Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—5 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated and listed for this assignment. If for some reason you must use additional sources, do NOT google for them—use the university’s online library.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT PAGE—How to list and how to cite the sources in your paper. The instruction sheet for Assignment 3 shows the Schultz class text (required for this) followed by a long list from which you may choose for your other sources. On the next three pages below, you will see a sample sources list for this assignment, just illustratin.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxwilliame8
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Florida National UniversityHAS 3111 Introduction to Health ServiShainaBoling829
Florida National University
HAS 3111 Introduction to Health Service Administration
Assignment 1
Read Carefully the Power Point Presentations and answer the following questions
Chapter 1:
1. Summary the Development of Health Care from 1850-Present
2. Name the Three Perspectives on the American Health Care System
3. Name the five individual sub-systems in the U.S. health care system
4. Explain the Employment-related system
5. Explain the Poor and uninsured system
6. Explain the Veterans Administration system
7. Explain the Worker’s compensation system
8. Explain the Active duty military system
9. Explain the Management Strategy Perspective
10. Explain the Clinical Perspective
Chapter 2: Technology in the United States Health Care System
1. Classify the Healthcare Technology by Industrial Group
2. Name the three Stages in Development of Medical Technologies
3. Explain the role of the Food and Drug Administration
4. Explain the Preclinical Testing
5. Explain Phase I through IV and their purpose
6. Drug Development Process
7. Explain briefly the request for Technology Assessment
8. Name the differential Impacts of Technology on Health Care
9. Explain the Impact on Individual Patients and Insurance Beneficiaries
10. Explain the Societal and Governmental Policy Impact
Lamar University
Department of History
US History II: 1302
Writing Assignment # 2
Due: Friday September 3rd, by 11:59 PM CST
Overview:
This Writing Assignment is broken down into two parts. Writing Assignment #1, which is due Friday August 27th and Writing Assignment #2, which is due Friday, September 3rd by 11:59 PM CST
The assignment now because requires some research into “strong sources.” Those sources that support your response will require footnotes and a bibliography to present you evidence, in CHICAGO MANUAL STYLE
The first part will not require it, but part two should have an attempt at citing your sources using Chicago Manual style. The video “HOW TO: Cite in Chicago Manual Style” will demonstrate is and model the method of citing your references. It would be the first time trying to cite in any style for many of you, so that tutorial will be a good starting point for the beginners and a refresher for others. Also, you may use the web-site Purdue OwlNet
to assist you in figuring out how to cite various sources that I do not cover in the video tutorial.
You may earn full credit for answering the questions and attempting Chicago Manual Style for Writing Assignment #2.
Also, when saving your MS Word document in order to attach and submit the assignment, label/save each document in the following order:
Each response should have a cover page, and the rest be no more than two or perhaps three pages of content. Writing Assignment #2 will require the use of at least three “strong sources.” Include footnotes and a Bibliography as the third and final page.
Finally, do not forget to place [1302.49F Smith, John, Writing Assignment #2] in the subject line of your e- ...
Due Week 9 and worth 150 ptsRequired Length of Your Paperwildmandelorse
Due Week 9 and worth 150 pts
Required Length of Your Paper
Researching and References in Your Paper
List of Sources for Your Paper
Grading Rubric
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format ...
American Military University HIST102 – United States History.docxnettletondevon
American Military University
HIST102 – United States History since 1877
Prof. Brian Mark Weber, M.A.
Updated August 2015
Writing Assignment 1 and 2
This document contains important information regarding the Writing Assignment 1 and
Writing Assignment 2. The papers will be submitted through the “Assignments” area of
the classroom (upload the paper as a Word document and submit). Please contact me
immediately if you are unclear about these requirements.
The purpose of this assignment is to choose three important people or events in American
history through the readings of weeks 1-4 (writing assignment 1) or weeks 5-8 (writing
assignment 2.) You have some flexibility with this assignment. For example, you can
write about three important acts that the British imposed which caused the colonists to
seek independence against the mother country. Or, you could write about three important
events during the presidency of Thomas Jefferson. Contact your instructor if you need
guidance regarding a topic.
The assignment asks you to find a minimum of two academically credible sources (one
may be your textbook), develop a clear, focused thesis statement, and to support your
thesis with clear, insightful, consistent writing. This assignment will enhance your
research and writing skills, both of which are applicable not only to this course but to
many different careers.
You may include your own opinions and ideas as long as they reflect a solid
understanding of the reading material. For example, if you write about the presidency of
Thomas Jefferson, feel free to include your opinion as to how his ideas made the country
stronger, freer, or more prosperous, but your primary focus should be an analysis of the
factual information that you have utilized to support your thesis and main ideas.
Your ideas must be supported by information from your sources since you are using these
sources to prove your thesis. After all, the purpose of a research paper is to make a case
and to convince the reader that your writing and research supports your thesis. Whether
you quote information directly from your sources, or paraphrase, you must cite your
sources generously to give credit to the sources and to avoid plagiarism.
You may utilize one of two citation methods in your essay (depending on which method
you are most familiar): MLA or Chicago/Turabian. Your instructor will post links to web
sites that contain more specific information about utilizing these methods.
Your paper must contain a cover page, an introduction paragraph, three body paragraphs
(one paragraph for each of your three people/events) and a conclusion paragraph. The
paper length is about 3 pages, double-spaced. A separate document in the Resources
section of the classroom is a sample student essay. Please refer to this document to get a
visual representation of what your essay should look like.
During the two weeks befo.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxwilliame8
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Florida National UniversityHAS 3111 Introduction to Health ServiShainaBoling829
Florida National University
HAS 3111 Introduction to Health Service Administration
Assignment 1
Read Carefully the Power Point Presentations and answer the following questions
Chapter 1:
1. Summary the Development of Health Care from 1850-Present
2. Name the Three Perspectives on the American Health Care System
3. Name the five individual sub-systems in the U.S. health care system
4. Explain the Employment-related system
5. Explain the Poor and uninsured system
6. Explain the Veterans Administration system
7. Explain the Worker’s compensation system
8. Explain the Active duty military system
9. Explain the Management Strategy Perspective
10. Explain the Clinical Perspective
Chapter 2: Technology in the United States Health Care System
1. Classify the Healthcare Technology by Industrial Group
2. Name the three Stages in Development of Medical Technologies
3. Explain the role of the Food and Drug Administration
4. Explain the Preclinical Testing
5. Explain Phase I through IV and their purpose
6. Drug Development Process
7. Explain briefly the request for Technology Assessment
8. Name the differential Impacts of Technology on Health Care
9. Explain the Impact on Individual Patients and Insurance Beneficiaries
10. Explain the Societal and Governmental Policy Impact
Lamar University
Department of History
US History II: 1302
Writing Assignment # 2
Due: Friday September 3rd, by 11:59 PM CST
Overview:
This Writing Assignment is broken down into two parts. Writing Assignment #1, which is due Friday August 27th and Writing Assignment #2, which is due Friday, September 3rd by 11:59 PM CST
The assignment now because requires some research into “strong sources.” Those sources that support your response will require footnotes and a bibliography to present you evidence, in CHICAGO MANUAL STYLE
The first part will not require it, but part two should have an attempt at citing your sources using Chicago Manual style. The video “HOW TO: Cite in Chicago Manual Style” will demonstrate is and model the method of citing your references. It would be the first time trying to cite in any style for many of you, so that tutorial will be a good starting point for the beginners and a refresher for others. Also, you may use the web-site Purdue OwlNet
to assist you in figuring out how to cite various sources that I do not cover in the video tutorial.
You may earn full credit for answering the questions and attempting Chicago Manual Style for Writing Assignment #2.
Also, when saving your MS Word document in order to attach and submit the assignment, label/save each document in the following order:
Each response should have a cover page, and the rest be no more than two or perhaps three pages of content. Writing Assignment #2 will require the use of at least three “strong sources.” Include footnotes and a Bibliography as the third and final page.
Finally, do not forget to place [1302.49F Smith, John, Writing Assignment #2] in the subject line of your e- ...
Due Week 9 and worth 150 ptsRequired Length of Your Paperwildmandelorse
Due Week 9 and worth 150 pts
Required Length of Your Paper
Researching and References in Your Paper
List of Sources for Your Paper
Grading Rubric
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format ...
American Military University HIST102 – United States History.docxnettletondevon
American Military University
HIST102 – United States History since 1877
Prof. Brian Mark Weber, M.A.
Updated August 2015
Writing Assignment 1 and 2
This document contains important information regarding the Writing Assignment 1 and
Writing Assignment 2. The papers will be submitted through the “Assignments” area of
the classroom (upload the paper as a Word document and submit). Please contact me
immediately if you are unclear about these requirements.
The purpose of this assignment is to choose three important people or events in American
history through the readings of weeks 1-4 (writing assignment 1) or weeks 5-8 (writing
assignment 2.) You have some flexibility with this assignment. For example, you can
write about three important acts that the British imposed which caused the colonists to
seek independence against the mother country. Or, you could write about three important
events during the presidency of Thomas Jefferson. Contact your instructor if you need
guidance regarding a topic.
The assignment asks you to find a minimum of two academically credible sources (one
may be your textbook), develop a clear, focused thesis statement, and to support your
thesis with clear, insightful, consistent writing. This assignment will enhance your
research and writing skills, both of which are applicable not only to this course but to
many different careers.
You may include your own opinions and ideas as long as they reflect a solid
understanding of the reading material. For example, if you write about the presidency of
Thomas Jefferson, feel free to include your opinion as to how his ideas made the country
stronger, freer, or more prosperous, but your primary focus should be an analysis of the
factual information that you have utilized to support your thesis and main ideas.
Your ideas must be supported by information from your sources since you are using these
sources to prove your thesis. After all, the purpose of a research paper is to make a case
and to convince the reader that your writing and research supports your thesis. Whether
you quote information directly from your sources, or paraphrase, you must cite your
sources generously to give credit to the sources and to avoid plagiarism.
You may utilize one of two citation methods in your essay (depending on which method
you are most familiar): MLA or Chicago/Turabian. Your instructor will post links to web
sites that contain more specific information about utilizing these methods.
Your paper must contain a cover page, an introduction paragraph, three body paragraphs
(one paragraph for each of your three people/events) and a conclusion paragraph. The
paper length is about 3 pages, double-spaced. A separate document in the Resources
section of the classroom is a sample student essay. Please refer to this document to get a
visual representation of what your essay should look like.
During the two weeks befo.
Family Issues Research Paper Sociology of the Family, spring .docxlmelaine
Family Issues Research Paper Sociology of the Family, spring ‘19
SOCY 214: Sociology of the Family (35375)
Family Issues Research Paper
Final Paper
Due: Sunday, May 5, 2019
For this assignment, you are expected to delve into an area of the family that most
interests you. You will be exploring a specific issue dealing with what you consider to be
one of the most pressing issues facing families today.
Using scholarly research and class readings and discussions, write a 5-8 page research
paper that explores an important aspect of families. In the first part of the assignment, you were
asked to simply summarize the peer-reviewed journal articles and describe how you will
approach your topic. In this final part of the assignment you will be expected to:
find (at least) one additional peer-reviewed scholarly journal article in order to focus
your topic and add academic weight to your paper;
find connections and discrepancies between the readings;
use the research you have gathered to argue the “why”, “how”, and “what” behind
what you see as an important issue facing families today; and
critically analyze your chosen topic.
In other words, what have you learned from your research that helps give you
more insight into how/in what ways the family is affected by your chosen topic?
Organize your paper to include the following sections:
o Begin the paper with a very clear introduction in which you state your general topic/research
question and the 3-5 specific themes/subtopics you will write about in the paper.
o Demonstrate/argue that it (your topic) is a problem to/for families.
• Although not required, you are encouraged to use information from the class readings, class
discussion, and/or websites that I have suggested/used in class in order to make the
argument that the topic you have chosen is worth paying attention to. Use current,
authoritative, reliable statistics in order to give context to this issue facing families.
• Please be sure that your sources are authoritative (a .gov site is a great site to use for these
purposes), and that you cite accordingly. You MUST cite the place from which you got
ANY statistic that you use throughout your paper.
o Summarize the research methods (explain how the data were collected) for each of the three
academic articles. This section of your paper should be approximately 1-3 paragraphs. Include
the general focus of each article writing about the types of research questions each article was
answering. Identify how the data were collected for each of the studies you read. (Did the
researchers conduct surveys? Interviews? Use data from a larger data set?)
Family Issues Research Paper Sociology of the Family, spring ‘19
o Then, present 3-5 very specific issues/themes/subtopics related to your chosen topic. You
should write 2-4 paragraphs per theme. These specific subtopics should emerge by fin ...
Paper Instructions Paper 1 is your first attempt at an argumen.docxaman341480
Paper Instructions
Paper 1 is your first attempt at an argumentative essay. It is exactly that, an attempt. You have already familiarized your self with our secondary source, the Yawp. In this paper, you will also analyze at least 2 primary sources and combine these elements to form one cohesive essay. This paper, like all of the remaining papers, requires that you interpret primary source evidence in a historical context, drawing from the assigned course readings as your secondary source.
· Your paper must be 900-1200 words.
· Times 12 pt font DOUBLE SPACED 1" margins
· approx. 3-4 pages NOT including bibliography
· Chicago-style footnote citations
· Chicago-style Bibliography on separate page
· Review for errors of spelling and grammar—this is a formal written report! I recommend using the advanced spelling and grammar check functions in your word processor of choice
PROMPT
How and why do the authors of the two primary sources differ or relate to each other in their views of African American political participation and voting in the 1880s? Furthermore, if so, what does this reveal about American society and politics in the 1880s?
Both the authors of the Report of the Select Committee and Philip Bruce believed that the future of American democracy depended on whether or not African Americans participated in the political process. Their agreement ended there. What does the contrast between these two perspectives reveal about America in the 1880s?
Note that this question does not ask you to evaluate which of the two documents you agree with, nor does it ask you to evaluate whether either document is reliable or biased. Both documents are reliable sources of evidence about what their authors thought at the time, and both authors have biases and underlying assumptions. Your task is to explain how these two contrasting perspectives— with two very different sets of underlying assumptions—emerged from the same historical context in the 1870s and 1880s.
HISTORY PAPER ORGANIZATION
Your paper must include an introduction, several distinctbody paragraphs, and a conclusion.
Your introduction should not begin with an overly broad, general statement, but instead should introduce the specific time, place, and topic you are writing about. Do not assume that your reader knows anything about the history you are describing. Your introduction provides necessary context for the reader that informs your paper of how the issue that you will discuss in your thesis came to be. Good historical introductions do not need catchy hooks or buzzwords. You should really be introducing the reader to the historical causes of your thesis. Also, please be mindful that for this class, you should not be using footnotes in the introduction, as you have nothing to prove until you have revealed your thesis. The last sentence or sentences of you introduction must be your thesis. Your thesis must directly answer the prompt and also provide groupings of evidence that will previe.
The previous assignments focused on domestic matters in US histo.docxlaurieellan
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a
MINIMUM of four
quality academic sources; the Schultz textbook must be one of ...
MLA Essay Citation Structure. Last, First M. “Essay Title.” Collection Title, edited by First M. Last, Publisher, year published, page numbers.. Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your .... "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry. Some examples: Harris, Muriel. "Talk to Me: Engaging .... Parenthetical and in-text citations direct your reader to the bibliographic entry in your works cited page. In MLA format, you use the author's last name .... 11.12.2019 г. ... Indent every new paragraph ½ inch; Use title case capitalization for headings; Cite your sources with MLA in-text citations; List all sources .... It includes information related to MLA citations, plagiarism, ... MLA essay format requires the use of first initials in-text in this scenario.. Business forecasts for the fourth quarter tend to be optimistic (White 4). Page 2. MLA Citation for the Works Cited Page. Like citations of print sources, .... These citations within the essay are called in-text citations. You must cite all quoted, paraphrased, or summarized words, ideas, and facts from sources.. The essays were selected as examples of excellent student writing that use MLA style for citing sources. Essays were lightly edited.. 30.01.2023 г. ... MLA Referencing: In-Text Citations · It should correspond to its relevant reference from the works cited page. · Every citation should contain the ...
