Select and read the articles about two famous thinkers in the Week F.docx
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Select and read the articles about two famous thinkers in the Week Four Electronic Reserve Readings. Find additional articles in the University Library or on the Internet. Write a 1,050- to 1,400-word paper. Include the following: •Information about the thinkers’ contributions to society •Each thinkers’ personal/ social/ political environments and how you think these factors contributed to their creativity •The problems or issues that their ideas sought to solve •A description of the solutions, and how their ideas were implemented •The creative process of each thinker and a comparison of the two creative processes •A critique of their ideas and what could they have done differently Include at least four references. Format your paper consistent with APA guidelines. Week 4 Famous Thinkers Readings: "Gates, Bill (born William Henry Gates)" (2004). The New Zealand Oxford Dictionary. "Gates, Bill" (2008). World Encyclopedia. "Kripke, Saul Aaron" (2008). The Oxford Dictionary of Philosophy. "Kripke, Saul" (2005). The Oxford Companion to Philosophy. "Parfit, Derek" (2008). The Oxford Dictionary of Philosophy. "Rorty, Richard McKay" (2008). The Oxford Dictionary of Philosophy. Kripke semantics. (2008). The Oxford Dictionary of Philosophy. Prof. Nicholas Dent "Parfit, Derek" (2005). The Oxford Companion to Philosophy. Prof. Owen Flanagan "Dennett, Daniel C." (2005). The Oxford Companion to Philosophy. Software's great survivor. (2003, November 22). Economist, 369(8351), 64. Taking apart the 'roads ahead': User power versus the futurology of IT. (1998). Retrieved on October 1st, 2009 from http://eprints.whiterose.ac.uk/3226/1/Taking_apart_the_roads_ahead.pdf. Ansbro, J. J. Dr. (1989, January 15). The courage of Dr. King: Challenging the legacies of other black leaders. New York Times , A.30. Aronson, R. (2005, June-December). Camus versus Sartre: The unresolved conflict. Sartre Studies International, 11(1/2), 302. Attfield, Robin (2006). The shape of a global ethic. Philosophy Social Criticism , 32, 5. Baert, P. (2002, February). Richard Rorty's pragmatism and the social sciences. History of the Human Sciences, 15, 139. Camus, A. (1988). After Hiroshima: Between hell and reason. Philosophy Today, 32(1), 77. Camus, A., & Van den Hoven, A. (2001, December). Democracy is an exercise in modesty. Sartre Studies International, 7(2), 12. Cohen, A., & Wilber, K. (2009, June-August). Freedom in the face of fear. EnlightenNext, (44), 44. Cohen, A., & Wilber, K. (2008/2009, December-February). The interdynamics of culture + consciousness. What is Enlightenment?, (42), 41. Cowie, F. (1998, June). Mad dog nativism. The British Journal for the Philosophy of Science, 49(2), 227. Cumming, R. (2009). Contrasts and fragments: An exploration of James Cone's theological methodology. Anglican Theological Review, 91(3), 395. Dennett, D. (2009, April 1). Daniel C. Dennett. Freethought Today, 26(3), 10. Engelhardt, E. S. D. (2001). West, Cornel The Concise Oxford Co.
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Business Research Methods session 3
Foundation Session Taught at Beijing Foreign Studies University in 2011 drawn extensively from Saunders et al
Chicago Manual of Style Sample Paper - Online Writing Lab (OWL)
Sample CMS paper that explains how to create the cover page, create footnotes, and how to format Bibliography
MOVING NETWORKS” INTO THE COMPOSITION CLASSROOM.docx
MOVING “NETWORKS” INTO THE COMPOSITION CLASSROOM
Jessica Clements
English 626: Postmodernism, Rhetoric, Composition
March 7, 2010
Class papers often
include a title page,
but consult with your
instructor (it’s
acceptable to include
the title on the first
page of text). The
title should be
centered a third of
the way down the
page, and your name
and class information
should follow several
lines later. W hen
subtitles apply, end
the title with a colon
and place the subtitle
on the line below the
title. Different
practices apply for
theses and
dissertations (see
Kate L. Turabian’s A
Manual for Writers of
Research Papers,
Theses, and
Dissertations [7th
ed.], 373-408).
Blue boxes contain
directions for writing
and citing in Chicago’s
Notes and
Bibliography style.
Green text boxes
contain explanations of
Chicago style
guidelines.
Double-space all text
in the paper, with the
following exceptions:
Single-space block
quotations as well as
table titles and figure
captions. Single-
space notes and
bibliographies
internally, but leave
an extra line space
externally between
note and
bibliographic entries.
Margins should be
set at no less than 1”
and no greater than
1.5”. Margins in this
sample paper have
been set at 1.25” to
accommodate
explanatory
comment boxes.
The recommended
typeface is
something readable,
such as Times New
Roman or Palatino.
Use no less than ten-
point type, but the
preference is for
twelve-point font.
Most importantly, be
consistent!
1
In Democracy and Other Neoliberal Fantasies, Jodi Dean argues that “imagining
a rhizome might be nice, but rhizomes don’t describe the underlying structure of real
networks,”1 rejecting the idea that there is such a thing as a nonhierarchical
interconnectedness that structures our contemporary world and means of communication.
Michael Hardt and Antonio Negri, on the other hand, argue that the Internet is an
exemplar of the rhizome: a nonhierarchical, noncentered network—a democratic network
with “an indeterminate and potentially unlimited number of interconnected nodes [that]
communicate with no central point of control.”2
Our journey begins with early modernism, and if early modernism had a theme, it
was oneness. This focus on oneness or unity, on the whole rather than on individual parts,
What is at stake in settling this dispute?
Being. And, knowledge and power in that being. More specifically, this paper explores
how a theory of social ontology has evolved to theories of social ontologies, how the
modernist notion of global understanding of individuals working toward a common
(rationalized and objectively knowable) goal became pluralistic postmodern theories
embracing the idea of local networks. Furthermore, what this summary journey of
theoretical evolution allows for is a consideration of why understandings of a world
comprising emergent networks need be .
CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx
CLASSICS
OF
WESTERN PHILOSOPHY
2
CLASSICS
OF
WESTERN PHILOSOPHY
EIGHTH EDITION
Edited by
STEVEN M. CAHN
HACKETT PUBLISHING COMPANY, INC.
INDIANAPOLIS/CAMBRIDGE
3
To Marilyn
4
First edition copyright © 1977 by Hackett Publishing Company, Inc.
Second edition copyright © 1985 by Hackett Publishing Company, Inc.
Third edition copyright © 1990 by Hackett Publishing Company, Inc.
Fourth edition copyright © 1995 by Hackett Publishing Company, Inc.
Fifth edition copyright © 1999 by Hackett Publishing Company, Inc.
Sixth edition copyright © 2002 by Hackett Publishing Company, Inc.
Seventh edition copyright © 2006 by Hackett Publishing Company, Inc.
Eighth edition copyright © 2012 by Hackett Publishing Company, Inc.
All rights reserved
Printed in the United States of America
17 16 15 14 13 12 1 2 3 4 5 6
For further information, please address:
Hackett Publishing Company, Inc.
P.O. Box 44937
Indianapolis, IN 46244-0937
www.hackettpublishing.com
Cover design by Brian Rak
Text design by Meera Dash
Printed at Victor Graphics, Inc.
Library of Congress Cataloging-in-Publication Data
Classics of Western philosophy / edited by Steven M. Cahn. — Eighth Edition.
pages cm
Includes bibliographical references.
ISBN 978-1-60384-743-8 (pbk.) — ISBN 978-1-60384-744-5 (cloth)
1. Philosophy. I. Cahn, Steven M.
B29.C536 2012
190 — dc23 2012007912
PRC ISBN: 978-1-62466-015-3
5
http://www.hackettpublishing.com
Contents
Preface
Plato
Laches
Euthyphro
Apology
Crito
Phaedo
Meno
Symposium
Republic (selections)
Aristotle
Categories (Chapters 1–5)
On Interpretation (selections)
Posterior Analytics (selections)
Physics (selections)
On the Soul (selections)
Metaphysics (selections)
Nicomachean Ethics (selections)
Epicurus
Letter to Menoeceus
The Principal Doctrines
Epictetus
Encheiridion
Sextus Empiricus
Outlines of Pyrrhonism (selections)
Augustine
On Free Choice of the Will (selections)
Confessions (Book XI)
Plotinus
Enneads (selections)
Boethius
Consolation of Philosophy (selections)
Anselm
Proslogion
Gaunilo’s Reply on Behalf of the Fool
Anselm’s Reply to Gaunilo
Moses Maimonides
The Guide of the Perplexed (selections)
6
Thomas Aquinas
Summa Theologiae (selections)
Levi Gersonides
The Wars of the Lord (selections)
William of Ockham
Summa Logicae (selections)
René Descartes
Discourse on Method
Meditations on First Philosophy
Thomas Hobbes
Leviathan (selections)
Baruch Spinoza
Ethics (Parts I, II)
Gottfried Leibniz
Discourse on Metaphysics
Monadology
John Locke
An Essay Concerning Human Understanding (selections)
George Berkeley
A Treatise Concerning the Principles of Human Knowledge
Three Dialogues between Hylas and Philonous
David Hume
An Enquiry Concerning Human Understanding
A Treatise of Human Nature (selections)
Dialogues Concerning Natural Religion
Immanuel Kant
Prolegomena to Any Future Metaphysics
Critique of Pure Reason (selections)
Grounding for the Metaphys.
