistoryan
d
the Last Man, the various essays and books of Robert D. Kaplan
and
Samuel P. Huntington’sThe Clash of Civilizations and the
Remaking of
WorldOrder.
While all of these works contained important truths, I think
none of
themreallycapturedthepost–
ColdWarworldinanyholisticway.Kaplan’s
reportingwasvividandhonest,buthe took thegrimmestcornersof
the
globeandovergeneralizedfromthemtothefateoftherestoftheworld.
Huntington saw cultural conflicts around theworld andwildly
expanded
that into an enduring, sharply defined clash of civilizations,
even
proclaimingthatthenextworldwar,ifthereisone,“willbeawarbetwe
85. en
civilizations.”IbelievebothKaplanandHuntingtonvastlyunderesti
mated
how the power of states, the lure of global markets, the
diffusion of
technology, the rise of networks and the spread of global norms
could
trumptheirblack-and-white(mostlyblack)projections.
BothKennedyandHuntingtontriedtodivinethefuturetoomuchfrom
thepastandthepastalone.Kennedytraced(quitebrilliantly)thedeclin
e
oftheSpanish,FrenchandBritishempires,butheconcludedbysugges
ting
that the American empire would be the next to fall because of
its own
imperialoverreaching.HisimplicitmessagewasthattheendoftheCol
d
WarnotonlymeanttheendoftheSovietUnionbutwouldalsoheraldthe
declineoftheUnitedStates.IbelieveKennedydidnotappreciateenou
gh
that therelativedeclineof theUnitedStates in
the1980s,whenhewas
writing,waspartofAmerica’spreparingitselfforandadjustingtothen
ew
86. globalizationsystem—
aprocessthatmuchoftherestoftheworldisgoing
throughonlynow.Kennedydidnotanticipate thatunder
thepressureof
globalization America would slash its defense budget, shrink its
government,andshiftmoreandmorepowerstothefreemarketinways
thatwouldprolongitsstatusasaGreatPower,notdiminishit.
Huntington’sviewwasthat,withtheColdWarover,wewon’thavethe
Sovietstokickaroundanymore,sowewillnaturallygobacktokickingt
he
Hindus and Muslims around and them kicking us around. He
implicitly
ruled out the rise of some new international system that could
shape
eventsdifferently.ForHuntington,onlytribalismcouldfollowtheCo
ldWar,
notanythingnew.
Fukuyama’s pathbreaking book contained the most accurate
insight
aboutwhatwasnew—thetriumphofliberalismandfree-
marketcapitalism
as themosteffectiveway toorganizeasociety—buthis title (more
than
88. power
politics,chaos,clashingcivilizationsandliberalism.Andwhatisthed
rama
ofthepost–
ColdWarworldistheinteractionbetweenthisnewsystemand
these old passions. It is a complex drama, with the final act still
not
written. That is why under the globalization system you will
find both
clashes of civilization and the homogenization of civilizations,
both
environmental disasters and amazing environmental rescues,
both the
triumphof liberal, free-marketcapitalismandabacklashagainst
it,both
thedurabilityofnation-
statesandtheriseofenormouslypowerfulnonstate
actors.
...Thepublisher...JonathanGalassicalledmeonedayandsaid,“I
was telling some friends of mine that you’re writing a book
about
globalization and they said, ‘Oh,Friedman, he loves
globalization.’What
wouldyousaytothat?”IansweredJonathanthatIfeelaboutglobalizati
90. globalizationhaveemerged.
Studies of globalization and,moregenerally, studies in
thebroadand
loosely defined field of global studies did not become conscious
of
themselvesassuchuntilthe1990s;andbythenthedirect-
linelineagesof
classic social theory had either been broken or segmented. The
social
sciencesandhumanitieswereinthemidstofaretreatfromgrandtheory
.
Therewas a growing suspicion, in part influenced by a
poststructuralist
turn,ofanygeneralizingtheoreticalexplanationsofparticularpheno
mena.
This suspicion was paralleled by a claim made by some that the
postmodern condition could be characterized by the end of
grand
narratives of all kinds: nationalism, socialism, liberalism, and
by
implication,globalism.Althoughinthepast,approachestoanytheore
91. tical
field could be comfortably organized according to three
foundational
considerations—theoretical lineage, scholarly discipline, and
normative
orientation—
thiswaschanging.Bytheendofthe20thandintotheearly
21st century, those kinds of considerations remained useful by
way of
backgroundorientation,butthepatternofapproacheswasbecomingl
ess
obviousandwithmorecrossovers.