His 204 week 3 final paper preparation (native american history)sivakumar4841
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 304 Week 3 Quiz
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Running head SHORT TITLE1SHORT TITLE 7Please delete .docxSUBHI7
Running head: SHORT TITLE 1
SHORT TITLE 7
Please delete this link after you have watched the video. The video provides you with guidance on how to design your own APA Assignment Template. Please look at the video below. http://www.youtube.com/watch?v=9pbUoNa5tyY
Do not copy and paste from this template, rather change the content to your own assignment and keep use the same template or use the YouTube tutorial to design your own blank assignment template. Please do not loose points unnecessarily for not complying with APA format.
Position paper title
Student Name
Educational Institution
Abstract
Abstracts are research tools that can help you readers determine if the scope of your article/essay will help them in their own research. In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion of the author is strictly prohibited in abstracts. Unlike a body paragraph, the first line of an abstract is not tabbed-in. For many student essays, especially in lower-numbers courses, an abstract will not be required; still, it is good to practice this skill.
Title of Assignment
In APA style, the introduction of the essay should begin here, followed by the body paragraphs. APA is typically a more formal style than most students are accustomed to using in a writing course. For the purposes of this course, the level of formality should be based on the assignment. For example: APA asks that students always write in third person (avoiding words such as I, me, we, our(s), you, your(s), etc). Certain rhetorical modes, however, don’t cater well to third person (narrative and reflection writing are two such examples). In these situations, first person (I, me, we, our(s)) may be, and should be employed; second person (you, your(s)) should be avoided in all academic writing unless an essay is specifically designed to relay instructions (there are few assignments that will employ second person).
Like any essay, students should make sure their essays are formatted with one-inch margins, with their text exclusively in Times New Roman 12-point font, and students should double space their lines. This document can be downloaded and used as a template wherein students may simply replace names, titles, dates, and so on with their own information.
The final page of this document will demonstrate a References page. If a student uses information from any source, that source must be identified within the text and listed on a References page. These citations should be listed in alphabetical order and, opposite to the way a normal paragraph works, the first line should be flush left and each following line should be tabbed in. Though there is really no substitute for a good APA Style Manual, students can refer to a citation generator such as http://www.citationmachine.net/apa/cite-a-book to ensure proper formatting. Any further questions should be direc ...
HST 104D World History to 500 CE Historical Argument P.docxwellesleyterresa
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
1
Background:
In this paper, you will expand your ability “to do history,” by working with multiple primary
sources and secondary sources (scholarly essays) in order to understand a topic across multiple
societies. For this paper, you will be comparing the ideal and practical roles of women in at least
two Ancient and/or Classical Civilizations: Ancient Babylon, Ancient/Classical India, Han
China, Classical Greece, or Rome. For this topic, there is an assigned collection of primary
sources and scholarly essays (listed below and provided as pdfs in Moodle’s Assignments block).
For this paper, you will need to analyze at least 3 of the primary sources in the collection and
draw support for your primary source analysis from at least 2 of the essays in the collection.
Your goal for this paper is to construct an argumentative analysis of the historical topic, guided
by a thesis statement. Support for your interpretation should come from the primary sources
themselves and the secondary sources (scholarly articles) in the collection, supplemented by your
textbook, and class-notes (with limited outside references, if needed).
Primary & Secondary Sources
1
Primary Sources:
R.K. Narayan, ed. “From The Ramayana,” in Worlds of History: A Comparative Reader, ed.
Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 164-167.
Ban Zhao, “Lessons for Women,” trans. Nancy Lee Swann, in Worlds of History: A
Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press,
2009), 169-173.
Aristophanes, “From Lysistrata,” trans. Douglas Parker, in Worlds of History: A Comparative
Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 174-176.
Livy, “Women Demonstrate against Oppian Law,” trans. Mary R. Lefkowitz and Maureen B.
Fant in Worlds of History: A Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston:
Bedford/St. Martin’s Press, 2009), 178-181.
“Code of Manu,” in Encounters in World History: Sources and Themes from the Global Past,
Volume I: To 1500, ed. Thomas Sanders, Samuel N. Nelson, Stephen Morillo, Nancy
Ellenberger (Boston: McGraw Will, 2006), 173-175.
1
Each of the sources listed has been provided in a standardized, Chicago-style, full foot-note citation of the entire
source. This format is appropriate for your first full footnote citation of a particular source. You will need to adapt
the format for the subsequent, shortened-format footnotes. See the PDF on Chicago-Style Footnotes and
Bibliography provided on our course Moodle page or consult Purdue OWL website for more assistance.
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
2
Primary Sources (cont’d):
“Letter ...
Thesis SamplesRagged Dick” shows that in order to be success.docxssusera34210
Thesis Samples:
“Ragged Dick” shows that in order to be successful you need to better yourself.
“Ragged Dick” shows that in order to be successful you need to be lucky.
“The Lesson” teaches us that race and class limit opportunity and that wealth distribution in America is unfair.
“The Lesson” reveals that despite the limits of race and class, hard work can lead to success.
How to introduce a quotation
(quotation sandwich method)
For non-fiction texts, use author tags before introducing a quotation
Author tag = author’s last name + a writing verb.
Writing Verbs: Use these verbs to describe how an author says something
Example: Mantsios reports that “one if five men will surpass their father’s social class” (254).
“Class in America”
Mantsios: argues, asserts, reports, suggests, emphasizes, insists, claims
How to introduce a quotation
(quotation sandwich method)
For fiction texts, provide the context for the quotation. Tell the reader who the quote involves, where in the story this quote takes place, and what is happening in the quote.
Example: Half way into the field trip, Miss Moore notices that Sylvia is getting angry “you sound angry Sylvia” (Bambara 7).
Different ways to analyze a quotation (quotation sandwich method)
Explain what the quotation means and how it supports your main idea.
Example, Mantsios reports that “one if five men will surpass their father’s social class” (254). In other words, most Americans will die in the class they were born in. This proves that all Americans do not have equal chances to succeed.
Helpful templates for quotation analysis:
In other words… Basically… What _____ is saying is…
This reveals, suggests, confirms, proves, shows, conveys, describes, disproves
SQL Joins-Functions-View Assignment
Part 1: SQL Joins and Functions (15 points – 3 points each)
1. Write a query to display the minimum and maximum number of diagnoses (distinct diagnosis codes)
by state, for each state in which patients in our database live. Display the name of the state, the
minimum number of diagnoses, and the maximum number of diagnoses. Be sure each field is
displayed with a meaningful, user-friendly name (e.g., ‘MinDiagnoses’).
2. Write a query to display the average number of immunizations given to female patients by state, for
each state in which patients in our database live. Display the name of the state, patient gender, and
the average number of immunizations. Be sure each field is displayed with a meaningful, user-
friendly name.
3. Write a query to display the minimum, maximum, and average, and total number of lab tests
resulted for patients born in each year between 1990 and 2000 and living in California. Display
patient year of birth, minimum number of lab tests, maximum number of lab tests, average number
of lab tests number of lab tests and total number of lab tests resulted for patients having each birth
year. Be sure each field is displayed with a meaningful, user-friendly n ...
Specific Details 1. Security Assessment Report D.docxwilliame8
Specific Details
1. Security Assessment Report
Defining the OS
Brief explanation of operating systems (OS) fundamentals and information systems architectures.
1. Explain the user's role in an OS.
2. Explain the differences between kernel applications of the OS and the applications installed by an organization or user.
3. Describe the embedded OS.
4. Describe how operating systems fit in the overall information systems architecture, of which cloud computing is a emerging, distributed computing network architecture.
Include a brief definition of operating systems and information systems in your SAR.
Other outstanding information
OS Vulnerabilities
1. Explain Windows vulnerabilities and Linux vulnerabilities.
2. Explain the Mac OS vulnerabilities, and vulnerabilities of mobile devices.
3. Explain the motives and methods for intrusion of MS and Linux operating systems.
4. Explain the types of security management technologies such as intrusion detection and intrusion prevention system
5. Describe how and why different corporate and government systems are targets.
6. Describe different types of intrusions such as SQL PL/SQL, XML, and other injections
.
SPECIAL SECTION SEXUAL HEALTH IN GAY AND BISEXUAL MENComp.docxwilliame8
SPECIAL SECTION: SEXUAL HEALTH IN GAY AND BISEXUAL MEN
Complexity of Childhood Sexual Abuse: Predictors of Current Post-
TraumaticStressDisorder,MoodDisorders,SubstanceUse,andSexual
Risk Behavior Among Adult Men Who Have Sex with Men
Michael S. Boroughs1,2 • Sarah E. Valentine1,2 • Gail H. Ironson3 • Jillian C. Shipherd4,5 •
Steven A. Safren1,2,6 • S. Wade Taylor6,7 • Sannisha K. Dale1,2, • Joshua S. Baker6 •
Julianne G. Wilner1 • Conall O’Cleirigh1,2,6
Received: 11 August 2014/Revised: 7 April 2015/Accepted: 10 April 2015/Published online: 10 July 2015
� Springer Science+Business Media New York 2015
Abstract Men who have sex with men (MSM) are the group
mostatriskforHIVandrepresentthemajorityofnewinfections
intheUnitedStates.Ratesofchildhoodsexualabuse(CSA)among
MSM have been estimated as high as 46%. CSA is associated
with increased risk of HIV and greater likelihood of HIV sexual
risk behavior. The purpose of this study was to identify the
relationships between CSA complexity indicators and mental
health, substance use, sexually transmitted infections, and HIV
sexual risk among MSM. MSM with CSA histories (n=162)
whowerescreenedforanHIVpreventionefficacytrialcompleted
comprehensive psychosocial assessments. Five indicators
ofcomplexCSAexperienceswerecreated:CSAbyfamilymember,
CSA withpenetration,CSA withphysicalinjury,CSA withintense
fear,andfirstCSAinadolescence.Adjustedregressionmodelswere
used to identify relationships between CSA complexity and
outcomes.ParticipantsreportingCSAbyfamilymemberwere
at 2.6 odds of current alcohol use disorder (OR 2.64: CI
1.24–5.63), two times higher odds of substance use disorder
(OR 2.1: CI 1.02–2.36), and 2.7 times higher odds of reporting
anSTIinthepastyear(OR2.7:CI1.04–7.1).CSAwithpenetration
wasassociatedwithincreasedlikelihoodofcurrentPTSD(OR
3.17: CI 1.56–6.43), recent HIV sexual risk behavior (OR 2.7:
CI 1.16–6.36), and a greater number of casual sexual partners
(p= 0.02). Both CSA with Physical Injury (OR 4.05: CI 1.9–
8.7) and CSA with Intense Fear (OR 5.16: CI 2.5–10.7) were
related to increased odds for current PTSD. First CSA in ado-
lescencewasrelatedtoincreasedoddsofmajordepressivedis-
order.Thesefindings suggest thatCSA,with one ormorecom-
plexities,createspatternsofvulnerabilitiesforMSM,includingpost-
traumaticstressdisorder,substanceuse,andsexualrisktaking,
and suggests the need for detailed assessment of CSA and the
development of integrated HIV prevention programs that address
mental health and substance use comorbidities.
Keywords Men who have sex with men (MSM) �
Childhoodsexualabuse(CSA)�PTSD�HIV�Sexualorientation
Introduction
Childhood Sexual Abuse: Mental Health and Sexual
Health Consequences
Intheextantliterature,childhoodsexualabuse(CSA)hasemerged
asanon-specificriskfactorforarangeofnegativehealthandmen-
talhealthsequelaeinadults.Forinstance,CSAhasbeenassociated
withmentalhealthproblemssuchasdepressionandpost-traumatic
stress disor.
Specific Formatting Requirements
An appropriately chosen topic and its well treatment should result in a paper about 3,500-4,500 words. Note that it is the quality of the contents that counts, not the length. If your paper is slightly smaller or larger, it will be OK provided that its contents are acceptable. Please do not take advantage of line spacing, font size and margin size options to force a perceived smaller or larger paper. It will not work!
Organization:
Organize your paper in terms of sequentially numbered sections, subsections, and subsubsections, each with an appropriate title. The paper organization may be as follows:
Font Size & Family:Use 11-point or 12-point font size 7 Font Family is Cambria.Line Spacing. You may prepare your paper in 1.5 or double space format. If you choose to prepare in double space format, be sure to single space the title, abstract, itemized and enumerated lists, tables, and the bibliography
Paper Margins:Allow 1-inch margins on all four sides and justify text on both sides.
Tables and Figures:Number all tables, figures, and similar items and use this numbers to explicitly refer to such items. Include a descriptive caption for each table or figure (or similar items). Be sure to use a uniform/consistent approach for citing such items and for presenting their captions.
Example of data
Data analysis
We collected the data from 85 participants that answers all the survey questions.
The following is our analysis for some questions:
Figure 1 Question 1
The purpose of this question is to know how many of the participants drink coffee. The answers show that 64% of the participants drink coffee and 25% does not. The rest of 11% of them do not drink coffee usually.
Figure 2 Question 2
The purpose of this question is to know how much coffee shops or venders crowded and busy in Yanbu. 79% of the participants said that coffee shops are always busy and crowded, other 14% agreed but in sometimes only. The rest of 7% does not see that.
Figure 3 Question 3
The purpose of this question is to know if Yanbu city have enough vending machines. And the result show that yanbu does not have any vender machine or a very few ones. Around 97% of the participants said No.
Figure 4 Question 4
The purpose of this question is to know if anyone does not carry cash that will prevent them from buying coffee. As expected almost 100% will not buy coffee if they don’t have cash.
Figure 5 Question 5
The purpose of this question is to know if the participants used coffee vending machine with cards in yanbu. 75% of the participants have never used it and 22% used only out of yanbu.
Figure 6 Question 6
The purpose of this question is to know if the participants prefer to use coffee vending machine with smart cards. 73% of the participants like the idea and prefer to buy coffee with smart cards. 13% of them have issue with using these cards such as securi.
Species ChoiceFor this homework, you will introduce your course .docxwilliame8
Species Choice
For this homework, you will introduce your course project topic by uploading a brief presentation.
The topic of the course project will be any species native to Texas. The organism should come from one of the four major kingdoms (Protist, Fungus, Plant, or Animal) and be indigenous to Texas.
The organism should
NOT
be a domesticated pet
but rather a species that is native to the local area in Texas
.
Familiarize yourself with the course.
Create a
narrated
PowerPoint presentation
(2-3 slides) and upload it as a file attachment.
Your mini-presentation should include the following:
Your name, date, class name, and Instructor name
Common and scientific names
of the organism. If you need help writing a scientific name, check out this great resource from Chomchalow (2001):
http://www.journal.au.edu/au_techno/2001/oct2001/howto.pdf
Area of residence (city, state, country, etc.)
Why you chose this organism
.
SPECIAL REPORT ONDigital Literacy for Women & Girls.docxwilliame8
SPECIAL REPORT ON
Digital
Literacy
for Women
& Girls
https://www.facebook.com/allwomeninmedia?v=wall
http://www.allwomeninmedia.org
http://www.youtube.com/allwomeninmedia
http://twitter.com/#!/allwomeninmedia
mailto:[email protected]
http://www.att.com
http://www.allwomeninmedia.org
http://www.linkedin.com/groups?gid=150382&sharedKey=1B3E89771FDD
http://www.ciconline.org
ALLIANCE FOR WOMEN IN MEDIA FOUNDATION 1
2011 AlliAnce For Women in mediA
FoundAtion BoArd oF directors
Chair
VALERIE K. BLACKBURN
CBS BROADCASTINg, INC.