Review of International Studies (2007), 33, 3–24 Copyright B.docx
Review of International Studies (2007), 33, 3–24 Copyright � British International Studies Association
doi:10.1017/S0260210507007371
Introduction
Still critical after all these years? The past,
present and future of Critical Theory in
International Relations
NICHOLAS RENGGER AND BEN THIRKELL-WHITE*
Twenty-five years ago, theoretical reflection on International Relations (IR) was
dominated by three broad discourses. In the United States the behavioural revolution
of the 1950s and 1960s had helped to create a field that was heavily influenced by
various assumptions allegedly derived from the natural sciences. Of course, variety
existed within the behaviourist camp. Some preferred the heavily quantitative
approach that had become especially influential in the 1960s, while others were
exploring the burgeoning literature of rational and public choice, derived from the
game theoretic approaches pioneered at the RAND corporation. Perhaps the most
influential theoretical voice of the late 1970s, Kenneth Waltz, chose neither; instead he
developed his Theory of International Politics around an austere conception of parsi-
mony and systems derived from his reading in contemporary philosophy of science.1
These positivist methods were adopted not just in the United States but also in
Europe, Asia and the UK. But in Britain a second, older approach, more influenced
by history, law and by philosophy was still widely admired. The ‘classical approach’
to international theory had yet to formally emerge into the ‘English School’ but many
of its texts had been written and it was certainly a force to be reckoned with.2
* The authors would like to thank all the contributors to this special issue, including our two referees.
We would also like to thank Kate Schick for comments on drafts and broader discussion of the
subject matter.
1 Discussions of the development and character of so-called ‘positivist’ IR are something of a drug on
the market. Many of them, of course, treat IR and political science as virtually interchangeable. For
discussions of the rise of ‘positivist’ political science, see: Bernard Crick, The American Science of
Politics (Berkeley and Los Angeles, CA: University of California Press, 1960). Klaus Knorr and
James Rosenau (eds.), Contending Approaches to International Politics (Princeton, NJ: Princeton
University Press, 1969) highlight the emergence of what might be termed ‘classical’ behaviouralist
approaches. The growing diversity of the field can be seen in K. J. Holsti, The Dividing Discipline
(London; Allen and Unwin, 1985) and the debates between positivism and its critics traced ably in
the introduction to Steve Smith, Ken Booth and Marysia Zalewski (eds.), International Theory;
Positivism, and Beyond (Cambridge: Cambridge University Press, 1996). Waltz’s move from a
traditional to a much more scientific mode of theory is found, of course, in Theory of International
Politics (Reading, MA: Addison Wesley, 1979).
2 The exhaustive (an.
Recommended
Business Research Methods session 3
Foundation Session Taught at Beijing Foreign Studies University in 2011 drawn extensively from Saunders et al
Chicago Manual of Style Sample Paper - Online Writing Lab (OWL)
Sample CMS paper that explains how to create the cover page, create footnotes, and how to format Bibliography
MOVING NETWORKS” INTO THE COMPOSITION CLASSROOM.docx
MOVING “NETWORKS” INTO THE COMPOSITION CLASSROOM
Jessica Clements
English 626: Postmodernism, Rhetoric, Composition
March 7, 2010
Class papers often
include a title page,
but consult with your
instructor (it’s
acceptable to include
the title on the first
page of text). The
title should be
centered a third of
the way down the
page, and your name
and class information
should follow several
lines later. W hen
subtitles apply, end
the title with a colon
and place the subtitle
on the line below the
title. Different
practices apply for
theses and
dissertations (see
Kate L. Turabian’s A
Manual for Writers of
Research Papers,
Theses, and
Dissertations [7th
ed.], 373-408).
Blue boxes contain
directions for writing
and citing in Chicago’s
Notes and
Bibliography style.
Green text boxes
contain explanations of
Chicago style
guidelines.
Double-space all text
in the paper, with the
following exceptions:
Single-space block
quotations as well as
table titles and figure
captions. Single-
space notes and
bibliographies
internally, but leave
an extra line space
externally between
note and
bibliographic entries.
Margins should be
set at no less than 1”
and no greater than
1.5”. Margins in this
sample paper have
been set at 1.25” to
accommodate
explanatory
comment boxes.
The recommended
typeface is
something readable,
such as Times New
Roman or Palatino.
Use no less than ten-
point type, but the
preference is for
twelve-point font.
Most importantly, be
consistent!
1
In Democracy and Other Neoliberal Fantasies, Jodi Dean argues that “imagining
a rhizome might be nice, but rhizomes don’t describe the underlying structure of real
networks,”1 rejecting the idea that there is such a thing as a nonhierarchical
interconnectedness that structures our contemporary world and means of communication.
Michael Hardt and Antonio Negri, on the other hand, argue that the Internet is an
exemplar of the rhizome: a nonhierarchical, noncentered network—a democratic network
with “an indeterminate and potentially unlimited number of interconnected nodes [that]
communicate with no central point of control.”2
Our journey begins with early modernism, and if early modernism had a theme, it
was oneness. This focus on oneness or unity, on the whole rather than on individual parts,
What is at stake in settling this dispute?
Being. And, knowledge and power in that being. More specifically, this paper explores
how a theory of social ontology has evolved to theories of social ontologies, how the
modernist notion of global understanding of individuals working toward a common
(rationalized and objectively knowable) goal became pluralistic postmodern theories
embracing the idea of local networks. Furthermore, what this summary journey of
theoretical evolution allows for is a consideration of why understandings of a world
comprising emergent networks need be .
CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx
CLASSICS
OF
WESTERN PHILOSOPHY
2
CLASSICS
OF
WESTERN PHILOSOPHY
EIGHTH EDITION
Edited by
STEVEN M. CAHN
HACKETT PUBLISHING COMPANY, INC.
INDIANAPOLIS/CAMBRIDGE
3
To Marilyn
4
First edition copyright © 1977 by Hackett Publishing Company, Inc.
Second edition copyright © 1985 by Hackett Publishing Company, Inc.
Third edition copyright © 1990 by Hackett Publishing Company, Inc.
Fourth edition copyright © 1995 by Hackett Publishing Company, Inc.
Fifth edition copyright © 1999 by Hackett Publishing Company, Inc.
Sixth edition copyright © 2002 by Hackett Publishing Company, Inc.
Seventh edition copyright © 2006 by Hackett Publishing Company, Inc.
Eighth edition copyright © 2012 by Hackett Publishing Company, Inc.
All rights reserved
Printed in the United States of America
17 16 15 14 13 12 1 2 3 4 5 6
For further information, please address:
Hackett Publishing Company, Inc.
P.O. Box 44937
Indianapolis, IN 46244-0937
www.hackettpublishing.com
Cover design by Brian Rak
Text design by Meera Dash
Printed at Victor Graphics, Inc.
Library of Congress Cataloging-in-Publication Data
Classics of Western philosophy / edited by Steven M. Cahn. — Eighth Edition.
pages cm
Includes bibliographical references.
ISBN 978-1-60384-743-8 (pbk.) — ISBN 978-1-60384-744-5 (cloth)
1. Philosophy. I. Cahn, Steven M.
B29.C536 2012
190 — dc23 2012007912
PRC ISBN: 978-1-62466-015-3
5
http://www.hackettpublishing.com
Contents
Preface
Plato
Laches
Euthyphro
Apology
Crito
Phaedo
Meno
Symposium
Republic (selections)
Aristotle
Categories (Chapters 1–5)
On Interpretation (selections)
Posterior Analytics (selections)
Physics (selections)
On the Soul (selections)
Metaphysics (selections)
Nicomachean Ethics (selections)
Epicurus
Letter to Menoeceus
The Principal Doctrines
Epictetus
Encheiridion
Sextus Empiricus
Outlines of Pyrrhonism (selections)
Augustine
On Free Choice of the Will (selections)
Confessions (Book XI)
Plotinus
Enneads (selections)
Boethius
Consolation of Philosophy (selections)
Anselm
Proslogion
Gaunilo’s Reply on Behalf of the Fool
Anselm’s Reply to Gaunilo
Moses Maimonides
The Guide of the Perplexed (selections)
6
Thomas Aquinas
Summa Theologiae (selections)
Levi Gersonides
The Wars of the Lord (selections)
William of Ockham
Summa Logicae (selections)
René Descartes
Discourse on Method
Meditations on First Philosophy
Thomas Hobbes
Leviathan (selections)
Baruch Spinoza
Ethics (Parts I, II)
Gottfried Leibniz
Discourse on Metaphysics
Monadology
John Locke
An Essay Concerning Human Understanding (selections)
George Berkeley
A Treatise Concerning the Principles of Human Knowledge
Three Dialogues between Hylas and Philonous
David Hume
An Enquiry Concerning Human Understanding
A Treatise of Human Nature (selections)
Dialogues Concerning Natural Religion
Immanuel Kant
Prolegomena to Any Future Metaphysics
Critique of Pure Reason (selections)
Grounding for the Metaphys.