There is an irony in this retreat from generalizing theory that is
importanttonote.Itconcernsaparadoxthatisyettobeexplained.Atthe
sametimethatgeneralizingtheorylostitshold,ageneralizingcategor
yof
social relations gripped the imagination of both academic
analysts and
journalistic commentators—this, of course, was the category of
“the
global.” In this emerging imaginary, globalization was
understood as a
process of social interconnection, a process that was in different
ways
92. connecting people across planet Earth. Globalization as a
practice and
subjectivityconnectingthe(global)socialwholethusbecamethestan
dout
object of critical enquiry. In other words, globalization
demanded
generalizingattentionattheverymomentthatresidual
ideasthatanall-
embracing theory might be found to explain such a phenomenon
was
effectively dashed. This has profound consequences for the
nature of
globalizationtheoryandhowwemightunderstanddifferentapproach
es...
.
EARLYAPPROACHESTOGLOBALIZATION
Although there were some isolated articles across the 1960s to
1980s
directlyreferringtoglobalization—
withthemostprominentofthesebeing
by Theodore Levitt on the globalization of markets in 1983—
more
elaborateacademicapproachestoglobalizationlaggedbyadecadeors
93. o.
Theburgeoninganddominant journalisticandbusinessdiscoursesof
the
firstwaveofintenseattentionintothe1980stendedtobethinonanalysi
s
and thick on hyperbole. Most suggested that globalization was a
completely newphenomenon symbolized by the triumph of the
capitalist
market.Levitt’swritingsignaledtheriseoftheglobalcorporationcarr
ied
byaworldwidecommunicationsrevolution.
It took a sociologist of religion and a couple of anthropologists
and
socialtheoristsinthe1990s—
scholarssuchasRolandRobertson,Jonathan
Friedman,ArjunAppadurai,andMikeFeatherstone—towriteoredit
the
firstmajorexplorationsofglobalization-as-
such,contributionsthatmoved
beyondhyperboleorthindescription.JournalssuchasTheory,Cultur
eand
94. Societywere in thevanguardof thenewthinkingof
thissecondwaveof
attention. Earlier work, such as that of Immanuel Wallerstein
and the
world-systems theorists, or Andre Gunder Frank and the
dependency
theorists,hadsignaledashiftawayfromclassicimperialismstudiesas
the
major carrier of work on globalizing relations. However, in
relation to
understanding globalization itself, this did not lead to
significant
developmentsintheory,exceptintherecognitionthatglobalizationw
asa
centuries-oldprocess.
The work of Wallerstein in the discipline of international
political
economycanherebeusedasan indicationof thedifficultyof coming
to
termswithissuesofglobalization.Insteadofexploringtheconsequen
cesof
processes of globalization—economic, ecological, cultural, and
political—
forunderstandingthecomplexitiesofcapitalism,Wallersteinrework
95. edthe
verities of a world system’s understanding: namely, that
capitalism had
gone through twomajor overlapping cycles of development:
from 1450,
andfrom1945tothepresent,suggestingthatcapitalismwasnowenteri
ng
atransitionphaseofterminalcrisis.Whatotherscalledglobalization,
he
said,wasjusttheepiphenomenonofthetransition.Herethesophistica
ted
criticofmainstreammodernizationtheorythusreducedglobalization
toa
reflection of the phases of capital. He limited its consequences
to the
domainofeconomicsorthenexusbetweencapitalandeverythingelse.
Alternativelyandmoreproductively,theworkofRolandRobertsonto
ok
aculturalturn.Likethecriticalpoliticaleconomists,Robertsonrecog
nized
the long-termand changinghistory of globalization.However,
unlike the
dominanttrendthatforatimedefinedglobalizationintermsofthedemi
se
96. ofthenation-
state,perhapsmostprominentlysurfacinginthewritingsof
Arjun Appadurai and Ulrich Beck, Robertson recognized the
complex
intersection and layering of nationally and globally constituted
social
relations.One of hismajor contributionswas to show how
globalization
across its long uneven history contributed to a relativization of
social
meaningandsocialpractice,includingthenotionofa“worldsystem.”
His
workstillstandsuptoscrutinytoday,andhecontinuestobeamajorfigu
re
inthefield.