LOS ANgELES, CA
Chair-ElECt/ViCE Chair
KAy g. OLIN
LOCAL FOCUS RADIO
ATLANTA, gA
trEasurEr
KRISTEN WELCh
DISCOVERy COMMUNICATIONS, INC.
SILVER SpRINg, MD
trEasurEr-ElECt
SARAh FOSS
LIFT INDUSTRIES, LLC
RIChMOND, VA
immEdiatE Past Chair
SyLVIA L. STROBEL, ESq.
ALLIANCE FOR COMMUNITy MEDIA
MCLEAN, VA
dirECtors
ChRISTINA ANDERSON
NATIONAL CABLE & TELECOMMUNICATIONS
ASSOCIATION
WAShINgTON, DC
LISA C. DOLLINgER
SAN ANTONIO, TX
MIChELLE DUKE
NATIONAL ASSOCIATION OF
BROADCASTERS EDUCATION FOUNDATION
WAShINgTON, DC
CAROL gROThEM
CAMpBELL MIThUN/COMpASS pOINT
MEDIA
MINNEApOLIS, MN
CAROL hANLEy
ARBITRON, INC.
ChICAgO, IL
JONELLE hENRy
C-SpAN
WAShINgTON, DC
LAURIE KAhN
MEDIA STAFFINg NETWORK
SCOTTSDALE, AZ
CORNELIA KOEhL
hARpO, INC.
ChICAgO, IL
BRIDgET LEININgER
CNN
ATLANTA, gA
BONNIE pRESS
NEW yORK, Ny
hEIDI RAphAEL
gREATER MEDIA, INC.
BRAINTREE, MA
DEBORAh J. SALONS, ESq.
DRINKER BIDDLE & REATh
WAShINgTON, DC
KEIShA SUTTON-JAMES
ICBC BROADCAST hOLDINgS, INC.
NEW yORK, Ny
JENNIFER ZEIDMAN BLOCh
gOOgLE
NEW yORK, Ny
Increasing Digital
Opportunity for Women
By Erin M. Fuller, CAE
I
n 1995, Nelson Mandela said that “In the twenty-first century,
the capacity to communicate will almost certainly be a key
human right. Eliminating the distinction between the infor-
mation-rich and information-poor is also critical to elimi-
nating economic and other inequalities…and to improve the life of
all humanity.”
Sadly we are not there yet, and it’s too often women who are short-
changed when it come to access to communications, information,
and technology in particular. The Alliance for Women in Media
Foundation (AWMF) issues this Special Report to shine a light on digital literacy, with
a particular focus on media. This Special Report addresses the gender-based knowledge
divide, with a specific focus on girls, women and workforce training. In absolute terms,
women have less access to and use information and communications technologies less
than men. As a result, a stereotype has been developed that women are rather techno-
phobic, have less interest in, and are less capable using technology. One set of opinions
and explanations for why this is ranges from to the types of toys that children play
with—dolls vs. video games—to software and technology design.
Contrary to those kinds of claims, careful and broad-based statistical tests in 25 dif-
ferent countrie.
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Family Issues Research Paper Sociology of the Family, spring .docxlmelaine
Family Issues Research Paper Sociology of the Family, spring ‘19
SOCY 214: Sociology of the Family (35375)
Family Issues Research Paper
Final Paper
Due: Sunday, May 5, 2019
For this assignment, you are expected to delve into an area of the family that most
interests you. You will be exploring a specific issue dealing with what you consider to be
one of the most pressing issues facing families today.
Using scholarly research and class readings and discussions, write a 5-8 page research
paper that explores an important aspect of families. In the first part of the assignment, you were
asked to simply summarize the peer-reviewed journal articles and describe how you will
approach your topic. In this final part of the assignment you will be expected to:
find (at least) one additional peer-reviewed scholarly journal article in order to focus
your topic and add academic weight to your paper;
find connections and discrepancies between the readings;
use the research you have gathered to argue the “why”, “how”, and “what” behind
what you see as an important issue facing families today; and
critically analyze your chosen topic.
In other words, what have you learned from your research that helps give you
more insight into how/in what ways the family is affected by your chosen topic?
Organize your paper to include the following sections:
o Begin the paper with a very clear introduction in which you state your general topic/research
question and the 3-5 specific themes/subtopics you will write about in the paper.
o Demonstrate/argue that it (your topic) is a problem to/for families.
• Although not required, you are encouraged to use information from the class readings, class
discussion, and/or websites that I have suggested/used in class in order to make the
argument that the topic you have chosen is worth paying attention to. Use current,
authoritative, reliable statistics in order to give context to this issue facing families.
• Please be sure that your sources are authoritative (a .gov site is a great site to use for these
purposes), and that you cite accordingly. You MUST cite the place from which you got
ANY statistic that you use throughout your paper.
o Summarize the research methods (explain how the data were collected) for each of the three
academic articles. This section of your paper should be approximately 1-3 paragraphs. Include
the general focus of each article writing about the types of research questions each article was
answering. Identify how the data were collected for each of the studies you read. (Did the
researchers conduct surveys? Interviews? Use data from a larger data set?)
Family Issues Research Paper Sociology of the Family, spring ‘19
o Then, present 3-5 very specific issues/themes/subtopics related to your chosen topic. You
should write 2-4 paragraphs per theme. These specific subtopics should emerge by fin ...
Paper Instructions Paper 1 is your first attempt at an argumen.docxaman341480
Paper Instructions
Paper 1 is your first attempt at an argumentative essay. It is exactly that, an attempt. You have already familiarized your self with our secondary source, the Yawp. In this paper, you will also analyze at least 2 primary sources and combine these elements to form one cohesive essay. This paper, like all of the remaining papers, requires that you interpret primary source evidence in a historical context, drawing from the assigned course readings as your secondary source.
· Your paper must be 900-1200 words.
· Times 12 pt font DOUBLE SPACED 1" margins
· approx. 3-4 pages NOT including bibliography
· Chicago-style footnote citations
· Chicago-style Bibliography on separate page
· Review for errors of spelling and grammar—this is a formal written report! I recommend using the advanced spelling and grammar check functions in your word processor of choice
PROMPT
How and why do the authors of the two primary sources differ or relate to each other in their views of African American political participation and voting in the 1880s? Furthermore, if so, what does this reveal about American society and politics in the 1880s?
Both the authors of the Report of the Select Committee and Philip Bruce believed that the future of American democracy depended on whether or not African Americans participated in the political process. Their agreement ended there. What does the contrast between these two perspectives reveal about America in the 1880s?
Note that this question does not ask you to evaluate which of the two documents you agree with, nor does it ask you to evaluate whether either document is reliable or biased. Both documents are reliable sources of evidence about what their authors thought at the time, and both authors have biases and underlying assumptions. Your task is to explain how these two contrasting perspectives— with two very different sets of underlying assumptions—emerged from the same historical context in the 1870s and 1880s.
HISTORY PAPER ORGANIZATION
Your paper must include an introduction, several distinctbody paragraphs, and a conclusion.
Your introduction should not begin with an overly broad, general statement, but instead should introduce the specific time, place, and topic you are writing about. Do not assume that your reader knows anything about the history you are describing. Your introduction provides necessary context for the reader that informs your paper of how the issue that you will discuss in your thesis came to be. Good historical introductions do not need catchy hooks or buzzwords. You should really be introducing the reader to the historical causes of your thesis. Also, please be mindful that for this class, you should not be using footnotes in the introduction, as you have nothing to prove until you have revealed your thesis. The last sentence or sentences of you introduction must be your thesis. Your thesis must directly answer the prompt and also provide groupings of evidence that will previe.
The previous assignments focused on domestic matters in US histo.docxlaurieellan
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a
MINIMUM of four
quality academic sources; the Schultz textbook must be one of ...
MLA Essay Citation Structure. Last, First M. “Essay Title.” Collection Title, edited by First M. Last, Publisher, year published, page numbers.. Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your .... "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry. Some examples: Harris, Muriel. "Talk to Me: Engaging .... Parenthetical and in-text citations direct your reader to the bibliographic entry in your works cited page. In MLA format, you use the author's last name .... 11.12.2019 г. ... Indent every new paragraph ½ inch; Use title case capitalization for headings; Cite your sources with MLA in-text citations; List all sources .... It includes information related to MLA citations, plagiarism, ... MLA essay format requires the use of first initials in-text in this scenario.. Business forecasts for the fourth quarter tend to be optimistic (White 4). Page 2. MLA Citation for the Works Cited Page. Like citations of print sources, .... These citations within the essay are called in-text citations. You must cite all quoted, paraphrased, or summarized words, ideas, and facts from sources.. The essays were selected as examples of excellent student writing that use MLA style for citing sources. Essays were lightly edited.. 30.01.2023 г. ... MLA Referencing: In-Text Citations · It should correspond to its relevant reference from the works cited page. · Every citation should contain the ...
His 204 week 3 final paper preparation (native american history)sivakumar4841
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 304 Week 3 Quiz
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Running head SHORT TITLE1SHORT TITLE 7Please delete .docxSUBHI7
Running head: SHORT TITLE 1
SHORT TITLE 7
Please delete this link after you have watched the video. The video provides you with guidance on how to design your own APA Assignment Template. Please look at the video below. http://www.youtube.com/watch?v=9pbUoNa5tyY
Do not copy and paste from this template, rather change the content to your own assignment and keep use the same template or use the YouTube tutorial to design your own blank assignment template. Please do not loose points unnecessarily for not complying with APA format.
Position paper title
Student Name
Educational Institution
Abstract
Abstracts are research tools that can help you readers determine if the scope of your article/essay will help them in their own research. In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion of the author is strictly prohibited in abstracts. Unlike a body paragraph, the first line of an abstract is not tabbed-in. For many student essays, especially in lower-numbers courses, an abstract will not be required; still, it is good to practice this skill.
Title of Assignment
In APA style, the introduction of the essay should begin here, followed by the body paragraphs. APA is typically a more formal style than most students are accustomed to using in a writing course. For the purposes of this course, the level of formality should be based on the assignment. For example: APA asks that students always write in third person (avoiding words such as I, me, we, our(s), you, your(s), etc). Certain rhetorical modes, however, don’t cater well to third person (narrative and reflection writing are two such examples). In these situations, first person (I, me, we, our(s)) may be, and should be employed; second person (you, your(s)) should be avoided in all academic writing unless an essay is specifically designed to relay instructions (there are few assignments that will employ second person).
Like any essay, students should make sure their essays are formatted with one-inch margins, with their text exclusively in Times New Roman 12-point font, and students should double space their lines. This document can be downloaded and used as a template wherein students may simply replace names, titles, dates, and so on with their own information.
The final page of this document will demonstrate a References page. If a student uses information from any source, that source must be identified within the text and listed on a References page. These citations should be listed in alphabetical order and, opposite to the way a normal paragraph works, the first line should be flush left and each following line should be tabbed in. Though there is really no substitute for a good APA Style Manual, students can refer to a citation generator such as http://www.citationmachine.net/apa/cite-a-book to ensure proper formatting. Any further questions should be direc ...
HST 104D World History to 500 CE Historical Argument P.docxwellesleyterresa
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
1
Background:
In this paper, you will expand your ability “to do history,” by working with multiple primary
sources and secondary sources (scholarly essays) in order to understand a topic across multiple
societies. For this paper, you will be comparing the ideal and practical roles of women in at least
two Ancient and/or Classical Civilizations: Ancient Babylon, Ancient/Classical India, Han
China, Classical Greece, or Rome. For this topic, there is an assigned collection of primary
sources and scholarly essays (listed below and provided as pdfs in Moodle’s Assignments block).
For this paper, you will need to analyze at least 3 of the primary sources in the collection and
draw support for your primary source analysis from at least 2 of the essays in the collection.
Your goal for this paper is to construct an argumentative analysis of the historical topic, guided
by a thesis statement. Support for your interpretation should come from the primary sources
themselves and the secondary sources (scholarly articles) in the collection, supplemented by your
textbook, and class-notes (with limited outside references, if needed).
Primary & Secondary Sources
1
Primary Sources:
R.K. Narayan, ed. “From The Ramayana,” in Worlds of History: A Comparative Reader, ed.
Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 164-167.
Ban Zhao, “Lessons for Women,” trans. Nancy Lee Swann, in Worlds of History: A
Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press,
2009), 169-173.
Aristophanes, “From Lysistrata,” trans. Douglas Parker, in Worlds of History: A Comparative
Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 174-176.
Livy, “Women Demonstrate against Oppian Law,” trans. Mary R. Lefkowitz and Maureen B.
Fant in Worlds of History: A Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston:
Bedford/St. Martin’s Press, 2009), 178-181.
“Code of Manu,” in Encounters in World History: Sources and Themes from the Global Past,
Volume I: To 1500, ed. Thomas Sanders, Samuel N. Nelson, Stephen Morillo, Nancy
Ellenberger (Boston: McGraw Will, 2006), 173-175.
1
Each of the sources listed has been provided in a standardized, Chicago-style, full foot-note citation of the entire
source. This format is appropriate for your first full footnote citation of a particular source. You will need to adapt
the format for the subsequent, shortened-format footnotes. See the PDF on Chicago-Style Footnotes and
Bibliography provided on our course Moodle page or consult Purdue OWL website for more assistance.
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
2
Primary Sources (cont’d):
“Letter ...
Thesis SamplesRagged Dick” shows that in order to be success.docxssusera34210
Thesis Samples:
“Ragged Dick” shows that in order to be successful you need to better yourself.
“Ragged Dick” shows that in order to be successful you need to be lucky.
“The Lesson” teaches us that race and class limit opportunity and that wealth distribution in America is unfair.
“The Lesson” reveals that despite the limits of race and class, hard work can lead to success.
How to introduce a quotation
(quotation sandwich method)
For non-fiction texts, use author tags before introducing a quotation
Author tag = author’s last name + a writing verb.
Writing Verbs: Use these verbs to describe how an author says something
Example: Mantsios reports that “one if five men will surpass their father’s social class” (254).
“Class in America”
Mantsios: argues, asserts, reports, suggests, emphasizes, insists, claims
How to introduce a quotation
(quotation sandwich method)
For fiction texts, provide the context for the quotation. Tell the reader who the quote involves, where in the story this quote takes place, and what is happening in the quote.
Example: Half way into the field trip, Miss Moore notices that Sylvia is getting angry “you sound angry Sylvia” (Bambara 7).
Different ways to analyze a quotation (quotation sandwich method)
Explain what the quotation means and how it supports your main idea.
Example, Mantsios reports that “one if five men will surpass their father’s social class” (254). In other words, most Americans will die in the class they were born in. This proves that all Americans do not have equal chances to succeed.
Helpful templates for quotation analysis:
In other words… Basically… What _____ is saying is…
This reveals, suggests, confirms, proves, shows, conveys, describes, disproves
SQL Joins-Functions-View Assignment
Part 1: SQL Joins and Functions (15 points – 3 points each)
1. Write a query to display the minimum and maximum number of diagnoses (distinct diagnosis codes)
by state, for each state in which patients in our database live. Display the name of the state, the
minimum number of diagnoses, and the maximum number of diagnoses. Be sure each field is
displayed with a meaningful, user-friendly name (e.g., ‘MinDiagnoses’).
2. Write a query to display the average number of immunizations given to female patients by state, for
each state in which patients in our database live. Display the name of the state, patient gender, and
the average number of immunizations. Be sure each field is displayed with a meaningful, user-
friendly name.
3. Write a query to display the minimum, maximum, and average, and total number of lab tests
resulted for patients born in each year between 1990 and 2000 and living in California. Display
patient year of birth, minimum number of lab tests, maximum number of lab tests, average number
of lab tests number of lab tests and total number of lab tests resulted for patients having each birth
year. Be sure each field is displayed with a meaningful, user-friendly n ...