Review of International Studies (2007), 33, 3–24 Copyright B.docx
Review of International Studies (2007), 33, 3–24 Copyright � British International Studies Association
doi:10.1017/S0260210507007371
Introduction
Still critical after all these years? The past,
present and future of Critical Theory in
International Relations
NICHOLAS RENGGER AND BEN THIRKELL-WHITE*
Twenty-five years ago, theoretical reflection on International Relations (IR) was
dominated by three broad discourses. In the United States the behavioural revolution
of the 1950s and 1960s had helped to create a field that was heavily influenced by
various assumptions allegedly derived from the natural sciences. Of course, variety
existed within the behaviourist camp. Some preferred the heavily quantitative
approach that had become especially influential in the 1960s, while others were
exploring the burgeoning literature of rational and public choice, derived from the
game theoretic approaches pioneered at the RAND corporation. Perhaps the most
influential theoretical voice of the late 1970s, Kenneth Waltz, chose neither; instead he
developed his Theory of International Politics around an austere conception of parsi-
mony and systems derived from his reading in contemporary philosophy of science.1
These positivist methods were adopted not just in the United States but also in
Europe, Asia and the UK. But in Britain a second, older approach, more influenced
by history, law and by philosophy was still widely admired. The ‘classical approach’
to international theory had yet to formally emerge into the ‘English School’ but many
of its texts had been written and it was certainly a force to be reckoned with.2
* The authors would like to thank all the contributors to this special issue, including our two referees.
We would also like to thank Kate Schick for comments on drafts and broader discussion of the
subject matter.
1 Discussions of the development and character of so-called ‘positivist’ IR are something of a drug on
the market. Many of them, of course, treat IR and political science as virtually interchangeable. For
discussions of the rise of ‘positivist’ political science, see: Bernard Crick, The American Science of
Politics (Berkeley and Los Angeles, CA: University of California Press, 1960). Klaus Knorr and
James Rosenau (eds.), Contending Approaches to International Politics (Princeton, NJ: Princeton
University Press, 1969) highlight the emergence of what might be termed ‘classical’ behaviouralist
approaches. The growing diversity of the field can be seen in K. J. Holsti, The Dividing Discipline
(London; Allen and Unwin, 1985) and the debates between positivism and its critics traced ably in
the introduction to Steve Smith, Ken Booth and Marysia Zalewski (eds.), International Theory;
Positivism, and Beyond (Cambridge: Cambridge University Press, 1996). Waltz’s move from a
traditional to a much more scientific mode of theory is found, of course, in Theory of International
Politics (Reading, MA: Addison Wesley, 1979).
2 The exhaustive (an.
Chicago style referencing from assignmentsupport.com essay writing services
Chicago style referencing from assignmentsupport.com essay writing services https://writeessayuk.com/
THE SOCIOLOGICAL IMAGINATIONSociology is often defined as the sc.docx
THE SOCIOLOGICAL IMAGINATION
Sociology is often defined as the science of society. In this lecture it is argued that even more important than science is sociology’s use of the imagination. Indeed, it is suggested that science is not possible without the imagination. This insight, although subject to dispute, has led sociologists, starting with C.Wright Mills, to speak of the “sociological imagination.” The lecture begins by questioning what we mean by the imagination in general and the sociological imagination in particular. It highlights Mills’ concerns with the relationship between “personal troubles” and “public issues.” It then proposes four dimensions or sensibilities of the sociological imagination.
THE IMAGINATION
“Never does the soul think without phantasm” (imagination)
(Aristotle)
“the union
of deep feeling with profound thought … to see again, those things in which … custom and the common view … had bedimmed all the lustre, had dried up the sparkle and dew drops”
(Samuel Taylor Coleridge)
“[that] whereby ordinary things should be presented to the mind in an unusual way”
(William Wordsworth)
THE SOCIOLOGICAL IMAGINATION
“being able to ‘think ourselves away’ from the familiar routines of our daily lives in order to look at them anew”
Anthony Giddens
(Sociology Second Edition,
Polity Press, Oxford. 1993:18)
“a quality of mind” … [that can] “grasp the interplay of the individual and society, of biography and history, of self and world.”
C. Wright Mills
The Sociological Imagination (1959)
You can read the original at http://www.lclark.edu/~goldman/socimagination.html
“A useful starting point for seeing why it is worthwhile to develop a sociological imagination has for some time been C. Wright Mills (1959) observation on the differences between our everyday knowledge of our social environment and a sociological understanding… There is a strong tendency in liberal democracies towards seeing human behaviour in terms of individual characteristics, abilities, choices and preferences… What sociologists, on the other hand, are more interested in is establishing the relationship between what happens to individuals…and the larger processes of social, economic and political change which might be said to lie underneath or behind those happenings… The sociological imagination wrote Mills, ‘enables us to grasp history and biography and the relation between the two in society.”
(Van Krieken et. al. 2006: 4)
A kind of interpretive imagination which does not treat its subject matter like objects in the natural world. The sociological imagination is anthropological, historical and critical.
(Holmes et. al., 2003: 7)
FOUR SENSIBILITIES OF THE SOCIOLOGICAL IMAGINATION
1. The Analytical Sensibility (science)What are the components of this situation and how do they relate to one another? The search for trends, correlation, causes, structures, functions and meanings that can be empirically demonstrated.
THE SOCIOLOGICAL IMAGINATIONSociology is often defined as the sc.docx
THE SOCIOLOGICAL IMAGINATION
Sociology is often defined as the science of society. In this lecture it is argued that even more important than science is sociology’s use of the imagination. Indeed, it is suggested that science is not possible without the imagination. This insight, although subject to dispute, has led sociologists, starting with C.Wright Mills, to speak of the “sociological imagination.” The lecture begins by questioning what we mean by the imagination in general and the sociological imagination in particular. It highlights Mills’ concerns with the relationship between “personal troubles” and “public issues.” It then proposes four dimensions or sensibilities of the sociological imagination.
THE IMAGINATION
“Never does the soul think without phantasm” (imagination)
(Aristotle)
“the union
of deep feeling with profound thought … to see again, those things in which … custom and the common view … had bedimmed all the lustre, had dried up the sparkle and dew drops”
(Samuel Taylor Coleridge)
“[that] whereby ordinary things should be presented to the mind in an unusual way”
(William Wordsworth)
THE SOCIOLOGICAL IMAGINATION
“being able to ‘think ourselves away’ from the familiar routines of our daily lives in order to look at them anew”
Anthony Giddens
(Sociology Second Edition,
Polity Press, Oxford. 1993:18)
“a quality of mind” … [that can] “grasp the interplay of the individual and society, of biography and history, of self and world.”
C. Wright Mills
The Sociological Imagination (1959)
You can read the original at http://www.lclark.edu/~goldman/socimagination.html
“A useful starting point for seeing why it is worthwhile to develop a sociological imagination has for some time been C. Wright Mills (1959) observation on the differences between our everyday knowledge of our social environment and a sociological understanding… There is a strong tendency in liberal democracies towards seeing human behaviour in terms of individual characteristics, abilities, choices and preferences… What sociologists, on the other hand, are more interested in is establishing the relationship between what happens to individuals…and the larger processes of social, economic and political change which might be said to lie underneath or behind those happenings… The sociological imagination wrote Mills, ‘enables us to grasp history and biography and the relation between the two in society.”
(Van Krieken et. al. 2006: 4)
A kind of interpretive imagination which does not treat its subject matter like objects in the natural world. The sociological imagination is anthropological, historical and critical.
(Holmes et. al., 2003: 7)
FOUR SENSIBILITIES OF THE SOCIOLOGICAL IMAGINATION
1. The Analytical Sensibility (science)What are the components of this situation and how do they relate to one another? The search for trends, correlation, causes, structures, functions and meanings that can be empirically demonstrated.
THE SOCIOLOGICAL IMAGINATIONSociology is often defined as the sc.docx
THE SOCIOLOGICAL IMAGINATION
Sociology is often defined as the science of society. In this lecture it is argued that even more important than science is sociology’s use of the imagination. Indeed, it is suggested that science is not possible without the imagination. This insight, although subject to dispute, has led sociologists, starting with C.Wright Mills, to speak of the “sociological imagination.” The lecture begins by questioning what we mean by the imagination in general and the sociological imagination in particular. It highlights Mills’ concerns with the relationship between “personal troubles” and “public issues.” It then proposes four dimensions or sensibilities of the sociological imagination.
THE IMAGINATION
“Never does the soul think without phantasm” (imagination)
(Aristotle)
“the union
of deep feeling with profound thought … to see again, those things in which … custom and the common view … had bedimmed all the lustre, had dried up the sparkle and dew drops”
(Samuel Taylor Coleridge)
“[that] whereby ordinary things should be presented to the mind in an unusual way”
(William Wordsworth)
THE SOCIOLOGICAL IMAGINATION
“being able to ‘think ourselves away’ from the familiar routines of our daily lives in order to look at them anew”
Anthony Giddens
(Sociology Second Edition,
Polity Press, Oxford. 1993:18)
“a quality of mind” … [that can] “grasp the interplay of the individual and society, of biography and history, of self and world.”