Another key figure of this time, Arjun Appadurai, also followed
the
cultural turn, but instead of taking a critical modernist position
on the
changing order of things as Robertson did, he headed down the
postmodernpathtoemphasizefluidity.Thekeycontributionforwhic
97. hheis
known is the notion of global “scapes,” unstructured
formationswith no
boundariesor regularities.Hedistinguisheddifferent
formationsofwhat
he called ethnoscapes, mediascapes, technoscapes,
financescapes, and
ideoscapes.Thisapproachwasavidlyused foraperiodbefore it lost
its
standing as differentwriters realized that, apart from the
categories of
ethnoscapes and perhaps ideoscapes, his global landscape
focused too
narrowlyontheculturalpresentandtherecentpast.Broadercategorie
s
of analysis were needed to understand the unevenness of social
continuitiesanddiscontinuities.
APPROACHESUNDERSTOODINTERMSOFTHEDOMAINOFE
NQUIRY
Athirdwaveofattentionemergedacrosstheturnofthecenturyintothe
present. Journals such as Globalizations, Global Society, and
Global
Governanceemergedas thenumberofpublicationsexploded
98. innumber.
Oneofthemostimportantbroaderrenderingsofglobalizationcamefr
om
ajointlywrittenbookcalledGlobalTransformations(1999)byDavid
Held,
a political philosopher; Anthony McGrew, an international
relations
theorist;DavidGoldblatt,atheoristofenvironmentalpolitics;andJon
athan
Perraton,aneconomist.
Interdisciplinarystudieshadbecomethekey.As
signaledinthesubtitleofthebook,Politics,EconomicsandCulture,an
d
extendedinthechapterstructureto includea
focusonglobalizationand
environment,thisapproachworkedacrossthebroaddomainsofecono
my,
ecology,politics,andculture.Similarly
JanAartScholteworkedacrossa
broad series of domains. In his case, the domains were
production,
governance, identity, and knowledge. And, when Chamsy el-
Ojeili and
PatrickHaydencametowritetheirbookCriticalTheoriesofGlobaliza
tion
99. (2006),lookingbackonmorethanadecadeofdevelopingapproachest
o
globalization they returned to the useful categorization of
economics,
politics,andculture.Inallofthesecases,however,therewasnoattemp
t
to develop a theory of globalization as such. Rather these and
other
relatedwriters—
writersasdiverseasJamesMittleman,GeorgeRitzer,Ulf
Hannerz, and Heikki Patomaki—sought to explore the
complexity of
globalizationacrossdifferentdomains.
In the domain of culture, for example, a penetrating critique of
the
dominantideologyofglobalizationbyManfredStegerjoinedwithoth
ersin
introducingthenotionof“globalism.”Initsmidrangeuse,globalismc
anbe
defined as the ideologies and/or subjectivities associated with
different
historicallydominantformationsofglobalextension.Steger
100. inhisearlier
writingsfromtheearly1990sfocusedonglobalismasneoliberalism,b
ut
as his analysis developed, he came to distinguish different kinds
of
globalism, including justice globalisms, imperial globalisms,
and religious
globalisms.Hehelpedus tounderstandthatglobalism is
thereforemuch
morethantheideologyassociatedwiththecontemporarydominantva
riant
ofglobalism—marketglobalismandideasofaborderlessworld.
APPROACHESUNDERSTOODINTERMSOFNORMATIVEORIE
NTATION
Other ways to differentiate approaches to globalization include
their
normativeorethicalorientationandtheirpoliticaldescriptivestance.
The
mostcitedcategorizationofdifferentkindsofapproachestoglobaliza
tion,
which comes from Global Transformations, a book mentioned
earlier,
combines both of these categorizations and posits what it calls
101. “three
broad schools of thought”: the hyperglobalists, the sceptics, and
the
transformationalists.Theyarenotactuallyschoolsatallbutorientatio
ns.
ThehyperglobalizersincludewriterssuchasKenichiOhmae(aneolib
eral)
and Martin Albrow (a critical theorist) who argue that a wave of
globalization is changing the world fundamentally and
supplanting older
national sovereignties. The sceptics include Paul Hirst and
Grahame
Thompsonwhoarguethatwithcontemporaryso-
calledglobalizationwhat
we are witnessing is just another wave of internationalization.
The
transformationalists, including James Rosenau and Saskia
Sassen, who
suggestthatwhileintensifyingglobalizationischangingthenatureof
world
politics,culture,andeconomy,theprocessisuneven.
APPROACHESUNDERSTOODINTERMSOFSCHOLARLYDISC
IPLINE
102. With the realization in the 1990s that “the global” required
direct
attention, the taken-for-granted assumptions of fields of study
such as
internationalrelations,politics,andsociologycameunderdirectchal
lenge.