Specific Details 1. Security Assessment Report D.docxwilliame8
Specific Details
1. Security Assessment Report
Defining the OS
Brief explanation of operating systems (OS) fundamentals and information systems architectures.
1. Explain the user's role in an OS.
2. Explain the differences between kernel applications of the OS and the applications installed by an organization or user.
3. Describe the embedded OS.
4. Describe how operating systems fit in the overall information systems architecture, of which cloud computing is a emerging, distributed computing network architecture.
Include a brief definition of operating systems and information systems in your SAR.
Other outstanding information
OS Vulnerabilities
1. Explain Windows vulnerabilities and Linux vulnerabilities.
2. Explain the Mac OS vulnerabilities, and vulnerabilities of mobile devices.
3. Explain the motives and methods for intrusion of MS and Linux operating systems.
4. Explain the types of security management technologies such as intrusion detection and intrusion prevention system
5. Describe how and why different corporate and government systems are targets.
6. Describe different types of intrusions such as SQL PL/SQL, XML, and other injections
.
SPECIAL SECTION SEXUAL HEALTH IN GAY AND BISEXUAL MENComp.docxwilliame8
SPECIAL SECTION: SEXUAL HEALTH IN GAY AND BISEXUAL MEN
Complexity of Childhood Sexual Abuse: Predictors of Current Post-
TraumaticStressDisorder,MoodDisorders,SubstanceUse,andSexual
Risk Behavior Among Adult Men Who Have Sex with Men
Michael S. Boroughs1,2 • Sarah E. Valentine1,2 • Gail H. Ironson3 • Jillian C. Shipherd4,5 •
Steven A. Safren1,2,6 • S. Wade Taylor6,7 • Sannisha K. Dale1,2, • Joshua S. Baker6 •
Julianne G. Wilner1 • Conall O’Cleirigh1,2,6
Received: 11 August 2014/Revised: 7 April 2015/Accepted: 10 April 2015/Published online: 10 July 2015
� Springer Science+Business Media New York 2015
Abstract Men who have sex with men (MSM) are the group
mostatriskforHIVandrepresentthemajorityofnewinfections
intheUnitedStates.Ratesofchildhoodsexualabuse(CSA)among
MSM have been estimated as high as 46%. CSA is associated
with increased risk of HIV and greater likelihood of HIV sexual
risk behavior. The purpose of this study was to identify the
relationships between CSA complexity indicators and mental
health, substance use, sexually transmitted infections, and HIV
sexual risk among MSM. MSM with CSA histories (n=162)
whowerescreenedforanHIVpreventionefficacytrialcompleted
comprehensive psychosocial assessments. Five indicators
ofcomplexCSAexperienceswerecreated:CSAbyfamilymember,
CSA withpenetration,CSA withphysicalinjury,CSA withintense
fear,andfirstCSAinadolescence.Adjustedregressionmodelswere
used to identify relationships between CSA complexity and
outcomes.ParticipantsreportingCSAbyfamilymemberwere
at 2.6 odds of current alcohol use disorder (OR 2.64: CI
1.24–5.63), two times higher odds of substance use disorder
(OR 2.1: CI 1.02–2.36), and 2.7 times higher odds of reporting
anSTIinthepastyear(OR2.7:CI1.04–7.1).CSAwithpenetration
wasassociatedwithincreasedlikelihoodofcurrentPTSD(OR
3.17: CI 1.56–6.43), recent HIV sexual risk behavior (OR 2.7:
CI 1.16–6.36), and a greater number of casual sexual partners
(p= 0.02). Both CSA with Physical Injury (OR 4.05: CI 1.9–
8.7) and CSA with Intense Fear (OR 5.16: CI 2.5–10.7) were
related to increased odds for current PTSD. First CSA in ado-
lescencewasrelatedtoincreasedoddsofmajordepressivedis-
order.Thesefindings suggest thatCSA,with one ormorecom-
plexities,createspatternsofvulnerabilitiesforMSM,includingpost-
traumaticstressdisorder,substanceuse,andsexualrisktaking,
and suggests the need for detailed assessment of CSA and the
development of integrated HIV prevention programs that address
mental health and substance use comorbidities.
Keywords Men who have sex with men (MSM) �
Childhoodsexualabuse(CSA)�PTSD�HIV�Sexualorientation
Introduction
Childhood Sexual Abuse: Mental Health and Sexual
Health Consequences
Intheextantliterature,childhoodsexualabuse(CSA)hasemerged
asanon-specificriskfactorforarangeofnegativehealthandmen-
talhealthsequelaeinadults.Forinstance,CSAhasbeenassociated
withmentalhealthproblemssuchasdepressionandpost-traumatic
stress disor.
Specific Formatting Requirements
An appropriately chosen topic and its well treatment should result in a paper about 3,500-4,500 words. Note that it is the quality of the contents that counts, not the length. If your paper is slightly smaller or larger, it will be OK provided that its contents are acceptable. Please do not take advantage of line spacing, font size and margin size options to force a perceived smaller or larger paper. It will not work!
Organization:
Organize your paper in terms of sequentially numbered sections, subsections, and subsubsections, each with an appropriate title. The paper organization may be as follows:
Font Size & Family:Use 11-point or 12-point font size 7 Font Family is Cambria.Line Spacing. You may prepare your paper in 1.5 or double space format. If you choose to prepare in double space format, be sure to single space the title, abstract, itemized and enumerated lists, tables, and the bibliography
Paper Margins:Allow 1-inch margins on all four sides and justify text on both sides.
Tables and Figures:Number all tables, figures, and similar items and use this numbers to explicitly refer to such items. Include a descriptive caption for each table or figure (or similar items). Be sure to use a uniform/consistent approach for citing such items and for presenting their captions.
Example of data
Data analysis
We collected the data from 85 participants that answers all the survey questions.
The following is our analysis for some questions:
Figure 1 Question 1
The purpose of this question is to know how many of the participants drink coffee. The answers show that 64% of the participants drink coffee and 25% does not. The rest of 11% of them do not drink coffee usually.
Figure 2 Question 2
The purpose of this question is to know how much coffee shops or venders crowded and busy in Yanbu. 79% of the participants said that coffee shops are always busy and crowded, other 14% agreed but in sometimes only. The rest of 7% does not see that.
Figure 3 Question 3
The purpose of this question is to know if Yanbu city have enough vending machines. And the result show that yanbu does not have any vender machine or a very few ones. Around 97% of the participants said No.
Figure 4 Question 4
The purpose of this question is to know if anyone does not carry cash that will prevent them from buying coffee. As expected almost 100% will not buy coffee if they don’t have cash.
Figure 5 Question 5
The purpose of this question is to know if the participants used coffee vending machine with cards in yanbu. 75% of the participants have never used it and 22% used only out of yanbu.
Figure 6 Question 6
The purpose of this question is to know if the participants prefer to use coffee vending machine with smart cards. 73% of the participants like the idea and prefer to buy coffee with smart cards. 13% of them have issue with using these cards such as securi.
Species ChoiceFor this homework, you will introduce your course .docxwilliame8
Species Choice
For this homework, you will introduce your course project topic by uploading a brief presentation.
The topic of the course project will be any species native to Texas. The organism should come from one of the four major kingdoms (Protist, Fungus, Plant, or Animal) and be indigenous to Texas.
The organism should
NOT
be a domesticated pet
but rather a species that is native to the local area in Texas
.
Familiarize yourself with the course.
Create a
narrated
PowerPoint presentation
(2-3 slides) and upload it as a file attachment.
Your mini-presentation should include the following:
Your name, date, class name, and Instructor name
Common and scientific names
of the organism. If you need help writing a scientific name, check out this great resource from Chomchalow (2001):
http://www.journal.au.edu/au_techno/2001/oct2001/howto.pdf
Area of residence (city, state, country, etc.)
Why you chose this organism
.
SPECIAL REPORT ONDigital Literacy for Women & Girls.docxwilliame8
SPECIAL REPORT ON
Digital
Literacy
for Women
& Girls
https://www.facebook.com/allwomeninmedia?v=wall
http://www.allwomeninmedia.org
http://www.youtube.com/allwomeninmedia
http://twitter.com/#!/allwomeninmedia
mailto:[email protected]
http://www.att.com
http://www.allwomeninmedia.org
http://www.linkedin.com/groups?gid=150382&sharedKey=1B3E89771FDD
http://www.ciconline.org
ALLIANCE FOR WOMEN IN MEDIA FOUNDATION 1
2011 AlliAnce For Women in mediA
FoundAtion BoArd oF directors
Chair
VALERIE K. BLACKBURN
CBS BROADCASTINg, INC.
LOS ANgELES, CA
Chair-ElECt/ViCE Chair
KAy g. OLIN
LOCAL FOCUS RADIO
ATLANTA, gA
trEasurEr
KRISTEN WELCh
DISCOVERy COMMUNICATIONS, INC.
SILVER SpRINg, MD
trEasurEr-ElECt
SARAh FOSS
LIFT INDUSTRIES, LLC
RIChMOND, VA
immEdiatE Past Chair
SyLVIA L. STROBEL, ESq.
ALLIANCE FOR COMMUNITy MEDIA
MCLEAN, VA
dirECtors
ChRISTINA ANDERSON
NATIONAL CABLE & TELECOMMUNICATIONS
ASSOCIATION
WAShINgTON, DC
LISA C. DOLLINgER
SAN ANTONIO, TX
MIChELLE DUKE
NATIONAL ASSOCIATION OF
BROADCASTERS EDUCATION FOUNDATION
WAShINgTON, DC
CAROL gROThEM
CAMpBELL MIThUN/COMpASS pOINT
MEDIA
MINNEApOLIS, MN
CAROL hANLEy
ARBITRON, INC.
ChICAgO, IL
JONELLE hENRy
C-SpAN
WAShINgTON, DC
LAURIE KAhN
MEDIA STAFFINg NETWORK
SCOTTSDALE, AZ
CORNELIA KOEhL
hARpO, INC.
ChICAgO, IL
BRIDgET LEININgER
CNN
ATLANTA, gA
BONNIE pRESS
NEW yORK, Ny
hEIDI RAphAEL
gREATER MEDIA, INC.
BRAINTREE, MA
DEBORAh J. SALONS, ESq.
DRINKER BIDDLE & REATh
WAShINgTON, DC
KEIShA SUTTON-JAMES
ICBC BROADCAST hOLDINgS, INC.
NEW yORK, Ny
JENNIFER ZEIDMAN BLOCh
gOOgLE
NEW yORK, Ny
Increasing Digital
Opportunity for Women
By Erin M. Fuller, CAE
I
n 1995, Nelson Mandela said that “In the twenty-first century,
the capacity to communicate will almost certainly be a key
human right. Eliminating the distinction between the infor-
mation-rich and information-poor is also critical to elimi-
nating economic and other inequalities…and to improve the life of
all humanity.”
Sadly we are not there yet, and it’s too often women who are short-
changed when it come to access to communications, information,
and technology in particular. The Alliance for Women in Media
Foundation (AWMF) issues this Special Report to shine a light on digital literacy, with
a particular focus on media. This Special Report addresses the gender-based knowledge
divide, with a specific focus on girls, women and workforce training. In absolute terms,
women have less access to and use information and communications technologies less
than men. As a result, a stereotype has been developed that women are rather techno-
phobic, have less interest in, and are less capable using technology. One set of opinions
and explanations for why this is ranges from to the types of toys that children play
with—dolls vs. video games—to software and technology design.
Contrary to those kinds of claims, careful and broad-based statistical tests in 25 dif-
ferent countrie.
Species Diversity Over the long period of time that life has exi.docxwilliame8
Species Diversity
Over the long period of time that life has existed on Earth, there have been a number of important or significant innovations including (but not limited to) endosymbiosis to create mitochondria and chloroplasts; multicellularity; adaptation to land by plants and animals; development of exoskeletons in arthropods, shells in molluscs, and notochords followed by vertebral columns in chordates and vertebrates; and bipedalism in the ancestry of humans. All of these had to come about by natural selection in response to changing environmental forces. After studying the textbook reading assignment, pick one of these significant innovations and describe:
How the innovation appears to have happened
What environmental challenges were met and overcome by this innovation, and
What opportunities were opened for the organism that made this innovation
You must include in your post an example of at least one species and demonstrate that you understand scientific nomenclature by writing the correct binomial of the species name, and showing its hierarchy of classification. The hierarchy is shown from Domain to species. Explain how you use the scientific name to locate the nearest relatives of your chosen species, and provide an example.
.
Speciation is a two-part process.What reflects the two-part proc.docxwilliame8
Speciation is a two-part process.
What reflects the two-part process?
1. Initially identical populations must di-
verge but also interbreed to maintain gene
flow.
2. Initially identical populationsmust evolve
reproductive isolation and then move to dif-
ferent habitats.
3. Initially identical populations must mate
and maintain reproductive isolating mecha-
nisms.
4. Initially identical populations must di-
verge and evolve reproductive isolating mech-
anisms to remain separate.
5. Initially identical populationsmust evolve
mechanisms to diverge and then remain
closely related by reproductive isolating
mechanisms that fail.
.
Special Purpose Districts (SPD) have been relied on heavily in T.docxwilliame8
Special Purpose Districts (SPD) have been relied on heavily in Texas to provide essential goods to local citizens. Given the size of such districts and the local nature of their function, it is often believed that SPD's provide a clear democratic advantage to larger, more broadly defined governments such as a county or the state. However, evidence suggest that individuals seem to participate the least in these types of governments. What is the most significant reasons SPD's garner (gather or collect) such limited attention?
General Guidelines:
-Minimum of 750 words in length.
-Revised and edited.
-Incorporates assigned article, the textbook, and other academic sources to affirm or reject various points.
-Clearly answers the question posed.
-Organized well and concisely written.
-All source material cited.
.
Special Prison Populations (Significant Case)For this assi.docxwilliame8
Special Prison Populations (Significant Case)
For this assignment complete an essay detailing the significance of the case assigned (not a brief, but an essay). Include why the offender was arrested and a brief description of there journey through the criminal justice system. Most significantly, include what effects this case has had on the criminal justice system, if any.
Some states have used civil commitment proceedings to remove habitual sex offenders from society for extended periods of time, often indefinitely. In The United States Supreme Court case of Kansas v. Hendricks (1997) the Court ruled that such laws do not violate the Constitution's double jeopardy or ex post facto clauses. What reasoning did the Court use to arrive at this conclusion? Also, in the case of Kansas v. Hendricks (1997) explain the reasoning the court used to differentiate between a civil commitment and life in prison. Please answer both parts of the question.
1. Need 2 to 3 pages
2. Need to have book
Book title: Corrections Today, 4th Edition
ISBN number: 978-1-337-09185-5
.
SPECIAL NOTE Due to the World Health Organization and Centers for D.docxwilliame8
SPECIAL NOTE: Due to the World Health Organization and Centers for Disease Control and Prevention's current recommendations on social distancing, this assignment will be modified. Students will not be expected to conduct an interview or visit a public health organization during the Spring 2020 session. This assignment has been modified for this course session.
Assignment 6.2 Public Health Assessment
Part 1
By now, you should have a firm grasp on why increasing diversity and cultural awareness in public health organizations is critical. You have read, watched, studied, reflected on, and written about many public health initiatives working to improve inclusion and cultural awareness in public health organizations. Now is your opportunity to discover a public health organization that is working to increase diversity and inclusion! We are looking for those “bright spot” organizations that are intentionally working to increase cultural awareness. Research and then identify a public health organization that has implemented strategies, initiatives, or programs with the goal to increase diversity and inclusion. Access the template below and completely answer all questions/prompts. We are looking forward to hearing about the organization you selected and all they are doing in diversity and inclusion!