C. Wright Mills
The Sociological Imagination (1959)
You can read the original at http://www.lclark.edu/~goldman/socimagination.html
“A useful starting point for seeing why it is worthwhile to develop a sociological imagination has for some time been C. Wright Mills (1959) observation on the differences between our everyday knowledge of our social environment and a sociological understanding… There is a strong tendency in liberal democracies towards seeing human behaviour in terms of individual characteristics, abilities, choices and preferences… What sociologists, on the other hand, are more interested in is establishing the relationship between what happens to individuals…and the larger processes of social, economic and political change which might be said to lie underneath or behind those happenings… The sociological imagination wrote Mills, ‘enables us to grasp history and biography and the relation between the two in society.”
(Van Krieken et. al. 2006: 4)
A kind of interpretive imagination which does not treat its subject matter like objects in the natural world. The sociological imagination is anthropological, historical and critical.
(Holmes et. al., 2003: 7)
FOUR SENSIBILITIES OF THE SOCIOLOGICAL IMAGINATION
1. The Analytical Sensibility (science)What are the components of this situation and how do they relate to one another? The search for trends, correlation, causes, structures, functions and meanings that can be empirically demonstrated ...
Question ◦ Were the experiences of.docx
Question:
◦ Were
the
experiences
of
male
and
female
slaves
similar
or
different
in
the
nineteenth-‐century
South?
Reading:
1)
Narrative
of
the
Life
of
Frederick
Douglass
2)
Deborah
Gray
White,
Arn’t
I
a
Woman
3)
Any
pertinent
documents
from
textbook
and
document
collection
Requirements:
1) Papers
must
be
at
least
1,000
words
long
2) Footnotes
are
required
3) Bibliography
is
required
4) Please
number
pages
5) Please
include
a
title
page
Turabian Style - Sample Footnotes and
Bibliographic Entries (6th edition)
Turabian documentation format uses Footnotes or Endnotes and a Bibliography.
Footnotes: In the text, the note reference follows the passage to which it refers and is
marked with an arabic numeral typed slightly above the line (superscript). Notes are
arranged numerically at the foot (Footnotes) of the page. Notes include complete
bibliographic information when cited for the first time.
Bibliography: Lists only sources used in writing the paper. Entries are arranged
alphabetically by author's surname and include complete bibliographic information.
See the following examples for more information. Note the difference in form and
punctuation.
Type of
entry Footnote Entry Form Bibliography Form
Book, one
author
Daniel A. Weiss, Oedipus in Not-
tingham: D.H. Lawrence (Seattle:
Univer- sity of Washington Press,
1962), 62.
Weiss, Daniel A. Oedipus in Nottingham: D.H.
Lawrence. Seattle: University of Washington
Press, 1962.
Book, two
authors
Walter E. Houghton and G. Robert
Strange, Victorian Poetry and Poetics
(Cambridge: Harvard University
Press, 1959), 27
Houghton, Walter E., and G. Robert Strange.
Victorian Poetry and Poetics. Cam- bridge:
Harvard University Press, 1959.
Book, 3+
authors / Book
in a series
Jaroslav Pelikan and others, Reli-
gion and the University, York Univer-
sity Invitation Lecture Series
(Toronto: University of Toronto
Press, 1964), 109.
Pelikan, Jaroslav, M.G. Ross, W.G. Pollard,
M.N. Eisendrath, C. Moeller, and A. Wittenberg.
Religion and the Uni- versity. York University
Invitation Lecture Series. Toronto: University of
Toronto Press, 1964.
Book, no author
given
New Life Options: The Working
Women's Resource Book (New York:
McGraw- Hill, 1976), 42.
New Life Options: The Working Women's Re-
source Book. New York: McGraw-Hill, 1976.
Institution,
association, or
the like, as
"author"
American Library Association, ALA
Handbook of Organization and
1995/1996 Membership Directory
(Chicago: American Library
Association, 1995), MD586.
American Library Association. ALA Handbook
of Organization and 1995/1996 Member- ship
Directory. Chicago: American Library
Association, 1995.
Edito.
An A Priori Argument The Argument From Causal Powers
Custom Writing Service
http://HelpWriting.net/An-A-Priori-Argument--The-Argument-From 👈
Social Pathology & Postmetaphysical Thinking
Presented at the 6th International Critical Theory Conference, John Felice Rome Center, Loyola University, Rome
HOMO DOMESTICUS: Theory
This chapter contains the basic theory on Homo domesticus.
oscar.carvajal@utoronto.ca
Assignment 1 Essay – Exploring Ancient MysteriesDue Week 4 and wo.docx
Assignment 1: Essay – Exploring Ancient Mysteries
Due Week 4 and worth 100 points
Choose one (1) of the topics below and develop a three to four (3-4) paragraph essay (of at least 250-500 words) which adequately address the topic you have chosen.
Topic Choices
There have been many theories regarding how the pyramids at Giza were constructed. Most experts agree that they were constructed as burial monuments for pharaohs, but “how” these ancient people constructed monuments of such great size without modern machinery is a mystery which is still being debated.
No one can say for certain what happened to the great urban Mayan civilization, but theories abound and include varied possible alternatives to explain the relatively abrupt and mysterious disappearance of the Mayan civilization.
Tutankhamen died young, at approximately eighteen (18) years of age. However, his cause of death has been the subject of quite varied scholarly theories and conclusions. Did he die of an injury, of illness, of murder, or something else?.
Minoan Crete was a major civilization in its time, but several theories have been advanced to explain its demise, including speculations associating it with mythical Atlantis. What were the causes of Minoan Civilization's decline?
Great Zimbabwe is an enormous complex of structures in East Africa. Since the builders and occupants left no written records, several theories have developed as to the identity of its builders and the functions of the structures. Which theory makes the most sense?
The monumental size and complexity of the Tomb of Shihuangdi is astounding, yet its location and construction details were to be kept secret. What was the emperor’s purpose for such an elaborate, secret burial place?
Other topic choice recommended and approved by the professor and supported by the grading rubric.
Write a three to four (3-4) paragraph paper in which you:
Clearly state the “mystery” and provide a brief summary of at least two (2) reasonable and scholarly theories which could explain the mystery. Because some theories may sound far-fetched, include the source or promoter of each theory – such as a scientist, a historian, a theologian, etc.
After summarizing at least two (2) scholarly theories, identify one (1) of the theories as the most plausible and provide at least two (2) convincing reasons why the theory you have chosen is the best one to explain the mystery. This will involve some critical reasoning skills on your part.
Use at least two (2) sources plus the class textbook. (Three [3] sources total as the minimum)
Note:
Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style format. Both in-text citations a.
2000 word GuidelinesYou need to use at least 7 scholarly re.docx
2000 word
Guidelines:
You need to use at least 7 scholarly references.
Use the Harvard referencing system for intext references and Reference List (details available on the Library webpage).
Upload your essay via BlackBoard. Please insert the Assignment cover sheet at the start of your essay document.
Topic 1:
Is globalisation leading to a single, homogenised global society and culture? What does the idea of multiple modernities contribute to debate on this question?
To address this topic adequately, you need to:
· present the idea that globalisation is leading to social and cultural homogenization
· outline the multiple modernities perspective’s view on the issue
· provide empirical evidence to support your argument. This should draw on material presented in the case studies of multiple modernities we have covered in the unit. Evidence of homogenisation may also be relevant to your argument.
Topic 2:
Case Study of a non-European experience of modernisation and modernity. To what extent has modernisation involved westernisation?
To address this topic adequately, you need to:
· present the broad contours of ‘classical’ modernisation’ theory and its expectations about the outcome of modernization
· outline the multiple modernities perspective’s critique of classical modernisation theory
Tips:
Make sure you address all of the components of the question.
You will find relevant references in the weekly ‘Lecture Notes and Reading’, and ‘Further Reading’.
When reading for your essay, focus on the topic and the information that is relevant to it. You do not have to digest the entire article if it is not relevant. Rather, your efforts should be directed towards identifying relevant sections and making sure you understand them.
Arnason, J P 1999 ‘East Asian Approaches: Region, History and Civilization’, Thesis Eleven, Vol.57(1), p.97-112
Arnason, JP 2007 ‘Civilizational analysis: a paradigm in the making’, in Robert Holton (ed) World Civilizations, in Encyclopedia of Life Support Systems (EOLSS), Developed under the Auspices of the UNESCO, EOLSS Publishers, Oxford, UK, http://www.eolss.net
Asad, T 1997, 'Europe against Islam: Islam in Europe', Muslim World, vol. 87, no. 2, p. 183.
Baykan, A and R Robertson 2002 ‘Spatializing Turkey’ in Ben-Rafael, E & Sternberg, Y (eds) Identity, Culture and Globalization, Brill, Leiden, pp3-17.
Ben-Rafael, E & Sternberg, Y (eds), 2002 'Analyzing our Time,' in Identity, Culture and Globalization, Brill, Leiden, pp3-17
Ben-Rafael, E and Y Sternberg (eds) 2002, Identity, Culture and Globalization (Annals of the International Institute of Sociology, 8), Brill, Leiden.
Ben-Rafael, ES and Y Sternberg 2005. Comparing Modernities: Pluralism Versus Homogenity. Essays in Homage to Shmuel N. Eisenstadt, Brill, Leiden
Delanty, G 2003, 'The Making of a Postwestern Europe: A Civilizational Analysis', Thesis Eleven, vol. 72, no. 1, pp. 8-25
Delanty, G 2005 Handbook of contemporary European and Social Theor.