In international relations, the realist emphasisonnation-
statesasblack-
boxentitiesinpoliticalinter-
relationcameunderconsiderablepressure,as
didtheemphasesofitscriticalcounterparts,includingevenMarxisma
nd
rationalism that had long recognized the long reach of both
material
processes and ideas across the world. International relations as
a
discipline had profoundproblemsdealingwith globalization, but
into the
newcentury,booksstartedtocomeoutbywriterscrossingtheboundari
es
of thediscipline, including international critical theorist
JanAartScholte
104. that
approaches associated with the classical social theories of Karl
Marx,
ÉmileDurkheim,andMaxWeber tendedeither todrawmore
looselyon
thosepastwritingsortoworkacrossthemsynthetically.Outofacritica
l
reading of the Durkheimian–Weberian tradition came the work
of such
writersasRolandRobertsonandAmerican sociologist ofglobal
religion,
MarkJuergensmeyer—
althoughitshouldbesaidthatRobertsonwasalso
influencedbyanopenversionofneo-
Marxisthistoricalmaterialism.Outof
theneo-
MarxistlineagecamethevariedworkofPaulHirst,MarkRupert,
Christopher Chase-Dunn, Tony McGrew, and via Karl Polanyi,
Ronnie
Munck.Third,severalwritersexplicitlysetouttoformulateapostclas
sical
synthesis. The most prominent of these writers was British
sociologist
AnthonyGiddens.Hehadbeenworkingacrossthe1980sand1990sona
grandtheoreticalapproachtothesocialcalledstructurationism;howe
105. ver,
by the time that he wrote in an elaborated way on globalization,
his
approachhadbecomelesstheoretically
integratedandmoredescriptive.
Hismajorpointbecamethatglobalizationiscomplex,shapesthewayt
hat
welive,andislinkedtotheexpansivedynamicoflatemodernity.
Marxistwriter JustinRosenberg
immediatelytookGiddenstotaskfor
theoreticalincoherence.Inparticular,hecriticizedatendencyinGidd
ens’s
writing(andinmanyotherwritersonglobalization)totreatglobalizati
on
and the extension of social relations across world space as both
the
explanationandtheoutcomeofaprocessofchange.Thatis,heaskedho
w
ifglobalization involves spatialextensioncan itbeexplainedby
invoking
the claim that space isnowglobal.Theexplanationand the thing-
106. being-
explained,he rightly says, are thus reduced intoa self-
confirmingcircle.
Takingintoaccounthiscritique,it isstill
legitimatetotreatglobalization
as a descriptive category referring to a process of extension
across a
historically constituted world-space as we have been doing
across this
entry, but it is problematic to posit globalization as the simple
cause of
otherphenomena,muchlessofitself.
CONCLUSION
Now,afterthreedecadesofwritingonglobalization,wehavemadeso
me
extraordinarygainsinunderstanding.Thehistoricallychangingandu
neven
nature of globalization is now generally understood. In the
various
scholarlyapproaches,muchofthehyperbolehastendedtodropawaya
nd
the normative assessment of globalization has become more
sober and
107. qualified. Scholarly approaches have tended to move away from
essentializing the phenomenon as necessarily good or bad.
Similarly, at
leastinthescholarlyarena,therehasbeenasignificantmovebeyondth
e
reductive tendency to treat globalization only in terms of
economic
domain.
Ontheothersideoftheledger,ourcentralweaknessofunderstanding
goesbacktothecentralparadoxofglobalizationstudies—
theemergence
ofanaversiontogeneralizingtheoryatatimewhentheimportanceofa
generalizing category of relations came to the fore.
Globalization may
simply be the name given to a matrix of processes that extend
social
relations across world-space, but the way in which people live
those
relationsisincrediblycomplex,changing,anddifficulttoexplain.Th
us,we
remain in search of generalizing methodologies (not a singular
grand
theory)thatcansensitizeustothoseempiricalcomplexitieswhileena
bling
109. erto
manage,notharder.