Part 2
We are living in an unprecedented time in our world with the novel coronavirus COVID-19 becoming a pandemic. There are many instances of how culture has impacted this crisis. Reflect upon this public health crisis and answer the following questions.
Complete the following template with three to five sentences for each question/prompt. Submit a Microsoft Word document. Carefully review the grading rubric for this assignment.
.
Special Events Site Inspection FormSpecial events can encompass .docxwilliame8
Special Events Site Inspection Form
Special events can encompass a wide variety of needs, from open spaces to arenas, from ballrooms to unique venues. Therefore, it is not possible to create an inspection form that includes all possible needs without it becoming ungainly in length. The following items are for consideration of a one location, one day or evening program, including food and beverage, and excluding any overnight guest accommodations.
(Note that the items in italics will be difficult or impossible for you to assess in your site visit – they are included as they would need to be considered prior to any contract were to be signed)
OUTSIDE BUILDING AND GROUNDS OF PROPERTY
* Traffic on main arteries to facility during the starting time of the event?
* Is there both self-service and valet parking? Is it adequate for anticipated crowd? Are there other possible spill-over parking options? Prices?
* Neighborhood – safe? Appealing?
* Building appearance – does it appear well maintained?
* Porte cochere – organized or chaotic? Good signage?
* Valet efficient and welcoming? Are you offered assistance or directions?
* Doors staffed? Doormen friendly and welcoming?
* Is there a loading dock? Truck clearance, maximum truck size & height limits, charges/fees? What are the hours of dock operation?
* Is there a freight elevator needed to access event space? Number, dimensions, weight limits, proximity and route to function space?
PUBLIC SPACES or PRE-FUNCTION SPACE (there may or may not be this space, or it may be outside courtyard area, main dining area of a restaurant, bar, etc., depending upon site)
* Is area comfortable and welcoming? Adequate seating? Noise level? Pleasant lighting?
* Is there a reader board? Is it easy to locate and current?
* Elevators – if needed to access events space, how many, how fast, how clean?
* Signage adequate to find directions?
* How easy will it be to move masses of people?
* Décor, furnishings and colors?
* Is there a cloak room or coat racks available (not important in Florida, but valuable in other climates)?
FACILITY FEATURES:
* Permanent (built-in) Bars/lounges – capacities, atmosphere, hours?
* Portable bar sets – draped tables or designed portable bar unit?
* Size, dimensions, of each room/space available. Suggested capacities. Ceiling height, chandeliers, columns/pillars, décor and color, flooring, dance floor? Floor load limits?
* Number of entrances to event space? Size of the largest entrance?
* Variety of built-in lighting options? Ceiling rigging points for lighting trusses?
* Computer hook-ups? (especially helpful for registration or check-in table)
* Location of temperature controls?
* Proximity to rest rooms? Rest room capacity? Cleanliness?
* Location for a registration area? Are electric and internet available at that location?
* Presence of windows? Do they have black-out curtains?
* Built in stage? Size? Backstage area? Green room? Fly space?
* Presence of air w.
Special NeedsPost initial response by TuedayPost all respons.docxwilliame8
Special Needs
Post initial response by Tueday
Post all responses by Saturday
How does a teacher make modifications and/or accommodations for children with special needs? In particular, how do you believe this can be done in a classroom for grades 1 -3? Focus on three of the following areas and discuss either how you would make a modification in this area, what you have seen other teachers do to make modifications, or what you have done in the past to make a modification.
classroom environment
classroom routines
learning activities
student groupings
teaching strategies
instructional materials
assessments
homework assignments
Lastly, how can we assist students to show social acceptance of their classmates with special needs?
Please title your thread using your name.
Thank you!
This discussion links to the following course objectives:
Put into practice the principal of developmentally appropriate practice.
Analyze the influence the classroom environment,
daily schedule,
and thoughtful planning teachers have on the healthy growth and development of young children
.
Special education teachers often provide training and support to.docxwilliame8
Special education teachers often provide training and support to general education teachers to promote successful inclusive practices in their classrooms. Understanding expectations, facilitating social skills, and designing and evaluating the effectiveness of positive learning environments helps all students, especially those with disabilities, learn and be productive in school.
Create a 12-15 slide digital presentation, to be given to general classroom teachers in a professional development setting, on inclusion and classroom management strategies that can be incorporated into classrooms. Include a title slide, reference slide, and presenter's notes.
The presentation should help the general education teachers build their skills in the following areas:
Identifying realistic expectations for the personal and social behaviors of students with mild to moderate disabilities in a general education inclusive classroom.
Assisting individuals with mild to moderate disabilities to develop their interpersonal skills for educational and other social environments.
Designing learning environments that motivate and encourage active participation in individual and group activities for individuals with and without disabilities.
Organizing, developing, and sustaining learning environments that support positive multicultural experiences.
Using collaborative learning groups and project-based activities to help individuals with and without disabilities practice self-determination and self-advocacy skills.
Support your findings with a 3-5 scholarly resources.
.
Special education teachers are part of the assessment team that dete.docxwilliame8
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
APA format is not required, but solid academic writing is expected.
.
Special education teachers are called upon to make legal and eth.docxwilliame8
Special education teachers are called upon to make legal and ethical decisions for children and their families on a regular basis. Often, ethical dilemmas prove much more difficult to resolve than legal ones. How does having a strong personal moral code assist special education teachers in deciding their actions?
.
Speccy-the-prof, please accept the assignment. Answer your questio.docxwilliame8
Speccy-the-prof, please accept the assignment.
Answer your questions in an Excel or Word document. Show all calculations.
Please print your documents to make sure they look presentable (as if you are presenting a report to your CEO, if they don’t look presentable then make necessary formatting adjustments) before submitting / uploading your answers
.
.
Special education provides educational opportunities for students wh.docxwilliame8
Special education provides educational opportunities for students who need additional support to make academic or social progress in schools. All educators need to understand the components of special education because effective special education programs include collaboration with a variety of educators, administrators, and school staff.
.
Special education teachers are part of the assessment team that .docxwilliame8
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
.
Spearman proposed general intelligence whereas other psychologists s.docxwilliame8
Spearman proposed general intelligence whereas other psychologists such as Gardner and Sternberg proposed multiple intelligence. Pretending that you are a psychologist, how would you define intelligence?
Your answer should be 2 pages, double spaced. Please respond to 2 others.
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx
1. Sources and Tips for Assignment 3 (History 105; Prof.
Stansbury)—5 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a
5-paragraph essay, plus there is a title page (=cover page) at the
start and a Sources list at the end. The body of the paper is to
be double-spaced. The body of the paper should be five
paragraphs and a total of 500-to-800 words in length. The 500
minimum is firm; you really have not adequately developed the
paper if less than that. The 800-word upper limit is really a
guideline—ok to go over. Just don’t ramble. To determine
length, I look at the BODY of the paper only (not title page or
sources list) and consider primarily the word count. (Microsoft
Word makes this easy. Just select from the first line of your
first paragraph to the last line of your last paragraph. The
word-count is provided on the lower left by MS-Word.). [I do
not go by number of pages because there are too many ways that
gets fudged by margins, font size, line spacing, etc. However,
fyi---Typically, if you follow these instructions, the body of
your paper will be 2-1/2 to 3-1/2 pages in length—add a page
for your title page and another for your sources list and that
then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end
combined with short in-text citations to those sources in the
body of the paper. Any direct quote needs both quote marks
and an in-text citation to the source. Any paraphrase or
summary of information from a source requires an in-text
citation to that source.
Use ONLY the sources designated and listed for this
assignment. If for some reason you must use additional
sources, do NOT google for them—use the university’s online
library.
In this assignment, do NOT include long quotes of 4 lines or
more. The paper is too short for that. Keep any quotes short
and clearly marked with quote marks and a citation. Most of
2. the paper should be you using mostly your words while using
and summarizing information from your sources, as well as
commenting and developing the paper according to the
instructions. TIP: Before writing your paper, brainstorm first
and make a general list or outline of each paragraph and what it
will include. Use the class text for examples or specific
information, and jot down the page numbers where you found
that information. Do the same with other sources used. This
will make your writing of the paper much easier. Then, start
typing a rough draft. Plan to revise and edit yourself; allot time
to polish the paper before you finally submit. Procrastination is
the enemy of quality.
--------------------
ON THE NEXT PAGE—How to list and how to cite the sources
in your paper. The instruction sheet for Assignment 3 shows
the Schultz class text (required for this) followed by a long list
from which you may choose for your other sources. On the next
three pages below, you will see a sample sources list for this
assignment, just illustrating what that might look like for you.
You will also see a sample of those sources as short in-text
citations in the body of your paper. By now, you should have
an idea of what those look like—and you must know you need
them. Then, on pages 3-through-5 below, you will see a listing
of the sources that helps you identify what subject each source
will work well with. Obviously, focus on sources that relate
well to the examples you chose. Chapters 24-through-29 of the
class text have relevant info for Assignment 3, but focus on the
pages listed for this topic (near top of next page). When citing
the class text (or any book), the in-text citation should include
specific page numbers where the information was found. With
an eBook, normally you can click on the screen and the page
number will appear on the lower left of the screen. [continued
on next page]
p. 2
TOPIC FOR ASSIGNMENT 3: America as Superpower—
3. Confrontation in a Nuclear Age (1947-Present)
In this assignment, instead of choosing from different topics,
you choose how to narrow down a larger topic by focusing on
some specific issues and specific examples. Using the listed
subjects provided, you get to choose how you do that. Sources:
These pages in the textbook will be especially relevant for you
to consult on the subjects listed. Schultz, p. 462–7, 485–8,
499–506, 535–540, 560–7. And—on the following pages you
will see a long list of sources to choose from—and the list
identifies what subjects they go well with.
---------------------------------------------------
On the rest of this page you see samples of SWS form for in-
text citations (in the body of your paper) and for listing your
sources at the end of your paper. THEN BELOW—ON PAGES
3-THRU-5 OF THIS DOCUMENT, you will see a long chart
where the entire list of sources you might select from is
categorized by subject. This can really help you as you narrow
the focus of your paper and select the sources you actually use.
--------------
For citing a source in the body of the paper, the SWS formula is
generally (last name, number from your list at end). If the
source is a book like the Schultz book, you should add the
specific page number. All the other sources listed here are
articles where the page number is seldom necessary. Here are
examples--the SWS style in-text citations in the body of your
paper would look something like these:
(Schultz, 1, p. #). (Wilde, 2). (Robins-Early, 3). (G.
H. W. Bush, 4). (Chace, 5).
The SWS style list of sources at the end of your paper would
look something like this, though the order may vary. Also, you
might choose other sources from the list on the instruction
sheet:
4. Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
2. R. Wilde. June 20, 2019. What is Mutually Assured
Destruction? Thoughtco.
https://www.thoughtco.com/mutually-assured-destruction-
1221190
3. N. Robins-Early. March 7, 2015. Was the 2011 Libya
Intervention a Mistake? Huffington Post.
https://www.huffpost.com/entry/libya-intervention-
daalder_n_6809756
4. George H. W. Bush. March 6, 1991. Address before a Joint
Session of the Congress on the Cessation of the Persian Gulf
Conflict. http://college.cengage.com/history/wadsworth_978113
3309888/unprotected/ps/bushnwo.html
5. S. Chace. Summer, 2015. The Cuban Missile Crisis:
Leadership as Disturbance, Informed by
History. http://libdatab.strayer.edu/login?url=https://search.ebsc
ohost.com/login.aspx?direct=true&db=bth&AN=110092272&sit
e=eds-live&scope=site
---------------------- [see chart of sources on next
three pages]
p. 3
The idea is for you to combine items that connect well together:
COLD WAR---As a combination for your example: Your Cold
War period example could be Containment policy and the
Korean War (1050-1953). How you combine things will take a
little thought and reading. Containment policy goes well with
Berlin airlift, Korean War—perhaps even Vietnam and the
Cuban Crisis. Domino theory goes well with Vietnam—but
also could go with Korea. MAD doctrine goes well with Cuban
Missile Crisis. Other combinations are possible.
POST-COLD WAR---As a combination for your example:
Your Post-Cold War period example could be terrorism and the
5. invasion of Afghanistan in the early 2001). Terrorism goes well
with the invasion of Afghanistan; Rogue States goes well with
the First Persian Gulf War (1991); and Rogue States also
perhaps goes with the invasion of Iraq (2003) and the 2011
bombing of Libya. WMD (Weapons of Mass Destruction) goes
well with the invasion of Iraq.
subject
Possible sources (in addition to Schultz textbook)-----------------
-------------
Containment
Use Schultz textbook (p. 462-3, 537); perhaps also--
K. Hickman. Aug. 9, 2019. History of Containment Policy.
https://www.thoughtco.com/definition-of-containment-2361022
Perhaps also--
Winston Churchill. March, 1946. Iron Curtain Speech, Fulton
College,
Missouri. https://winstonchurchill.org/resources/speeches/1946-
1963-elder-statesman/the-sinews-of-peace/
Domino Theory
Use Schultz textbook (p. 463); perhaps also—
R. McNamara. July 3, 2019. Why Did the US Enter the
Vietnam War? https://www.thoughtco.com/why-did-us-enter-
vietnam-war-195158
perhaps also—
B. Caplan. Sept. 9, 2019. The Domino Theory Reconsidered.
https://www.econlib.org/the-domino-theory-reconsidered/
“MAD Doctrine”
Use Schultz textbook (p. 467-9); perhaps also –
R. Wilde. June 20, 2019. What is Mutually Assured
6. Destruction? Thoughtco.
https://www.thoughtco.com/mutually-assured-destruction-
1221190
perhaps also—
John F. Dulles. January 2, 1954. Secretary Dulles’ Strategy of
Massive
Retaliation. http://college.cengage.com/history/wadsworth_9781
133309888/unprotected/ps/dulles.html
Berlin Airlift
Use Schultz textbook (p. 463-5)
Korean War
Use Schultz textbook (p. 466-7)
Vietnam War
Use Schultz textbook (p. 488-9, 496-9, 506)
Cuban Missile Crisis
Use Schultz textbook (p. 487-488); perhaps also
S. Chace. Summer, 2015. The Cuban Missile Crisis: Leadership
as Disturbance, Informed by History.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.co
m/login.aspx?direct=true&db=bth&AN=110092272&site=eds-
live&scope=site
[continues next page]
-----
-----------------------------------
Terrorism
Use Schultz textbook (especially p. 559-567)
7. Rogue States
B. K. Musili. August 1, 2017. What is a Rogue State?
WorldAtlas. https://www.worldatlas.com/articles/what-is-a-
rogue-state.html
Note “villain” and similar descriptions of Saddam Hussein in
1991—comments on first Persian Gulf War-----
George H. W. Bush. March 6, 1991. Address before a Joint
Session of the Congress on the Cessation of the Persian Gulf
Conflict. http://college.cengage.com/history/wadsworth_978113
3309888/unprotected/ps/bushnwo.html
WMD
(Weapons of Mass Destruction)
Use Schultz textbook (p. 562); perhaps also --
Colin Powell. February 6, 2003. Transcript of Powell’s UN
Presentation. http://www.cnn.com/2003/US/02/05/sprj.irq.powel
l.transcript/
First Persian Gulf War (1991)
Use Schultz textbook (p. 538-540); perhaps also—
George H. W. Bush. March 6, 1991. Address before a Joint
Session of the Congress on the Cessation of the Persian Gulf
Conflict. http://college.cengage.com/history/wadsworth_978113
3309888/unprotected/ps/bushnwo.html
Invasion of Afghanistan (2001)
Use Schultz textbook (p. 559-561 and following); perhaps also
D. Victor. Dec. 21, 2018. Need a Refresher on the War in
8. Afghanistan? Here are the Basics. New York Times.
https://www.nytimes.com/2018/12/21/world/asia/afghanistan-
war-explainer.html
Invasion of Iraq (2003)
Use Schultz textbook (p. 562 and following); perhaps also—
Colin Powell. February 6, 2003. Transcript of Powell’s UN
Presentation. http://www.cnn.com/2003/US/02/05/sprj.irq.powel
l.transcript/
Bombing of Libya (2011)
N. Robins-Early. March 7, 2015. Was the 2011 Libya
Intervention a Mistake? Huffington Post.
https://www.huffpost.com/entry/libya-intervention-
daalder_n_6809756
End of chart and document
-------------------------------------------
http://www.cambridge.org/9780521831314
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Fascists
Fascists presents a new theory of fascism based on intensive
analysis of the men and
women who became fascists. It covers the six European
9. countries in which fascism
became most dominant: Italy, Germany, Austria, Hungary,
Romania, and Spain. It
is the most comprehensive analysis of who fascists actually
were, what beliefs they
held, and what actions they committed. Through this evidence
we see that fascism
is merely the most extreme form of “nation-statism,” which was
the dominant
political ideology of the twentieth century. Fascists argued that
an “organic nation”
and a strong state that was prepared to use violence to “knock
heads together” could
transcend the conflicts, especially the class conflicts, rending
modern society. We also
see the fascist core constituencies: social locations that were at
the heart of the nation
or closely connected to the state, and people who were
accustomed to use violence
as a means of solving social conflicts and who came from those
sections of all social
classes that were working outside the front lines of class
conflict. The book suggests
that fascism was essentially a product of post–World War I
conditions in Europe and
is unlikely to reappear in its classic garb in the future.