Assignment 1 Essay – Exploring Ancient MysteriesDue Week 4 and wo.docx
Assignment 1: Essay – Exploring Ancient Mysteries
Due Week 4 and worth 100 points
Choose one (1) of the topics below and develop a three to four (3-4) paragraph essay (of at least 250-500 words) which adequately address the topic you have chosen.
Topic Choices
There have been many theories regarding how the pyramids at Giza were constructed. Most experts agree that they were constructed as burial monuments for pharaohs, but “how” these ancient people constructed monuments of such great size without modern machinery is a mystery which is still being debated.
No one can say for certain what happened to the great urban Mayan civilization, but theories abound and include varied possible alternatives to explain the relatively abrupt and mysterious disappearance of the Mayan civilization.
Tutankhamen died young, at approximately eighteen (18) years of age. However, his cause of death has been the subject of quite varied scholarly theories and conclusions. Did he die of an injury, of illness, of murder, or something else?.
Minoan Crete was a major civilization in its time, but several theories have been advanced to explain its demise, including speculations associating it with mythical Atlantis. What were the causes of Minoan Civilization's decline?
Great Zimbabwe is an enormous complex of structures in East Africa. Since the builders and occupants left no written records, several theories have developed as to the identity of its builders and the functions of the structures. Which theory makes the most sense?
The monumental size and complexity of the Tomb of Shihuangdi is astounding, yet its location and construction details were to be kept secret. What was the emperor’s purpose for such an elaborate, secret burial place?
Other topic choice recommended and approved by the professor and supported by the grading rubric.
Write a three to four (3-4) paragraph paper in which you:
Clearly state the “mystery” and provide a brief summary of at least two (2) reasonable and scholarly theories which could explain the mystery. Because some theories may sound far-fetched, include the source or promoter of each theory – such as a scientist, a historian, a theologian, etc.
After summarizing at least two (2) scholarly theories, identify one (1) of the theories as the most plausible and provide at least two (2) convincing reasons why the theory you have chosen is the best one to explain the mystery. This will involve some critical reasoning skills on your part.
Use at least two (2) sources plus the class textbook. (Three [3] sources total as the minimum)
Note:
Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style format. Both in-text citations a.
Comps references
Reference list for comprehensive exam, Mapping out decolonization theory: Theoretically imagining decolonial cartographies for local and global decolonization
Select an organization with which you are familiar. Prepare a 1,05.docx
Select
an organization with which you are familiar. Prepare a 1,050- to 1,400-word paper in which you evaluate the organizing function of management as it relates to at least two of the following organizational resources:
·
Physical assets
·
Monetary
·
Human resources
·
Knowledge
·
Technology
Discuss whether or not your organization has optimized these organizational resources for effectiveness and efficiency. Justify your position.
o
Format
your paper consistent with APA guidelines.
I have attached rubric please make sure you have everything the instructor is asking for
.
Select an organization that is fairly well known to most people. Bas.docx
Select an organization that is fairly well known to most people. Based on information obtained at the organization's Web site, articles, research, anecdotal evidence, and personal experience, you are to answer the following:
Describe the artifacts you find or recall that define the culture of the organization.
Indicate what these artifacts reveal to you about the shared values and basic assumptions of the organization you selected.
Discuss the impact that culture has on individuals within the organization.
Discuss the level and type of diversity within the organizational culture.
Evaluate how this organization's culture would facilitate or hinder planned change efforts.
.
More Related Content
Similar to Select and read the articles about two famous thinkers in the Week F.docx
Chicago style referencing from assignmentsupport.com essay writing services
Chicago style referencing from assignmentsupport.com essay writing services https://writeessayuk.com/
THE SOCIOLOGICAL IMAGINATIONSociology is often defined as the sc.docx
THE SOCIOLOGICAL IMAGINATION
Sociology is often defined as the science of society. In this lecture it is argued that even more important than science is sociology’s use of the imagination. Indeed, it is suggested that science is not possible without the imagination. This insight, although subject to dispute, has led sociologists, starting with C.Wright Mills, to speak of the “sociological imagination.” The lecture begins by questioning what we mean by the imagination in general and the sociological imagination in particular. It highlights Mills’ concerns with the relationship between “personal troubles” and “public issues.” It then proposes four dimensions or sensibilities of the sociological imagination.
THE IMAGINATION
“Never does the soul think without phantasm” (imagination)
(Aristotle)
“the union
of deep feeling with profound thought … to see again, those things in which … custom and the common view … had bedimmed all the lustre, had dried up the sparkle and dew drops”
(Samuel Taylor Coleridge)
“[that] whereby ordinary things should be presented to the mind in an unusual way”
(William Wordsworth)
THE SOCIOLOGICAL IMAGINATION
“being able to ‘think ourselves away’ from the familiar routines of our daily lives in order to look at them anew”
Anthony Giddens
(Sociology Second Edition,
Polity Press, Oxford. 1993:18)
“a quality of mind” … [that can] “grasp the interplay of the individual and society, of biography and history, of self and world.”
C. Wright Mills
The Sociological Imagination (1959)
You can read the original at http://www.lclark.edu/~goldman/socimagination.html
“A useful starting point for seeing why it is worthwhile to develop a sociological imagination has for some time been C. Wright Mills (1959) observation on the differences between our everyday knowledge of our social environment and a sociological understanding… There is a strong tendency in liberal democracies towards seeing human behaviour in terms of individual characteristics, abilities, choices and preferences… What sociologists, on the other hand, are more interested in is establishing the relationship between what happens to individuals…and the larger processes of social, economic and political change which might be said to lie underneath or behind those happenings… The sociological imagination wrote Mills, ‘enables us to grasp history and biography and the relation between the two in society.”
(Van Krieken et. al. 2006: 4)
A kind of interpretive imagination which does not treat its subject matter like objects in the natural world. The sociological imagination is anthropological, historical and critical.
(Holmes et. al., 2003: 7)
FOUR SENSIBILITIES OF THE SOCIOLOGICAL IMAGINATION
1. The Analytical Sensibility (science)What are the components of this situation and how do they relate to one another? The search for trends, correlation, causes, structures, functions and meanings that can be empirically demonstrated.
THE SOCIOLOGICAL IMAGINATIONSociology is often defined as the sc.docx
THE SOCIOLOGICAL IMAGINATION
Sociology is often defined as the science of society. In this lecture it is argued that even more important than science is sociology’s use of the imagination. Indeed, it is suggested that science is not possible without the imagination. This insight, although subject to dispute, has led sociologists, starting with C.Wright Mills, to speak of the “sociological imagination.” The lecture begins by questioning what we mean by the imagination in general and the sociological imagination in particular. It highlights Mills’ concerns with the relationship between “personal troubles” and “public issues.” It then proposes four dimensions or sensibilities of the sociological imagination.
THE IMAGINATION
“Never does the soul think without phantasm” (imagination)
(Aristotle)
“the union
of deep feeling with profound thought … to see again, those things in which … custom and the common view … had bedimmed all the lustre, had dried up the sparkle and dew drops”
(Samuel Taylor Coleridge)
“[that] whereby ordinary things should be presented to the mind in an unusual way”
(William Wordsworth)
THE SOCIOLOGICAL IMAGINATION
“being able to ‘think ourselves away’ from the familiar routines of our daily lives in order to look at them anew”
Anthony Giddens
(Sociology Second Edition,
Polity Press, Oxford. 1993:18)
“a quality of mind” … [that can] “grasp the interplay of the individual and society, of biography and history, of self and world.”
C. Wright Mills
The Sociological Imagination (1959)
You can read the original at http://www.lclark.edu/~goldman/socimagination.html
“A useful starting point for seeing why it is worthwhile to develop a sociological imagination has for some time been C. Wright Mills (1959) observation on the differences between our everyday knowledge of our social environment and a sociological understanding… There is a strong tendency in liberal democracies towards seeing human behaviour in terms of individual characteristics, abilities, choices and preferences… What sociologists, on the other hand, are more interested in is establishing the relationship between what happens to individuals…and the larger processes of social, economic and political change which might be said to lie underneath or behind those happenings… The sociological imagination wrote Mills, ‘enables us to grasp history and biography and the relation between the two in society.”
(Van Krieken et. al. 2006: 4)
A kind of interpretive imagination which does not treat its subject matter like objects in the natural world. The sociological imagination is anthropological, historical and critical.
(Holmes et. al., 2003: 7)
FOUR SENSIBILITIES OF THE SOCIOLOGICAL IMAGINATION
1. The Analytical Sensibility (science)What are the components of this situation and how do they relate to one another? The search for trends, correlation, causes, structures, functions and meanings that can be empirically demonstrated.
THE SOCIOLOGICAL IMAGINATIONSociology is often defined as the sc.docx
THE SOCIOLOGICAL IMAGINATION
Sociology is often defined as the science of society. In this lecture it is argued that even more important than science is sociology’s use of the imagination. Indeed, it is suggested that science is not possible without the imagination. This insight, although subject to dispute, has led sociologists, starting with C.Wright Mills, to speak of the “sociological imagination.” The lecture begins by questioning what we mean by the imagination in general and the sociological imagination in particular. It highlights Mills’ concerns with the relationship between “personal troubles” and “public issues.” It then proposes four dimensions or sensibilities of the sociological imagination.