What went wrong? The bad news of the 21st century is that
globalization has a significant dark side. The container ships
that carry
manufactured Chinese goods to and from the United States also
carry
drugs. The airplanes that fly passengers nonstop from New York
to
Singaporealsotransportinfectiousdiseases.AndtheInternethasprov
ed
just as adept at spreading deadly, extremist ideologies as it has
e-
commerce.Theconventionalbeliefisthatthesinglegreatestchalleng
eof
geopoliticstodayismanagingthisdarksideofglobalization,chipping
away
at the illegitimate co-travelers that exploit openness, mobility,
and
freedom, without putting too much sand in the gears. The
current U.S.
strategyistopushformoretrade,moreconnectivity,moremarkets,an
d
more openness. America does so for a good reason—it benefits
110. from
globalizationmorethananyothercountryintheworld.TheUnitedStat
es
acknowledges globalization’s dark side but attributes it merely
to
exploitative behavior by criminals, religious extremists, and
other
anachronistic elements that can be eliminated. The dark side of
globalization,Americasays,withvery
littlesubtlety,canbemitigatedby
the expansion ofAmericanpower, sometimesunilaterally and
sometimes
throughmultilateralinstitutions,dependingonhowtheUnitedStatesl
ikes
it. In other words, America is aiming for a “flat,” globalized
world
coordinatedbyasinglesuperpower.
That’sniceworkifyoucangetit.ButtheUnitedStatesalmostcertainly
cannot.Notonlybecauseothercountrieswon’tletit,but,moreprofoun
dly,
because that line of thinking is faulty. The predominance of
American
powerhasmanybenefits,butthemanagementofglobalizationisnoton
e
111. of them. Themobility of ideas, capital, technology, and people
is hardly
new.Buttherapidadvanceofglobalization’sevilsis.Mostofthatadva
nce
hastakenplacesince1990.Why?Becausewhatchangedprofoundlyin
the
1990swas thepolarity of the international system.For the first
time in
modernhistory,globalizationwassuperimposedontoaworldwithasi
ngle
superpower.Whatwehavediscoveredinthepast15yearsisthatit isa
dangerousmixture. The negative effects of globalization since
1990 are
not the resultofglobalization itself.Theyare thedark
sideofAmerican
predominance.
THEDANGERSOFUNIPOLARITY
Astraightforwardpieceoflogicfrommarketeconomicshelpsexplain
why
unipolarity and globalization don’t mix. Monopolies, regardless
of who
114. rest on hopeful notions that the great powers will work together.
They
mightdoso.Buteven if theydon’t, the result
isdistributedgovernance,
where some great power is interested in most every part of the
world
throughproductivecompetition.
Axiom2:
Inanincreasinglynetworkedworld,placesthatfallbetweenthe
networksareverydangerousplaces—
andtherewillbemoreungoverned
zones when there is only one network to join. The second axiom
acknowledgesthathighlyconnectednetworkscanbeefficient,robust
,and
resilient to shocks. But in a highly connectedworld, the pieces
that fall
between the networks are increasingly shut off from the benefits
of
connectivity.Theseproblemsfesterintheformoffailedstates,mutate
like
pathogenic bacteria, and, in some cases, reconnect in
115. subterranean
networks such as al Qaeda. The truly dangerous places are the
points
wherethesubterraneannetworkstouchthemainstreamofglobalpoliti
cs
and economics.Whatmade Afghanistan so dangerous under the
Taliban
wasnot that itwasa failedstate. Itwasn’t. Itwasapartially
failedand
partially connected state that worked the interstices of
globalization
through the drug trade, counterfeiting, and terrorism. Can any
single
superpowermonitoralltheseamsandbackalleysofglobalization?Ha
rdly.
In fact, a lone hegemon is unlikely to look closely at these
problems,
becausemorepressing issuesarehappeningelsewhere,
inplaceswhere
tradeand technologyaregrowing.Bycontrast,aworldof
severalgreat
powersisamoreinterest-
richenvironmentinwhichnationsmustlookin
lessobviousplacestofindnewsourcesofadvantage.Insuchasystem,i
t’s
116. harder for
troublemakerstospringup,becausethecracksandseamsof
globalizationareheldtogetherbystrongerties.
Axiom 3: Without a real chance to find useful allies to counter a
superpower,opponentswilltrytoneutralizepower,bygoingundergro
und,
going nuclear, or going “bad.” Axiom 3 is a story about the
preferred
strategiesof theweak. It’s abasic insightof international relations
that
states try to balance power. They protect themselves by joining
groups
that can hold a hegemonic threat at bay. Butwhat if there is no
viable
group to join? In today’sunipolarworld, everynation
fromVenezuela to
NorthKoreaislookingforawaytoconstrainAmericanpower.Butinth
e
unipolarworld, it’sharder forstates to join together todo that.So
they
turn to othermeans. Theyplay a different game.Hamas,
Iran,Somalia,
NorthKorea,andVenezuelaarenotgoingtobecomealliesanytimesoo
n.