Nonetheless, elements of its
ideology remain relevant to modern conditions and are now
reappearing, though
mainly in different parts of the world.
Michael Mann is Professor of Sociology at the University of
California, Los Angeles,
and Visiting Research Professor at Queens University, Belfast.
i
11. Information on this title: www.cambridge.org/9780521831314
This publication is in copyright. Subject to statutory exception
and to the provision of
relevant collective licensing agreements, no reproduction of any
part may take place
without the written permission of Cambridge University Press.
isbn-10 0-511-21651-3
isbn-10 0-521-83131-8
isbn-10 0-521-53855-6
Cambridge University Press has no responsibility for the
persistence or accuracy of urls
for external or third-party internet websites referred to in this
publication, and does not
guarantee that any content on such websites is, or will remain,
accurate or appropriate.
Published in the United States of America by Cambridge
University Press, New York
www.cambridge.org
hardback
paperback
paperback
eBook (NetLibrary)
eBook (NetLibrary)
12. hardback
http://www.cambridge.org
http://www.cambridge.org/9780521831314
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Contents
Preface page vii
1 A Sociology of Fascist Movements 1
2 Explaining the Rise of Interwar Authoritarianism and Fascism
31
3 Italy: Pristine Fascists 93
4 Nazis 139
5 German Sympathizers 177
6 Austro-Fascists, Austrian Nazis 207
7 The Hungarian Family of Authoritarians 237
8 The Romanian Family of Authoritarians 261
9 The Spanish Family of Authoritarians 297
10 Conclusion: Fascists, Dead and Alive 353
Appendix 377
13. Notes 389
Bibliography 395
Index 417
v
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Preface
I originally designed this study of fascism as a single chapter in
a general
book about the twentieth century, the third volume of my The
Sources of
Social Power. But my third volume still remains to be written,
since fascism
grew and grew to absorb my entire attention span over seven
years. My
“fascist chapter” was to be written first, since I was at that time
spending
a year in a Madrid institute with a fine library collection on the
interwar
struggle between democracy and authoritarianism. But then my
research
on fascism grew to the size of a whole book. I realized with a
sinking
heart (since this is not a pleasant subject on which to work for
years) that
it had to grow yet further. Since the deeds of fascists and their
14. fellow-
travelers culminated in mass murder, I had to engage with a
second large
body of literature, on the events centering on “The Final
Solution
” or
“Holocaust.” I soon realized that these two bodies of literature –
on fascists
and their genocides – had little in common. Fascism and the
mass murders
committed during World War II have been mostly kept in
separate scholarly
and popular compartments inhabited by different theories,
different data,
different methods. These compartments have mostly kept them
segregated
from other rather similar phenomena of murderous cleansing
that have been
regularly recurring across the modern period – from
seventeenth-century
America to the mid-twentieth-century Soviet Union, to Rwanda-
Burundi
and Yugoslavia at the very end of the twentieth century.
15. All these three main forms of deeply depressing human behavior
– fascism,
“the Holocaust,” and ethnic and political cleansing more
generally – share
a family resemblance. This resemblance has been given by three
main in-
gredients most openly revealed in fascism: organic nationalism,
radical statism,
and paramilitarism. Ideally, the entire family should be
discussed together.
But being of an empiricist bent, I felt I had to discuss them in
some detail.
vii
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viii Preface
This would have generated a book of near 1,000 pages, which
perhaps few
16. would read – and which no publisher would publish.
So I have broken my overall study into two. This volume
concerns fascists,
centering on their rise to power in interwar Europe. My
forthcoming vol-
ume, The Dark Side of Democracy: Explaining Ethnic
Cleansing, concerns the
whole swath of modern ethnic and political cleansing, from
colonial times
through Armenia and Nazi genocides to the present day. The
weakness of
this particular division between the two volumes is that the
“careers” of
the worst types of fascists, especially Nazis, but also their
collaborators, are
broken up between two volumes. Their rise is traced in this
volume, their
final deeds in my other volume. The advantage of this division
is that the
final deeds of these fascists appear alongside others with whom
they share a
genuine family resemblance – colonial militias, the Turkish
Special Forces of
1915, the Cambodian Angka, the Red Guards, Hutu
17. Interahamwe, Arkan’s
Tigers, and so on. Indeed, popular speech, especially among
their enemies
and victims, recognizes this kinship by denouncing them all as
“Fascists!” –
a rather imprecise but nonetheless justifiable term of abuse. For
these are
brutal men and women using murderous paramilitary means to
attain, albeit
rather crudely voiced, goals of organic nationalism and/or
radical statism
(all qualities of fascism proper). Scholars tend to reject this
broad label of
“Fascist!” – preferring to reserve the term (without exclamation
mark) for
those adhering to a rather more tightly structured doctrine.
Since I also
have pretensions to scholarship, I suppose I must ultimately
share this pref-
erence for conceptual precision. But deeds can share
commonality as well
as doctrine. This volume concerns fascists as scholars
understand the term;
my other volume concerns perpetrators and “Fascists!” in the
more popular,
18. looser sense of the word.
I have greatly benefited from the advice and criticism of
colleagues in
writing this book. I wish to especially thank Ivan Berend,
Ronald Fraser,
Bernt Hagtvet, John Hall, Ian Kershaw, Stanley Payne, and
Dylan Riley.
I thank the Instituto Juan March in Madrid for its hospitality
during the
first year of research for this book, and the Sociology
Department of the
University of California at Los Angeles for providing a very
congenial home
throughout.
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A Sociology of Fascist Movements
19. taking fascists seriously
This book seeks to explain fascism by understanding fascists –
who they
were, where they came from, what their motivations were, how
they rose
to power. I focus here on the rise of fascist movements rather
than on es-
tablished fascist regimes. I investigate fascists at their flood
tide, in their
major redoubts in interwar Europe, that is, in Austria, Germany,
Hungary,
Italy, Romania, and Spain. To understand fascists will require
understanding
fascist movements. We can understand little of individual
fascists and their
deeds unless we appreciate that they were joined together into
distinctive
power organizations. We must also understand them amid their
broader
twentieth-century context, in relation to general aspirations for
more effec-
tive states and greater national solidarity. For fascism is neither
an oddity nor
20. merely of historical interest. Fascism has been an essential if
predominantly
undesirable part of modernity. At the beginning of the twenty-
first century
there are seven reasons still to take fascists very seriously.
(1) Fascism was not a mere sideshow in the development of
modern
society. Fascism spread through much of the European heartland
of moder-
nity. Alongside environmentalism, it was the major political
doctrine of
world-historical significance created during the twentieth
century. There is
a chance that something quite like it, though almost certainly
under another
name, will play an important role in the twenty-first century.
Fascists have
been at the heart of modernity.
(2) Fascism was not a movement set quite apart from other
modern move-
ments. Fascists only embraced more fervently than anyone else
the central
political icon of our time, the nation-state, together with its
21. ideologies
and pathologies. We are thankful that today much of the world
lives un-
der rather mild nation-states, with modest, useful powers,
embodying only
1
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2 Fascists
a fairly harmless nationalism. National government
bureaucracies annoy us
but they do not terrorize us – indeed, they predominantly serve
our needs.
Nationalism usually also appears in comforting domesticated
forms. Though
French people often proclaim themselves as culturally superior,
Americans
assert they are the freest people on Earth, and the Japanese
22. claim a unique
racial homogeneity, these highly suspect beliefs comfort
themselves, amuse
foreigners, and rarely harm anyone else.
Fascism represents a kind of second-level escalation beyond
such “mild
nation-statism.” The first escalation came in two parallel forms,
one con-
cerning the nation, the other the state. Regarding the nation,
aspirations for
democracy became entwined with the notion of the “integral” or
“organic”
nation. “The people” must rule, but this people was considered
as one and
indivisible and so might violently exclude from itself minority
ethnic
groups and political “enemies” (see my forthcoming volume,
The Dark-
side of Democracy, chap. 1, for more analysis of this).
Regarding the state, the
early twentieth century saw the rise of a more powerful state,
seen as “the
bearer of a moral project,” capable of achieving economic,
social, and moral
23. development.1 In certain contexts this involved the rise of more
authori-
tarian states. The combination of modern nationalism and
statism was to
turn democratic aspirations on their head, into authoritarian
regimes seek-
ing to “cleanse” minorities and opponents from the nation.
Fascism, the
second-level escalation, added to this combination mainly a
distinctively
“bottom-up” and “radical” paramilitary movement. This would
overcome
all opposition to the organic nation-state with violence from
below, at what-
ever the cost. Such glorification of actual violence had emerged
as a conse-
quence of the modern “democratization” of war into one
between “citizen
armies.” Fascism thus presented a distinctively paramilitary
extreme ver-
sion of nation-statism (my actual definition of fascism is given
below in this
chapter). It was only the most extreme version of the dominant
political
ideology of our era.
24. (3) Fascist ideology must be taken seriously, in its own terms. It
must
not be dismissed as crazy, contradictory, or vague. Nowadays,
this is quite
widely accepted. Zeev Sternhell (1986: x) has remarked that
fascism had
“a body of doctrine no less solid or logically indefensible than
that of any
other political movement.” Consequently, said George Mosse
(1999: x),
“only . . . when we have grasped fascism from the inside out,
can we truly
judge its appeal and its power.” Since fascists did offer
plausible solutions to
modern social problems, they got mass electoral support and
intense emo-
tional commitment from militants. Of course, like most political
activists,
fascists were diverse and opportunistic. The importance of
leadership and
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A Sociology of Fascist Movements 3
power in fascism enhanced opportunism. Fascist leaders were
empowered
to do almost anything to seize power, and this could subvert
other fascist
values. Yet most fascists, leaders or led, believed in certain
things. They
were not people of peculiar character, sadists or psychopaths, or
people
with a “rag-bag” of half-understood dogmas and slogans flitting
through
their heads (or no more so than the rest of us). Fascism was a
movement of
high ideals, able to persuade a substantial part of two
generations of young
people (especially the highly educated) that it could bring about
a more
harmonious social order. To understand fascism, I adopt a
methodology of
taking fascists’ values seriously. Thus each of my case-study
chapters begins
26. by explaining local fascist doctrine, followed, if possible, by an
account of
what ordinary fascists seem to have believed.
(4) We must take seriously the social constituency of fascist
movements
and ask what sorts of people were drawn to them. Few fascists
were marginals
or misfits. Nor were they confined to classes or other interest
groups who
found in fascism a “cover” for their narrow material interests.
Yet there were
“core fascist constituencies” among which fascist values most
resonated. This
is perhaps the most original part of this book, yielding a new
view of fascism,
and it derives from a methodology of taking fascist values
seriously. For the
core fascist constituency enjoyed particularly close relations to
the sacred
icon of fascism, the nation-state. We must reconstruct that
nation-state–
loving constituency in order to see what kinds of people might
be tempted
toward fascism.
27. (5) We must also take seriously fascist movements. They were
hierarchical
yet comradely, embodying both the leadership principle and a
constraining
“social cage,” both of which heightened commitment, especially
by single
young men for whom the movement was almost a “total
institution.” We
must also appreciate its paramilitarism, since “popular
violence” was crucial
to its success. Fascist movements also changed as they were
tempted by two
different prospects. One was to use power in more and more
radical and
violent ways. The other was to enjoy the fruits of power by
compromising
under the table with powerful traditional elites. These led
toward either
a hardening of fascism (as in Germany) or a softening (as in
Italy, at least
until the late 1930s). Fascists also experienced “careers” in the
movement,
which might lead them down either path. We must observe
fascists in action:
28. committing violence, trimming, pursuing careers.
(6) We must take “hardened” fascists seriously in a far more
sinister sense,
as the eventual perpetrators of great evil. We must not excuse or
relativize
this but seek to understand it. The capacity for evil is an
essential human
attribute, and so is our capacity to commit evil for what we
believe to be
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4 Fascists
moral purposes. Fascists were especially self-deluded. We need
to know
more of the circumstances in which we humans do this. Though
we pre-
fer to write history and sociology as a happy, progressive, moral
tale, this
29. grotesquely distorts the reality of human experience. The
twentieth century
saw massive evil, not as an accident or as the resurgence of the
primitive
in us, but as willed, purposive, and essentially “modern”
behavior. To un-
derstand fascism is to understand how people of apparently high
modern-
izing ideals could then act to produce evil that was eventually
unmitigated.
However, I leave the very worst for my forthcoming book, The
Dark Side of
Democracy.
(7) We must take seriously the chance that fascists might return.
If we
understand the conditions that generated fascists, we can better
understand
whether they might return and how we might avoid this. Some
of the con-
ditions that generated fascism are still present. Organic
nationalism and the
adoption of paramilitary forms, committed to ethnic and
political cleans-
ing, at present moves many thousands of people across the
30. world to commit
supposedly “idealistic” yet in reality murderous acts against
neighbours and
political opponents whom they call “enemies.” This may horrify
us, but
it is not dismissible as a return to the “primitive” in us. Ethnic
and politi-
cal cleansing has been one of European civilization’s main
contributions to
modernity; while violent paramilitarism has been distinctively
twentieth-
century. We must comprehend these aspects of modernity. It is
rather for-
tunate nowadays that “statism” (the third main component of
fascism after
organic nationalism and paramilitarism) is greatly out of
fashion, since both
its historic carriers, fascism and communism, collapsed
disastrously. Current
cleansing regimes tend to be paramilitary and authoritarian, but
pretend they
are democratic; the words “fascist” and “communist” have
largely become
terms of imprecise abuse. Given time for a supposedly stateless
neoliberalism
31. to do similar damage to parts of the world, this rejection of the
powerful state
will probably fade. Then extreme statist values might be
harnessed again to
extreme paramilitary nationalism in movements resembling
fascism – unless
we can learn from the history I record here. I doubt new
movements will
call themselves fascist, since the word is now so abhorred. Yet
some of the
substance of fascism lives on.
There are two main schools of thought on fascism. A more
idealist “na-
tionalist school,” which I discuss first, has focused on fascists’
beliefs and
doctrines, while a more materialist “class school,” discussed
second, has fo-
cused on its class basis and its relationship to capitalism. The
debates between
them constitute yet another replay of the traditional polemic
between ide-
alism and materialism in the social sciences. But since the two
approaches
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A Sociology of Fascist Movements 5
often appear to be discussing different levels of phenomena –
beliefs versus
social base/functions – they frequently talk past each other.