THE IMAGINATION
“Never does the soul think without phantasm” (imagination)
(Aristotle)
“the union
of deep feeling with profound thought … to see again, those things in which … custom and the common view … had bedimmed all the lustre, had dried up the sparkle and dew drops”
(Samuel Taylor Coleridge)
“[that] whereby ordinary things should be presented to the mind in an unusual way”
(William Wordsworth)
THE SOCIOLOGICAL IMAGINATION
“being able to ‘think ourselves away’ from the familiar routines of our daily lives in order to look at them anew”
Anthony Giddens
(Sociology Second Edition,
Polity Press, Oxford. 1993:18)
“a quality of mind” … [that can] “grasp the interplay of the individual and society, of biography and history, of self and world.”
C. Wright Mills
The Sociological Imagination (1959)
You can read the original at http://www.lclark.edu/~goldman/socimagination.html
“A useful starting point for seeing why it is worthwhile to develop a sociological imagination has for some time been C. Wright Mills (1959) observation on the differences between our everyday knowledge of our social environment and a sociological understanding… There is a strong tendency in liberal democracies towards seeing human behaviour in terms of individual characteristics, abilities, choices and preferences… What sociologists, on the other hand, are more interested in is establishing the relationship between what happens to individuals…and the larger processes of social, economic and political change which might be said to lie underneath or behind those happenings… The sociological imagination wrote Mills, ‘enables us to grasp history and biography and the relation between the two in society.”
(Van Krieken et. al. 2006: 4)
A kind of interpretive imagination which does not treat its subject matter like objects in the natural world. The sociological imagination is anthropological, historical and critical.
(Holmes et. al., 2003: 7)
FOUR SENSIBILITIES OF THE SOCIOLOGICAL IMAGINATION
1. The Analytical Sensibility (science)What are the components of this situation and how do they relate to one another? The search for trends, correlation, causes, structures, functions and meanings that can be empirically demonstrated ...
Question ◦ Were the experiences of.docx
Question:
◦ Were
the
experiences
of
male
and
female
slaves
similar
or
different
in
the
nineteenth-‐century
South?
Reading:
1)
Narrative
of
the
Life
of
Frederick
Douglass
2)
Deborah
Gray
White,
Arn’t
I
a
Woman
3)
Any
pertinent
documents
from
textbook
and
document
collection
Requirements:
1) Papers
must
be
at
least
1,000
words
long
2) Footnotes
are
required
3) Bibliography
is
required
4) Please
number
pages
5) Please
include
a
title
page
Turabian Style - Sample Footnotes and
Bibliographic Entries (6th edition)
Turabian documentation format uses Footnotes or Endnotes and a Bibliography.
Footnotes: In the text, the note reference follows the passage to which it refers and is
marked with an arabic numeral typed slightly above the line (superscript). Notes are
arranged numerically at the foot (Footnotes) of the page. Notes include complete
bibliographic information when cited for the first time.
Bibliography: Lists only sources used in writing the paper. Entries are arranged
alphabetically by author's surname and include complete bibliographic information.
See the following examples for more information. Note the difference in form and
punctuation.
Type of
entry Footnote Entry Form Bibliography Form
Book, one
author
Daniel A. Weiss, Oedipus in Not-
tingham: D.H. Lawrence (Seattle:
Univer- sity of Washington Press,
1962), 62.
Weiss, Daniel A. Oedipus in Nottingham: D.H.
Lawrence. Seattle: University of Washington
Press, 1962.
Book, two
authors
Walter E. Houghton and G. Robert
Strange, Victorian Poetry and Poetics
(Cambridge: Harvard University
Press, 1959), 27
Houghton, Walter E., and G. Robert Strange.
Victorian Poetry and Poetics. Cam- bridge:
Harvard University Press, 1959.
Book, 3+
authors / Book
in a series
Jaroslav Pelikan and others, Reli-
gion and the University, York Univer-
sity Invitation Lecture Series
(Toronto: University of Toronto
Press, 1964), 109.
Pelikan, Jaroslav, M.G. Ross, W.G. Pollard,
M.N. Eisendrath, C. Moeller, and A. Wittenberg.
Religion and the Uni- versity. York University
Invitation Lecture Series. Toronto: University of
Toronto Press, 1964.
Book, no author
given
New Life Options: The Working
Women's Resource Book (New York:
McGraw- Hill, 1976), 42.
New Life Options: The Working Women's Re-
source Book. New York: McGraw-Hill, 1976.
Institution,
association, or
the like, as
"author"
American Library Association, ALA
Handbook of Organization and
1995/1996 Membership Directory
(Chicago: American Library
Association, 1995), MD586.
American Library Association. ALA Handbook
of Organization and 1995/1996 Member- ship
Directory. Chicago: American Library
Association, 1995.
Edito.
An A Priori Argument The Argument From Causal Powers
Custom Writing Service
http://HelpWriting.net/An-A-Priori-Argument--The-Argument-From 👈
Social Pathology & Postmetaphysical Thinking
Presented at the 6th International Critical Theory Conference, John Felice Rome Center, Loyola University, Rome
HOMO DOMESTICUS: Theory
This chapter contains the basic theory on Homo domesticus.
oscar.carvajal@utoronto.ca
Assignment 1 Essay – Exploring Ancient MysteriesDue Week 4 and wo.docx
Assignment 1: Essay – Exploring Ancient Mysteries
Due Week 4 and worth 100 points
Choose one (1) of the topics below and develop a three to four (3-4) paragraph essay (of at least 250-500 words) which adequately address the topic you have chosen.
Topic Choices
There have been many theories regarding how the pyramids at Giza were constructed. Most experts agree that they were constructed as burial monuments for pharaohs, but “how” these ancient people constructed monuments of such great size without modern machinery is a mystery which is still being debated.
No one can say for certain what happened to the great urban Mayan civilization, but theories abound and include varied possible alternatives to explain the relatively abrupt and mysterious disappearance of the Mayan civilization.
Tutankhamen died young, at approximately eighteen (18) years of age. However, his cause of death has been the subject of quite varied scholarly theories and conclusions. Did he die of an injury, of illness, of murder, or something else?.
Minoan Crete was a major civilization in its time, but several theories have been advanced to explain its demise, including speculations associating it with mythical Atlantis. What were the causes of Minoan Civilization's decline?
Great Zimbabwe is an enormous complex of structures in East Africa. Since the builders and occupants left no written records, several theories have developed as to the identity of its builders and the functions of the structures. Which theory makes the most sense?
The monumental size and complexity of the Tomb of Shihuangdi is astounding, yet its location and construction details were to be kept secret. What was the emperor’s purpose for such an elaborate, secret burial place?
Other topic choice recommended and approved by the professor and supported by the grading rubric.
Write a three to four (3-4) paragraph paper in which you:
Clearly state the “mystery” and provide a brief summary of at least two (2) reasonable and scholarly theories which could explain the mystery. Because some theories may sound far-fetched, include the source or promoter of each theory – such as a scientist, a historian, a theologian, etc.
After summarizing at least two (2) scholarly theories, identify one (1) of the theories as the most plausible and provide at least two (2) convincing reasons why the theory you have chosen is the best one to explain the mystery. This will involve some critical reasoning skills on your part.
Use at least two (2) sources plus the class textbook. (Three [3] sources total as the minimum)
Note:
Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style format. Both in-text citations a.
2000 word GuidelinesYou need to use at least 7 scholarly re.docx
2000 word
Guidelines:
You need to use at least 7 scholarly references.
Use the Harvard referencing system for intext references and Reference List (details available on the Library webpage).
Upload your essay via BlackBoard. Please insert the Assignment cover sheet at the start of your essay document.
Topic 1:
Is globalisation leading to a single, homogenised global society and culture? What does the idea of multiple modernities contribute to debate on this question?
To address this topic adequately, you need to:
· present the idea that globalisation is leading to social and cultural homogenization
· outline the multiple modernities perspective’s view on the issue
· provide empirical evidence to support your argument. This should draw on material presented in the case studies of multiple modernities we have covered in the unit. Evidence of homogenisation may also be relevant to your argument.
Topic 2:
Case Study of a non-European experience of modernisation and modernity. To what extent has modernisation involved westernisation?
To address this topic adequately, you need to:
· present the broad contours of ‘classical’ modernisation’ theory and its expectations about the outcome of modernization
· outline the multiple modernities perspective’s critique of classical modernisation theory
Tips:
Make sure you address all of the components of the question.
You will find relevant references in the weekly ‘Lecture Notes and Reading’, and ‘Further Reading’.
When reading for your essay, focus on the topic and the information that is relevant to it. You do not have to digest the entire article if it is not relevant. Rather, your efforts should be directed towards identifying relevant sections and making sure you understand them.