117. Each is better off finding other ways to make life more difficult
for
Washington. Going nuclear is one way. Counterfeiting U.S.
currency is
another.Raisinguncertaintyaboutoilsuppliesisperhapsthemostobv
ious
methodofall.Here’stheimportantdownsideofunipolarglobalizatio
n.Ina
world with multiple great powers, many of these threats would
be less
troublesome. The relatively weak states would have a choice
among
potential partners with which to ally, enhancing their
influence.Without
that more attractive choice, facilitating the dark side of
globalization
becomesthemosteffectivemeansofconstrainingAmericanpower.
SHARINGGLOBALIZATION’SBURDEN
The world is paying a heavy price for the instability created by
the
combination of globalization and unipolarity, and the United
118. States is
bearingmost of the burden. Consider the case of nuclear
proliferation.
There’seffectivelyamarketoutthereforproliferation,withitsownsu
pply
(stateswillingtosharenucleartechnology)anddemand(statesthatba
dly
want a nuclear weapon). The overlap of unipolarity with
globalization
ratchetsupboththesupplyanddemand,tothedetrimentofU.S.nationa
l
security. It has become fashionable, in the wake of the Iraq war,
to
comment on the limits of conventional military force. But much
of this
analysisisoverblown.TheUnitedStatesmaynotbeabletostabilizean
d
rebuild Iraq. But that doesn’t matter much from the perspective
of a
government that thinks the Pentagon has it in its sights. In
Tehran,
Pyongyang,andmanyothercapitals, includingBeijing, thebottom
line is
simple:TheU.S.militarycould,withconventionalforce,endthosereg
imes
119. tomorrow if it chose to do so. No country in the world can
dream of
challengingU.S.conventionalmilitarypower.Buttheycancertainly
hope
todeterAmericafromusingit.Andthebestdeterrentyetinventedisthe
threatofnuclearretaliation.Before1989,states that felt
threatenedby
theUnited States could turn to the Soviet Union’s nuclear
umbrella for
protection. Now, they turn to people like A.Q. Khan. Having
your own
nuclearweaponusedtobealuxury.Today,itisfastbecominganecessit
y.
NorthKorea is theclearestexample.Fewcountrieshad
itworseduring
the Cold War. North Korea was surrounded by feuding, nuclear-
armed
communistneighbors, itwasofficially atwarwith its
southernneighbor,
anditstaredcontinuouslyattensofthousandsofU.S.troopsonitsbord
er.
But,for40years,NorthKoreadidn’tseeknuclearweapons.Itdidn’tne
ed
to, because it had the Soviet nuclear umbrella.Within five years
of the
120. Soviet collapse, however, Pyongyang was pushing ahead full
steam on
plutonium reprocessing facilities. North Korea’s founder, Kim
Il Sung,
barely flinched when former U.S. President Bill Clinton’s
administration
readied war plans to strike his nuclear installations
preemptively. That
brinkmanshippaidoff.TodayNorthKorea is likely anuclearpower,
and
Kim’s son rules the country with an iron fist. America’s
conventional
military strength means a lot less to a nuclear North Korea.
Saddam
Hussein’sgreatstrategicblunderwasthathetooktoolongtogettothe
sameplace.
Howwouldthingsbedifferentinamultipolarworld?Forstarters,great
powerscouldsplitthejobofpolicingproliferation,andevencollabora
teon
someparticularlyhardcases.It’softenforgottennowthat,duringtheC
old
War,theonlystatewithatoughernonproliferationpolicythantheUnit
ed
States was the Soviet Union. Not a single country that had a
121. formal
alliancewithMoscoweverbecameanuclearpower.TheEasternblocw
as
full of countries with advanced technological capabilities in
every area
except one—nuclear weapons. Moscow simply wouldn’t permit
it. But
today we see the uneven and inadequate level of effort that non-
superpowers devote to stopping proliferation. The Europeans
dangle
carrots at Iran, but they are unwilling to consider serious sticks.
The
Chinese refuse to admit that there is a problem. And the
Russians are
aiding Iran’s nuclear ambitions. When push comes to shove,
nonproliferation today is almost entirely America’s burden. The
same is
true for global public health. Globalization is turning the world
into an
enormous petri dish for the incubation of infectious disease.
Humans
cannotoutsmartdisease,becauseitjustevolvestooquickly.Bacteriac
122. an
reproduce a new generation in less than 30 minutes, while it
takes us
decadestocomeupwithanewgenerationofantibiotics.