Thus we lack
an acceptable general theory of fascism. Such a theory would
have to build
on top of both approaches, taking from each what is useful and
adding what
both neglect.
I have chosen not to here give the reader a heavy dose of
sociological
theory. But my own approach to fascism derives from a more
general model
of human societies that rejects the idealism-versus-materialism
dualism. My
earlier work identified four primary “sources of social power”
33. in human
societies: ideological, economic, military, and political.2 Class
theorists of
fascism have tended to elevate economic power relations in
their expla-
nations, while nationalist theorists have emphasized ideology.
Yet all four
sources of social power are needed to explain most important
social and
historical outcomes. To attain their goals, social movements
wield com-
binations of control over ultimate meaning systems
(ideological), control
over means of production and exchange (economic), control
over orga-
nized physical violence (military), and control over centralized
and terri-
torial institutions of regulation (political). All four are
necessary to explain
fascism. Mass fascism was a response to the post–World War I
ideological,
economic, military, and political crises. Fascists proposed
solutions to all
four. Fascist organization also combined substantial ideological
innovations
34. (generally called “propaganda”), mass political electoralism,
and paramilitary
violence. All became highly ritualized so as to intensify
emotional commit-
ment. In attempting to seize power, fascist leaders also sought
to neutralize
economic, military, political, and ideological (especially
church) elites. Thus
any explanation of fascism must rest on the entwining of all
four sources
of social power, as my empirical case-study chapters
demonstrate. My fi-
nal chapter presents the pay-off from this model: a general
explanation of
fascism.
toward a definition of fascism
Obviously, we must define our terms, though this is no easy
matter. Some
scholars have refused to define fascism at all in any “generic”
sense, believing
that “true” fascism was found only in Italy, its original home.
Along with
many others, I disagree. However, I do not initially seek a
35. generic definition
that might apply across many times and places. I merely seek
one offering
heuristic utility across the interwar period in Europe – until my
last chapter,
when I raise the issue of whether fascist movements have
existed in more
recent times and in other places.
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6 Fascists
Let us first get a general sense of fascism through the views of
its promi-
nent intellectuals, with the commentaries of Sternhell (1976,
1986, 1994)
and Mosse (1999), plus Griffin’s compilation of fascist texts
(1995), as my
main guides. Most of them were initially nonmaterialist leftists
who then
36. embraced organic nationalism. In 1898 the Frenchman Barrès
called his fu-
sion “Socialist Nationalism,” though it was the Italian
Corradini’s inversion
of these words, as “National Socialism,” which caught on,
though by so-
cialism he really meant syndicalism: “Syndicalism and
nationalism together,
these are the doctrines that represent solidarity,” he
emphasized. Class and
sectoral conflict could be harmonized with the help of
syndicalist (labor
union) organizations coordinated by a “corporate state.” So
national so-
cialism would be confined within national boundaries, with
class struggle
transformed into struggle between nations. “Bourgeois nations”
(such as
Britain and France) exploited “proletarian nations” (such as
Italy). To resist,
the proletarian nation must fight, with economic weapons and
through “the
sacred mission of imperialism.” Except for the last phrase, this
resembles the
“third world socialism” of recent years. These were not
37. uncommon ideas
in the twentieth century.
As leftists but not materialists, these men also lauded
“resistance,”
“will,” “movement,” “collective action,” “the masses,” and the
dialectic of
“progress” through “struggle,” “force,” and “violence.” These
Nietzschean
values made fascism “radical.” Fascists were determined to
overcome all
opposition ruthlessly, by will, force, whatever was necessary,
without com-
promise or scruples. This meant in practice forming
paramilitaries as well
as parties. As collectivists they despised the “amoral
individualism” of free
market liberalism and “bourgeois democracy,” which neglected
the inter-
ests of “living communities” and of “the nation as an organic
whole.” The
nation was essentially one and indivisible, a living and
breathing entity, de-
fined as either “integral” or “organic.” To be German, Italian,
or French,
38. fascists asserted, meant much more than just living in a
geographical space; it
meant something outsiders could not experience, involving a
basic identity
and emotion, beyond reason. As Mosse emphasizes, the
Germanic version
of the nation differed from the Southern European, being racial
as well
as cultural. It drew more on social Darwinism, anti-Semitism,
and other
nineteenth-century racialist strands of theory to generate a
Volk, a singu-
lar ethnic-cultural unity transcending all possible conflicts
within it, but
erecting higher boundaries against other peoples.
Nonetheless, the nation had both a moral and a rational
structure. Build-
ing on Rousseau and Durkheim, the theorists said that
competitive in-
stitutions such as markets, parties, elections, or classes could
not generate
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A Sociology of Fascist Movements 7
morality. This must come from the community, the nation. The
Frenchman
Berth railed against liberalism: “Society is brought to the point
where it is
only a market made up of free-trading atoms, in contact with
which every-
thing dissolves. . . . dustlike particles of individuals, shut up
within the nar-
row confines of their consciousness and their money boxes.”
Panunzio and
Bottai followed Durkheim in praising the virtues of “civil
society,” believing
that voluntary communal associations were the foundations of
liberty. Yet
they must be integrated into an overall corporate state that
would then rep-
resent the interests of the nation as a whole. Without this
linkage between
state and communal associations, they said, the state would be
40. “empty,”
with “a deficiency of sociological content,” as was the case in
the liberal
state (Riley 2002: chap. 1). In contrast, the fascist state would
be “corpo-
rate” and “sociological,” based on strong bonds of association.
Again, this
sounds quite modern. Berth and Panunzio might have been
targeting the
neo-liberalism dominant a hundred years later.
Fascist intellectuals also attacked a left trapped within passive
“bourgeois
materialism.” Its revolutionary pretensions had been exposed,
they argued,
by the superior mobilizing power of modern warfare between
entire na-
tions. Nations, not classes, were the true masses of modernity.
Class conflict
between capitalists and workers was not the core of the
problem, they in-
sisted. Instead, the real struggle was between “workers of all
classes,” “the
productive classes,” ranged against “unproductive” enemies,
usually iden-
41. tified as finance or foreign or Jewish capitalists. They would
defend the
productive workers of all classes. The Frenchman Valois wrote
that “na-
tionalism + socialism = fascism,” and the Englishman Oswald
Mosley said,
“If you love our country, you are national, and if you love our
people you
are socialist.” These were attractive ideas in the early twentieth
century, the
“age of the masses,” since fascists promised to “transcend” a
class struggle
then seemingly tearing apart the social fabric. Indeed, milder
versions of
such claims to transcendence have been adopted by most of the
successful
political movements of the twentieth century.
The nation should be represented through a corporatist,
syndicalist state.
It could “transcend” the moral decay and class conflict of
bourgeois so-
ciety with a “total plan” offering a statist “third way” between
capitalism
and socialism. The Italian Gentile (a late convert to fascism)
42. claimed that
fascism resolved the “paradox of liberty and authority. The
authority of
the state is absolute.” Mussolini agreed: “[E]verything in the
State, nothing
against the State, nothing outside the State.” “Ours will be a
totalitarian
state in the service of the fatherland’s integrity,” proclaimed the
Spaniard
José Antonio Primo de Rivera. The Belgian Henri de Man
applauded
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8 Fascists
“authoritarian democracy.” The “fascist revolution” would
produce “the
total man in the total society, with no clashes, no prostration, no
anarchy.”
said the Frenchman Déat.
43. But this was the future. Right now, the nation must struggle
against its
enemies for self-realization. It would be led by a paramilitary
elite. The more
radical fascists …
Yale University Press
Chapter Title: Democracy Goes into Reverse
Book Title: Democracy in Retreat
Book Subtitle: The Revolt of the Middle Class and the
Worldwide Decline of Representative
Government
Book Author(s): Joshua Kurlantzick
Published by: Yale University Press. (2013)
Stable URL: https://www.jstor.org/stable/j.ctt32bh31.4
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Democracy in Retreat
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D
45. uring april, the hottest month of the year in Thailand, all
activity
in Bangkok slows to a molasses pace. With temperatures rising
to
well over 100 degrees Fahrenheit, many residents leave town,
head-
ing north or to the islands east and south of the city, and the
slow- moving
fl ow of traffi c releases a cloud of smog into the steaming air.
In mid- April,
the entire country shuts down for a week for the Thai New Year,
leaving the
few people still in the capital marveling at their sudden ability
to drive across
the city in minutes rather than hours.
But in the spring of 2010, Bangkok was anything but quiet.
Tens of thou-
46. sands of red shirted protesters descended upon the city to
protest against the
government, which they viewed as illegitimate and
unsympathetic to the
working class, and to call for a new election. They mostly
hailed from poorer
villages in the rural northeast, or from working class suburbs of
Bangkok.
At fi rst, the protests seemed like a village street party.
Demonstrators snacked
on sticky rice and grilled chicken, and danced in circles to
bands playing
mor lam, a northeastern Thai music that, with its wailing guitars
and plain-
tive, yodeling vocals, resembles an Asian version of Hank
Williams. Amid a
47. rollicking, almost joyous atmosphere, over 100,000 red shirts
soon gathered
around a makeshift stage in central Bangkok to demand the
resignation of
the government.
Within weeks, however, the demonstrations turned violent,
leading to
the worst bloodshed in Bangkok in two de cades. On April 10,
some dem-
onstrators fi red on police and launched grenades at the security
forces. The
troops cracked down hard, sometimes shooting randomly into
the crowds.1
By the end of the day, twenty- four people had been killed.
Democracy Goes into Reverse
1
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2 Democracy Goes into Reverse
That was just a warm- up for late May. By that time, the red
shirts had
been camped out for weeks in the central business district,
shutting down
commerce and paralyzing traffi c. The government and the
armed forces,
which had rejected the protesters’ demands for an immediate
election, de-
cided to take a tougher line. Advancing into the red shirts’
encampment,
heavily armed soldiers created virtual free- fi re zones, shooting
49. at anyone
who moved and reportedly posting snipers in buildings above
the streets to
take out red shirts. A prominent general who had joined the red
movement
was killed by a bullet to the forehead as he stood talking with a
reporter
from the New York Times.2 The red shirts battled back, setting
fi re to the
stock exchange, the largest mall in the city, and other symbols
of elite privi-
lege. On the eve ning of May 19, fl ames engulfed the Bangkok
skyline, dwarf-
ing the temples of the old city and the glass- and- steel high
rises of the
fi nancial district.3 By the end of May, most of the red shirts
had gone home,
50. but the battle had ended at a terrible cost. The clashes had
resulted in the
killing of over one hundred people, most of them civilians, and
the govern-
ment had declared a state of emergency in most provinces,
giving it the
equivalent of martial law powers to detain people without
having to charge
them with committing a crime.
Such violence has become increasingly common in a country
that was
once among the most stable in Southeast Asia and an example to
other
developing nations of demo cratic consolidation. Four years
before the red
shirt protests, a different group of protesters had launched
51. Thailand into
turmoil, gathering on the main green in the old city of Bangkok,
near the
Grand Palace, with its glittering spires inlaid with tiny gems.
Then it was
thousands of middle- class urbanites from Bangkok— lawyers,
doctors, shop-
keep ers, and others— demanding the removal of Prime Minister
Thaksin
Shinawatra, a charismatic populist, mostly backed by the rural
poor, who
had been elected by large majorities but was clearly disdainful
of demo cratic
institutions.
Dressed in the yellow of Thailand’s revered monarch, King
Bhumibol
52. Adulyadej, the middle- class protesters were led by a group
with the Or-
wellian name People’s Alliance for Democracy (PAD). Like the
Demo cratic
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Democracy Goes into Reverse 3
People’s Republic of Korea (North Korea) or the old German
Demo cratic
Republic, the PAD was neither demo cratic nor representative of
many people.
Its platform for change called for reducing the number of
elected seats in
Parliament, essentially to slash the power of the rural poor, who
constitute
53. the majority of Thais.4 “The middle class— they disdain the
rural masses and
see them as willing pawns to the corrupt vote buyers,” said one
former U.S.
ambassador to Thailand.5
Thaksin had used his power to eviscerate the civil ser vice,
silence the
media, and allegedly disappear po liti cal opponents. He
declared a “war on
drugs” in which more than two thousand people were killed by
the security
forces, frequently with gunshots to the back of the head, and
often despite
the fact that they had no links to narcotics.6 He also cracked
down on dissent.
In one horrifi c incident in October 2004, Thai security forces
54. rounded up
hundreds of young men in southern Thailand after
demonstrations against
the government at a local mosque. The security forces stacked
them inside
stifl ing, insuffi ciently ventilated trucks; eighty- fi ve people
died of suffoca-
tion.7 On a daily basis Thaksin spread fear among potential
critics. At the
offi ces of the Bangkok Post its tough investigative reporters,
who had sur-
vived on cheap whiskey and cigarettes through coups, street
protests, and
wars, were completely dispirited. One editor said they were
scared even to
touch stories related to Thaksin, for fear the prime minister’s
cronies would
55. buy the paper and fi re them.8
Still, Thaksin had been elected twice, and he dominated Thai
politics
largely because he was the most compelling, or ga nized, and
dynamic poli-
tician in the country. In a lengthy cable analyzing Thaksin’s
appeal— and
released to the public by Wikileaks— Ralph Boyce, a former
U.S. ambassa-
dor to Thailand who was no fan of Thaksin’s repressive
policies, admitted:
“Thaksin’s personality, sophisticated media pre sen ta tion,
focused populist
message, and traditional get- out- the- vote or ga niz ing,
combined to allow
[Thaksin’s party] to leave . . . its closest rival in the po liti cal
56. dust . . .
Thaksin . . . has no equal in Thailand on how to attract po liti
cal attention.”
In 2005 Thaksin trounced the Demo crat Party, which was
favored by
most yellow shirts, and in 2006, when he called a new election,
the Demo crats
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4 Democracy Goes into Reverse
simply refused to participate. By that time the Demo crats, once
the most
powerful party in Thailand, had been reduced to a small rump in
Parlia-
57. ment, holding less than one hundred out of the fi ve hundred
seats in total.
Instead of contesting the 2006 election, then, the yellow shirts,
who shared
po liti cal leanings with the Demo crat Party, tried to paralyze
the country.
They stormed Parliament and shut it down, trapping lawmakers
and forc-
ing some se nior ministers to fl ee, James Bond– style, over a
fence and into
a nearby building. Later, they laid siege to the main
international airport,
throwing commerce into turmoil and severely damaging
tourism, one of
the country’s main sources of foreign exchange.
After months of rallies, Thaksin’s government was fi nally
ousted in a
58. coup in 2006, but this only led to more chaos. For nearly a de
cade now, Thai-
land has weathered one street protest after another, with both
sides disdain-
ing demo cratic institutions and refusing to resolve their
differences at the
ballot box instead of in the streets, often with bloody results.
After Thaksin
and, later, other pro- Thaksin parties were prevented from
assuming power
despite their electoral mandates, Thailand’s working classes
formed their
own movement. They donned red clothing— Thaksin’s color—
in response
to the yellow shirts. (The red shirts’ offi cial name was the
United Front for
59. Democracy Against Dictatorship.) Just as the yellow shirts had
tried to cre-
ate havoc and paralyze the economy, so too the red shirts
attempted to
destroy what was left of demo cratic culture and order. They
laid siege to
Parliament, forcing lawmakers loyal to the yellow shirts to fl
ee. In April
2009, they stormed a meeting of Southeast Asian nations in the
resort town
of Pattaya, forcing many visiting Asian leaders to hide inside
their hotel,
and ultimately causing the meeting to be canceled, to the great
embarrass-
ment of the Thai government.9 Finally, in the spring of 2010,
the red shirts
converged on Bangkok.