Arnason, J P 1999 ‘East Asian Approaches: Region, History and Civilization’, Thesis Eleven, Vol.57(1), p.97-112
Arnason, JP 2007 ‘Civilizational analysis: a paradigm in the making’, in Robert Holton (ed) World Civilizations, in Encyclopedia of Life Support Systems (EOLSS), Developed under the Auspices of the UNESCO, EOLSS Publishers, Oxford, UK, http://www.eolss.net
Asad, T 1997, 'Europe against Islam: Islam in Europe', Muslim World, vol. 87, no. 2, p. 183.
Baykan, A and R Robertson 2002 ‘Spatializing Turkey’ in Ben-Rafael, E & Sternberg, Y (eds) Identity, Culture and Globalization, Brill, Leiden, pp3-17.
Ben-Rafael, E & Sternberg, Y (eds), 2002 'Analyzing our Time,' in Identity, Culture and Globalization, Brill, Leiden, pp3-17
Ben-Rafael, E and Y Sternberg (eds) 2002, Identity, Culture and Globalization (Annals of the International Institute of Sociology, 8), Brill, Leiden.
Ben-Rafael, ES and Y Sternberg 2005. Comparing Modernities: Pluralism Versus Homogenity. Essays in Homage to Shmuel N. Eisenstadt, Brill, Leiden
Delanty, G 2003, 'The Making of a Postwestern Europe: A Civilizational Analysis', Thesis Eleven, vol. 72, no. 1, pp. 8-25
Delanty, G 2005 Handbook of contemporary European and Social Theor.
Assignment 1 Essay – Exploring Ancient MysteriesDue Week 4 and wo.docx
Assignment 1: Essay – Exploring Ancient Mysteries
Due Week 4 and worth 100 points
Choose one (1) of the topics below and develop a three to four (3-4) paragraph essay (of at least 250-500 words) which adequately address the topic you have chosen.
Topic Choices
There have been many theories regarding how the pyramids at Giza were constructed. Most experts agree that they were constructed as burial monuments for pharaohs, but “how” these ancient people constructed monuments of such great size without modern machinery is a mystery which is still being debated.
No one can say for certain what happened to the great urban Mayan civilization, but theories abound and include varied possible alternatives to explain the relatively abrupt and mysterious disappearance of the Mayan civilization.
Tutankhamen died young, at approximately eighteen (18) years of age. However, his cause of death has been the subject of quite varied scholarly theories and conclusions. Did he die of an injury, of illness, of murder, or something else?.
Minoan Crete was a major civilization in its time, but several theories have been advanced to explain its demise, including speculations associating it with mythical Atlantis. What were the causes of Minoan Civilization's decline?
Great Zimbabwe is an enormous complex of structures in East Africa. Since the builders and occupants left no written records, several theories have developed as to the identity of its builders and the functions of the structures. Which theory makes the most sense?
The monumental size and complexity of the Tomb of Shihuangdi is astounding, yet its location and construction details were to be kept secret. What was the emperor’s purpose for such an elaborate, secret burial place?
Other topic choice recommended and approved by the professor and supported by the grading rubric.
Write a three to four (3-4) paragraph paper in which you:
Clearly state the “mystery” and provide a brief summary of at least two (2) reasonable and scholarly theories which could explain the mystery. Because some theories may sound far-fetched, include the source or promoter of each theory – such as a scientist, a historian, a theologian, etc.
After summarizing at least two (2) scholarly theories, identify one (1) of the theories as the most plausible and provide at least two (2) convincing reasons why the theory you have chosen is the best one to explain the mystery. This will involve some critical reasoning skills on your part.
Use at least two (2) sources plus the class textbook. (Three [3] sources total as the minimum)
Note:
Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style format. Both in-text citations a.
Comps references
Reference list for comprehensive exam, Mapping out decolonization theory: Theoretically imagining decolonial cartographies for local and global decolonization
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Chicago style referencing from assignmentsupport.com essay writing services
THE SOCIOLOGICAL IMAGINATIONSociology is often defined as the sc.docx
THE SOCIOLOGICAL IMAGINATIONSociology is often defined as the sc.docx
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An A Priori Argument The Argument From Causal Powers
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Assignment 1 Essay – Exploring Ancient MysteriesDue Week 4 and wo.docx
Assignment 1 Essay – Exploring Ancient MysteriesDue Week 4 and wo.docx
2000 word GuidelinesYou need to use at least 7 scholarly re.docx
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Assignment 1 Essay – Exploring Ancient MysteriesDue Week 4 and wo.docx
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Select
an organization with which you are familiar. Prepare a 1,050- to 1,400-word paper in which you evaluate the organizing function of management as it relates to at least two of the following organizational resources:
·
Physical assets
·
Monetary
·
Human resources
·
Knowledge
·
Technology
Discuss whether or not your organization has optimized these organizational resources for effectiveness and efficiency. Justify your position.
o
Format
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I have attached rubric please make sure you have everything the instructor is asking for
.
Select an organization that is fairly well known to most people. Bas.docx
Select an organization that is fairly well known to most people. Based on information obtained at the organization's Web site, articles, research, anecdotal evidence, and personal experience, you are to answer the following:
Describe the artifacts you find or recall that define the culture of the organization.
Indicate what these artifacts reveal to you about the shared values and basic assumptions of the organization you selected.
Discuss the impact that culture has on individuals within the organization.
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The post should include adequate citations and references that adhere strictly to the APA format.
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Select an infectious disease and research the CDC website for information about the disease including:
its natural history,
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Identify an occurrence of the disease by searching the Internet for recent reports of this disease and compare that episode or occurrence with information from the CDC website.
How closely did that outbreak resemble the case definition?
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Select an individual that you believe exhibits authentic leadership. This individual can be historical or contemporary. Provide specific examples that support how this person exhibits authentic leadership. What is the role of authentic leadership in creating trust and follower-ship in this example, and how can it improve organizations?
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Select an existing healthcare program or policy evaluation or ch.docx
Select an existing healthcare program or policy evaluation or choose one of interest to you.
Be sure to address the following:
Describe the healthcare program or policy outcomes.
How was the success of the program or policy measured?
How many people were reached by the program or policy selected?
How much of an impact was realized with the program or policy selected?
At what point in program implementation was the program or policy evaluation conducted?
What data was used to conduct the program or policy evaluation?
What specific information on unintended consequences was identified?
What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
Did the program or policy meet the original intent and objectives? Why or why not?
Would you recommend implementing this program or policy in your place of work? Why or why not?
Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.
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Select an epidemiologic article from a research journal, a n.docx
Select an epidemiologic article from a
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post the title and the link of your selected article's title and
source
And, in a paragraph, write your perspectives (
>
10 sentences) on the author’s (authors’) investigation/article. Include:
A)
Describe (in a beginning
overview sentence) the purpose of the article. B)
Write a sentence(s) describing the epidemiological or public health methods.
C)
Provide a sentence(s) summarizing the findings
D)
Discuss the epidemiological or public health significance of the topic and article, and/or
future strategies/potential solutions
to the epidemiological/public health challenge/dilemma/situation.
E)
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Select an economic development project in your community. The project must have been implemented and/or completed within the past 10 years. Provide background about the project and the intended economic benefits. In presenting your overview of the project, compare the project's development process to the economic planning challenges outlined in Leigh and Blakely text, Chapter 1 -4. To what degree did the community economic development project experience the transition in local planning? Discuss. Also, based upon your understanding of Chapter 1 - 2 of the McDonald text, outline the causal theory that under-girds your jurisdiction’s development project. What has been identified as enhancing prospects for community sustainability? Describe in detail the configuration of public, private, and not-for-profit sector linkages that proved instrumental in making your community’s project a reality?
Specifics:
· Biblical integration must be included in a thoughtful manner as articulated in the required reading and presentations.
· Citations from the required reading and presentation must be included in answering the assigned questions.
· Student follows discipline-specific formatting guidelines.
· Word count is sufficient.
Main Thread entries under 400 words will receive no credit You must post your thread of 600 words or more
.
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Select at least two lesson plans for the Week One Assignment submitted by classmates in the Doc Sharing tool.
Next, submit an initial post that, in no less than a paragraph for each lesson plan, provides the classmates with an evaluation of the effectiveness of their lesson plan for teaching students with mild to moderate disabilities. Justify your evaluation with at least one scholarly source. Consider the following questions based on the required reading for this section, specifically Chapter 6 (Cohen & Spenciner, 20013), and previous concepts learned in the MASE program.
How is the new learning aligned to the student’s present levels?
How does the lesson build on prior knowledge?
Identify the standards which are aligned to the lesson.
What makes this lesson engaging?
http://www.crlt.umich.edu/gsis/p2_5
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“Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child's subsequent IEPs” (United States Department of Education, “"Archived: Guide to the Individualized Education Program," n.d, para 17). As part of the planning process, it is required that there be measurable post secondary goals based on age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills.
Based on the following guidance as found in the Individuals with Disabilities Education Act (IDEA) (2004), the rules for writing appropriate and measurable postsecondary IEP goals are listed below:
· Focus must be:
o postsecondary education/postsecondary training;
o postsecondary employment; and
o where appropriate, independent living skills.
· Activity occurs
AFTER
graduation, and it is clearly stated that the goal will occur after graduation.
· Goals are measurable and can be observed and/or counted.
· The expectation, or behavior, is explicit.
· Goals are based on age appropriate transition assessment (assessment results included in present levels)
· Identifies an outcome, not a process
Examples of post secondary goals might look like this:
Figure 9. Example goals. This chart provides examples of compliant goals and the justification for each. Source: Wellner, L. (2015). Compliant goal examples. Bridgepoint Education. CA.
ESE 603 info
Contents of the IEP
According to the United States Department of Education, “"Archived: Guide to the Individualized Education Program," n.d, para17) the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. Briefly, this information is:
Current performance.
The IEP must state how the child is currently doing in school (known as present .
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Does it feel that the definition you have arrived at is consistent with the aims/claims of the chart as it is published? In other words does the chart show and include what you think it is actually supposed to be doing or is there a disconnect?
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Select any visualisationinfographic and looking at any indivi.docx
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Does it feel that the definition you have arrived at is consistent with the aims/claims of the chart as it is published? In other words does the chart show and include what you think it is actually supposed to be doing or is there a disconnect?
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Select any one topic
Sensor technology for smart human-care services by applying Big Data techniques
Implementation of Deep learning techniques for Sensor Technology in IoT
IoT systems analysis, modeling, and simulation using Big Data
IoT technologies and applications in eHealth using Data Mining
Data and knowledge mining for smart human-care services through sensors
IoT solutions for well-being and active aging using Data Mining techniques
Energy-efficient IoT Big Data acquisition techniques
Privacy and security related to IoT and Big Data
IoT and Big Data analytics on energy-constrained platforms
Optimization, control, and automation of sensor-based IoT applications using Data Mining
IoT and Big Data programming model
Architecture and protocols for IoT and Big Data
Emerging sensor-based, hardware architectures for IoT and Big Data
IoT Big Data storage and processing techniques
Fault-tolerant and redundant systems for IoT by applying Data Mining
IoT based on various types of sensors.
Research Paper: 2-3 pages + cover page + citations
APA and Capstone Format
Current APA formats should be followed.
There should be one clear, well-focused on the topic..
Quality of Information
References are primarily peer reviewed professional journals or other approved sources. The reader is confident that the information and ideas can be trusted.
Support of Ideas/Critical Analysis
E excellent, appropriate conclusions.
Conclusions
.
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Select any chapter that we covered this semester. Discuss the religions/traditions of that chapter by describing one religious culture (each chapter discusses many cultures so just choose one) in terms of
the time period(s) in which it developed,
the geographic location(s) to which it spread or in which it is primarily practiced,
its rituals,
ideas about the nature of God/the divine,
and its people’s conception of their place in the cosmos.
( I WILL EMAIL PHOTOS OF TEXTBOOK PAGES)
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Select any one from the below key terms.
Key Terms:
Styles of Negotiation
Anchoring in Negotiation
Mediation
Arbitration
DEFINITION
:
a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY
:
Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
ANALYSIS
:
Using 300-350 words, write a brief analysis, in your own words of how the article relates to the selected chapter Key Term. An analysis is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions
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Select any one image from the Visual Sources section in Chapter 8 (pages 462–474). In roughly 250 words, explain how the specific historical and cultural context of that visual artifact is critical to interpreting and understanding what the image seeks to express or represent. (You might also consider this question from the reverse angle: how might one risk misinterpreting the visual artifact if viewed out of historical context?)
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Select any 2 of works of art about the Holocaust. You can select fro.docx
Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:
Morris Kestelman:
Lama Sabachthani [Why Have You Forsaken Me?]
George Mayer-Marton:
Women with Boudlers
Bill Spira:
Prisoners Carrying Cement
Jan Hartman:
Death March (Czechowice-Bielsko, January 1945)
Edgar Ainsworth:
Belsen
Leslie Cole:
One of the Death Pits, Belsen. SS Guards Collecting Bodies
Doris Zinkeisen:
Human Laundry, Belsen: April 1945
Eric Taylor:
A Young Boy from Belsen Concentration Camp
Mary Kessell:
Notes from Belsen Camp
Edith Birkin:
The Death Cart - Lodz Ghetto
Shmuel Dresner:
Benjamin
Roman Halter:
Mother with Babies
Leo Breuer:
Path Between the Barracks, Gurs Camp
Leo (Lev) Haas:
Transport Arrival, Theresienstadt Ghetto
Jacob Lipschitz:
Beaten (My Brother Gedalyahu)
Norbert Troller:
Terezin
Anselm Kiefer:
Sternenfall
Write an analysis of each artwork, including the following information:
Identify the title, artist, date completed, and medium used.
Explain the content of the artwork - what do the images show?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
Explain the background on the author, especially in relation to the Holocaust.
Explain the content of the poem - what story or message is it trying to tell?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
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2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Select and read the articles about two famous thinkers in the Week F.docx
- 1. Select and read the articles about two famous thinkers in the Week Four Electronic Reserve Readings. Find additional articles in the University Library or on the Internet. Write a 1,050- to 1,400-word paper. Include the following: •Information about the thinkers’ contributions to society •Each thinkers’ personal/ social/ political environments and how you think these factors contributed to their creativity •The problems or issues that their ideas sought to solve •A description of the solutions, and how their ideas were implemented •The creative process of each thinker and a comparison of the two creative processes •A critique of their ideas and what could they have done differently Include at least four references. Format your paper consistent with APA guidelines. Week 4 Famous Thinkers Readings: "Gates, Bill (born William Henry Gates)" (2004). The New Zealand Oxford Dictionary. "Gates, Bill" (2008). World Encyclopedia. "Kripke, Saul Aaron" (2008). The Oxford Dictionary of Philosophy. "Kripke, Saul" (2005). The Oxford Companion to Philosophy. "Parfit, Derek" (2008). The Oxford Dictionary of Philosophy. "Rorty, Richard McKay" (2008). The Oxford Dictionary of Philosophy.
- 2. Kripke semantics. (2008). The Oxford Dictionary of Philosophy. Prof. Nicholas Dent "Parfit, Derek" (2005). The Oxford Companion to Philosophy. Prof. Owen Flanagan "Dennett, Daniel C." (2005). The Oxford Companion to Philosophy. Software's great survivor. (2003, November 22). Economist, 369(8351), 64. Taking apart the 'roads ahead': User power versus the futurology of IT. (1998). Retrieved on October 1st, 2009 from http://eprints.whiterose.ac.uk/3226/1/Taking_apart_the_roads_a head.pdf. Ansbro, J. J. Dr. (1989, January 15). The courage of Dr. King: Challenging the legacies of other black leaders. New York Times , A.30. Aronson, R. (2005, June-December). Camus versus Sartre: The unresolved conflict. Sartre Studies International, 11(1/2), 302. Attfield, Robin (2006). The shape of a global ethic. Philosophy Social Criticism , 32, 5. Baert, P. (2002, February). Richard Rorty's pragmatism and the social sciences. History of the Human Sciences, 15, 139. Camus, A. (1988). After Hiroshima: Between hell and reason. Philosophy Today, 32(1), 77. Camus, A., & Van den Hoven, A. (2001, December). Democracy is an exercise in modesty. Sartre Studies International, 7(2), 12. Cohen, A., & Wilber, K. (2009, June-August). Freedom in the face of fear. EnlightenNext, (44), 44. Cohen, A., & Wilber, K. (2008/2009, December-February). The interdynamics of culture + consciousness. What is Enlightenment?, (42), 41. Cowie, F. (1998, June). Mad dog nativism. The British Journal for the Philosophy of Science, 49(2), 227. Cumming, R. (2009). Contrasts and fragments: An exploration of James Cone's theological methodology. Anglican Theological Review, 91(3), 395. Dennett, D. (2009, April 1). Daniel C. Dennett. Freethought Today, 26(3), 10.
- 3. Engelhardt, E. S. D. (2001). West, Cornel The Concise Oxford Companion to African American Literature. Fodor, J. (2006, Summer). How the mind works: What we still don't know. Daedalus, 135(3), 86. Fox, S. (2009, September). Plugged in. PC World, 27(9), 13. Fuller, S. (2008, March). Richard Rorty's philosophical legacy. Philosophy of the Social Sciences, 38, 121. King Jr., M. L. K. Dr. (1992, January 20). This Is Not Just': A Revolution Of Values on the Jericho Road. Newsday, 58. Luther King Jr., M. K. Dr. (2003, August 28). I have a dream. The Commercial Appeal, E.3. Russell, B. (). Why I am not a Christian. Retrieved on October 1st, 2009 from http://users.drew.edu/~jlenz/whynot.html. Schultz, B. (1996, September). Bertrand Russell in ethics and politics, philosophy and power. Philosophy of the Social Sciences, 26, 317. Scruton, R. (2005, June 25). The power of negative thinking: Roger Scruton says that France has never recovered from Jean- Paul Sartre's horror of the bourgeoisie and his repudiation of both Christianity and the idea of France. Spectator, 298(9229), 28. Sloane, A. (1999). Singer, preference utilitarianism and infanticide. Studies in Christian Ethics , 12, 47. West, C. (2003, July/August). "Not a minute to hate." Tikkun, 18(4), 11. West, C. (1993, July 25). Where are dynamic black leaders? Las Vegas Review - Journal, 1. Young, J. E. (2002). A spectrum of consciousness for CEOS: A business application of Ken Wilber's spectrum of consciousness. International Journal of Organizational Analysis, 10(1), 30.