60. In July 2011, despite efforts by Thailand’s middle classes and
its mili-
tary to prevent the red shirts from taking power, the red shirts’
favored
party, called Puea Thai, won national elections again, forming a
majority in
parliament. The electoral victory handed the prime ministership
to Yingluck
Shinawatra, the party’s leader— and the youn gest sister of
former prime
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Democracy Goes into Reverse 5
minister Thaksin. Soon, Thailand was boiling again, as
61. Thaksin’s oppo-
nents revolted against his sister’s government, warning that if
Thaksin re-
turned to Bangkok— and to power— they might well riot in the
streets
again, shutting down the city once more.
In the late 1990s, the possibility of such a breakdown of
democracy in Thai-
land seemed remote. After a massive pop u lar demonstration of
hundreds
of thousands in Bangkok ousted a military regime in 1992,
Thais believed
they had fi nally created a stable democracy. At the Bangkok
Post, young re-
porters often seemed downright jubilant. During the day, they
crawled
62. through traffi c in their cars to research investigative pieces
unthinkable
under past dictatorships; at night, they often attended informal
strategy ses-
sions about how to make good on the promises written into the
new, pro-
gressive constitution passed in 1997. That groundbreaking
constitution
guaranteed many new rights and freedoms, created new national
institutions
to monitor graft, and strengthened po liti cal parties at the
expense of un-
elected centers of power— the palace, the military, big
business, and the elite
civil service— that together had run Thailand since the end of
the absolute
monarchy in the 1930s. It also set the stage for elections in
63. 2001 that were
probably the freest in Thailand’s history. Meanwhile, the media
utilized its
new freedoms, along with new technologies like the Internet and
satellite
tele vi sion, to explore formerly taboo topics like po liti cal
corruption and
labor rights.
By the early 2000s, many Thais felt great pride in their nation’s
demo-
cratic development. Outsiders noticed, too. “Thailand’s
freedom, openness,
strength, and relative prosperity make it a role model in the
region for what
people can achieve when they are allowed to,” U.S. Assistant
Secretary of
64. State James Kelly declared in 2002.10 Besides Kelly, former
Secretary of
State Madeleine Albright and then Secretary of State Colin
Powell, among
others, heaped praise on Bangkok. Powell declared in 2002,
“Thailand has
lived up to our expectations in so many ways.”11 In its 1999
report, the inter-
national monitoring or ga ni za tion Freedom House ranked
Thailand a “free”
nation.12
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6 Democracy Goes into Reverse
65. Today, Thailand looks almost nothing like a model emerging
democ-
racy. The never- ending cycle of street protest, by both the
middle class and
the poor, paralyzes policy making, hinders economic growth,
and deters
investment at a time when authoritarian competitors like China
and Viet-
nam are vacuuming up foreign capital. Few Thais now trust the
integrity
of the judiciary, the civil ser vice, or other national institutions.
Even the
king, once so revered that Thais worshipped him like a god, has
seen his
impartiality questioned.13 The Thai military now wields
enormous infl u-
ence behind the scenes, a dramatic reversal from the 1990s,
66. when most
Thais believed the military had returned to the barracks for
good.14 A once
freewheeling media has become increasingly shuttered and
servile. The
government now blocks over one hundred thousand websites,
more than in
neighboring Vietnam.15 Once- groundbreaking Bangkok
newspapers now
read like Asian versions of the old Pravda, lavishing praise on
the red shirts
or the yellow shirts depending on the paper’s point of view.16
The Thai
government even began locking up Americans visiting the
country who’d
written blog posts about the Thai monarchy years earlier. Even
after Thak-
67. sin’s sister took the reins of power, little changed, with arrests
and Web
blocking continuing as before.
Many middle- class Thais, faced with the breakdown of their
once-
vibrant democracy, seem to believe their country is somehow
singular— that
its collapse is due to a coincidence of factors that are unique to
the country
and hard for a foreigner to understand: the end of the reign of
Bhumibol,
who’d long played a stabilizing role; the Asian fi nancial crisis,
which pushed
the country toward pop u lism; and the unfortunate rise of
Thaksin, a man
with little commitment to the rule of law. “We were just
68. unlucky,” a se nior
Thai government offi cial said. “If we’d not had Thaksin, if His
Majesty
could have been more involved, like in 1992, things would have
been much
different. . . . It’s a Thai situation.” 17
But demo cratic meltdowns like Thailand’s have become
depressingly com-
mon. In its annual international survey, the most comprehensive
analysis of
freedom around the globe, Freedom House, which uses a range
of data to
assess social, po liti cal, and economic freedoms in each nation,
found that
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69. Democracy Goes into Reverse 7
global freedom plummeted in 2010 for the fi fth year in a row,
the longest
continuous decline in nearly forty years. At the same time, most
authoritar-
ian nations had become more repressive, stepping up their
oppressive mea-
sures with little re sis tance from the demo cratic world.
Overall, Freedom
House reported, twenty- fi ve nations went backward, in terms
of freedom,
in 2010 alone, while only eleven made any gains; among the
decliners were
critical regional powers like Mexico and Ukraine. This despite
the fact that
70. in 2011 one of the most historically authoritarian parts of the
world, the
Middle East, seemed to begin to change. The decline, Freedom
House noted,
was most pronounced among what it called the “middle ground”
of nations,
primarily in the developing world— nations that have begun
demo cratizing
but are not solid and stable democracies.18 Indeed, the number
of electoral
democracies fell in 2010 to its lowest number since 1995.19 “A
‘freedom
recession’ and an authoritarian resurgence have clearly emerged
as global
trends,” writes Freedom House’s director of research, Arch
Puddington.
71. “Over the last four years, the dominant pattern has been one of
growing
restrictions on the fundamental freedoms of expression and
association in
authoritarian settings, and a failure to continue demo cratic
progress in pre-
viously improving countries.”20 Freedom House also found an
increasing
“truculence” among authoritarian regimes. This truculence
actually was
only made stronger by the Arab Spring, which led autocratic
regimes like
China and Uzbekistan to crack down harder on their own
populations. The
International Federation for Human Rights, an or ga ni za tion
that monitors
abuses around the world, found in its late- 2011 annual report
72. that the Arab
uprisings had little impact on a dire, deteriorating climate for
human rights
defenders worldwide.21
Indeed, in the fall of 2011 Rus sia, which along with China is
one of the
most powerful authoritarian nations, made clear that any hopes
of change
were just a mirage, as Prime Minister Vladimir Putin, who has
dominated
Rus sia for more than a de cade, announced that, in a secret deal
with Presi-
dent Dmitry Medvedev, Putin would once again assume the
presidency in
2012 and potentially serve two more terms, which would keep
him in con-
73. trol of the Kremlin until 2024, longer than some Soviet leaders
had lasted.
Putin had been constitutionally barred from serving another
presidential
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8 Democracy Goes into Reverse
term after his fi rst two terms ended in 2008, and once
Medvedev assumed
the presidency some Rus sian liberals had hoped that he would
introduce
reforms, despite his history as a close confi dante of Putin’s.
Indeed, in offi ce
Medvedev declared that Rus sia’s criminal justice system
needed to be over-
74. hauled, and that the country should open up its po liti cal
system, but his
announcement that he had secretly agreed with Putin to
manipulate the
presidency and prime ministership to put Putin back in power
showed that
he, too, was at heart hardly a demo crat. When Rus sia’s fi
nance minister ques-
tioned the handoff of power from Medvedev back to Putin, he
was sum-
marily fi red, in a clear message.
The stagnation of democracy predates this fi ve- year period,
Freedom
House noted; since 2000 democracy gained little ground around
the world,
before sliding backward beginning in the mid- 2000s. “Since
75. they were fi rst
issued in 1972, the fi ndings in Freedom in the World have
conveyed a story of
broad advances,” Freedom House reported. “But freedom’s
forward march
peaked around the beginning of the [2000s].”
Even as some demo crats were celebrating the Arab Spring and
hoping
that, as in 1989, its revolutions might spread to other parts of
the world, a
mountain of other evidence supported Freedom House’s gloomy
conclu-
sions. Another of the most comprehensive studies of global
democracy,
compiled by Germany’s Bertelsmann Foundation, uses data
examining de-
76. mocracies’ ability to function, manage government, and uphold
freedoms
to produce what it calls the “transformation index.” The overall
goal of the
index is to analyze the state and quality of democracy in every
developing
nation that has achieved some degree of freedom. To do so,
Bertelsmann
looks at a range of characteristics including the stability of
demo cratic insti-
tutions, po liti cal participation, the rule of law, and the
strength of the state,
among other areas. And the most recent index found “the
overall quality
of democracy has eroded [throughout the developing world]. . .
. The key
components of a functioning democracy, such as po liti cal
77. participation and
civil liberties, have suffered qualitative erosion. . . . These
developments
threaten to hollow out the quality and substance of governance.”
The index
concluded that the number of “highly defective democracies”—
democracies
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Democracy Goes into Reverse 9
with institutions, elections, and po liti cal culture so fl awed
that they no lon-
ger qualifi ed as real democracies— had roughly doubled
between 2006 and
78. 2010. By 2010, in fact, nearly 53 of the 128 countries assessed
by the index
were categorized as “defective democracies.”
Sixteen of these fi fty- three, including regionally and globally
powerful
states like Rus sia and Kenya, qualifi ed as “highly defi cient
democracies,”
countries that had such a lack of opportunity for opposition
voices, prob-
lems with the rule of law, and unrepresentative po liti cal
structures that they
were now little better than autocracies. The percentage of
“highly defi cient
democracies” in the index has roughly doubled in just four
years. And in
Africa, which had been at the center of the global wave of demo
cratization
79. in the late 1990s and early 2000s, the deterioration was most
pronounced.
Between 2008 and 2010, Bertelsmann found, sub- Saharan
Africa was
home to nine of the thirteen nations in the developing world that
suffered
the greatest deterioration in the quality of their po liti cal
systems. Among
these backsliders were Senegal, Tanzania, and Madagascar,
which once were
among the greatest hopes for democracy on the continent.
Even nations that have been held up as demo cratic models have
re-
gressed over the past fi ve to ten years, according to both the
Freedom House
and the Bertelsmann studies. When they entered the Eu ro pe an
80. Union in
the late 1990s and early 2000s, Hungary, Poland, the Czech
Republic, and
Slovakia were considered success stories and would join the
older democ-
racies of Western Eu rope as solid, consolidated demo cratic
systems. But in
their de cade inside the EU, all of these new entrants actually
have been
downgraded repeatedly by Freedom House, showing that their
demo cratic
systems, election pro cesses, and commitments to civil liberties
have deterio-
rated.22 Populist and far- right parties with little commitment to
demo cratic
norms gained steadily in popularity; public distaste for
democracy in these
81. supposed success stories skyrocketed, so much so that in one
2006 survey
publics in Central Eu rope showed the most skepticism about
the merits of
democracy of any region of the world.23 Hungary deteriorated
so badly that
its press freedoms reverted to almost Soviet- type suppression,
with its gov-
ernment using harsh new laws and other attacks to silence the
media.24
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10 Democracy Goes into Reverse
The third major international study of democracy, the
82. Economist
Intelligence Unit’s (EIU) “index of democracy,” only further
confi rmed the
decline. The EIU’s annual survey of the entire world analyzes
democracy
using categories for electoral pro cess, pluralism, po liti cal
participation, po-
liti cal culture, functioning of government, and civil liberties
including press
freedom and freedom of association. In its most recent study, it
found that
democracy was in retreat across nearly the entire globe. “In all
regions, the
average democracy score for 2010 is lower than in 2008,” noted
the report.
In ninety- one of one hundred sixty- seven countries it studied,
the democ-
83. racy score had deteriorated in that time period, and in many
others it had
only remained stagnant. Of the seventy- nine nations that it
assessed as hav-
ing some signifi cant demo cratic qualities, only twenty- six
made the grade as
“full democracies,” while the other fi fty- three were ranked
only as “fl awed
democracies” because of serious defi ciencies in many of the
areas it assessed.
“Democracy is in retreat. The dominant pattern in all regions . .
. has been
backsliding on previously attained progress,” the survey
concluded.
In some of the specifi c categories that it examined to assess
democracy,
84. such as media freedom, the EIU found that backsliding was
even more severe
than the broader decline in the democracy index. More than
thirty nations,
including regional powers— and onetime examples of
democratization—
like Rus sia, Hungary, Mexico, and Turkey, witnessed sharp
increases in
media and online repression between 2008 and 2010. The
Economist Intel-
ligence Unit’s 2011 Democracy Survey, released roughly a year
after the
Arab uprisings began, had just as much gloom. As in 2010, it
similarly found
that “democracy has been under intense pressure in many parts
of the
world,” and that the quality of democracy had regressed on
85. nearly every
continent in 2011.
Like Freedom House and the Bertelsmann Foundation, the EIU
found
that, with only a few exceptions, backsliding was occurring in
nearly every
developing region of the world. It found that authoritarianism
was becom-
ing more entrenched in Central Asia, demo cratization was
being reversed
in Africa, authoritarian populists were emerging in Latin
America, and
po liti cal participation was plummeting in the former Soviet
states of East-
ern and Central Eu rope, undermining the region’s demo cratic
transitions.
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Democracy Goes into Reverse 11
Assessing the data, and the severe reversals, the EIU was glum
about the
future, though it recognized that the Middle East had nowhere
to go but
up, given its long- entrenched authoritarianism. “The threat of
backsliding
now greatly outweighs the possibility of future gains [in demo
cratization
worldwide],” the survey concluded.
Old- fashioned coups also have returned. In Latin America,
Asia, and
87. even most of Africa, coups, which had been a frequent means of
changing
governments during the Cold War, had become nearly extinct by
the early
2000s. But between 2006 and 2010 the military grabbed power
in Guinea,
Honduras, Mauritania, Niger, Guinea- Bissau, Bangladesh,
Thailand, Fiji,
and Madagascar, among other states.
In many other developing nations, such as Mexico, Pakistan,
and the
Philippines, the military did not launch an outright coup but
managed to
restore its power as the central actor in po liti cal life,
dominating the civilian
governments that clung to power only through the support of the
armed
88. forces. Freedom House, in fact, notes that the global decline in
democracy
in the past fi ve years has been the result, in part, of weakening
civilian
control of militaries across the developing world. The civilian
Thai prime
minister in the late 2000s, Abhisit Vejjajiva, who took power in
2008, owed
his survival in offi ce to the military’s backing, and se nior
army offi cers made
clear to him, in private, that if they withdrew their support, his
government
could easily collapse. Unsurprisingly, the Thai military’s bud
get more than
doubled between 2006 and 2011, with much of the expenditures
going to-
89. ward tools to control Thailand’s own population, rather than
toward fi ght-
ing potential foreign enemies. After Thaksin’s sister became
prime minister,
the armed forces negotiated a deal with her that gave the
military total
control over its own bud get, with little civilian authority— and
which es-
sentially preserved its ability to interfere in politics indefi
nitely. Philippine
president Gloria Macapagal- Arroyo relied upon the armed
forces to enforce
a crackdown against opponents. According to several local
human rights
groups, more than a thousand left- leaning activists, opposition
politicians,
and other government opponents were killed between 2001 and
90. 2010, and
one comprehensive study found that “the [Philippine] military
[is] an im-
portant veto actor in the competition among the country’s po liti
cal elites.”25
This content …
1
Introduction
In late-century Africa, things fell apart. By way of illustra-tion,
consider Figure 1.1, which lists civil wars in African
countries from 1970 to 1995, as judged by the World Bank.
As time passes, the list grows. Angola, Chad, Namibia,
Nigeria, and Sudan enter the 1970s war-torn; in the mid-1970s,
Sudan exits the list, but Equatorial Guinea and Zimbabwe join
91. it; by 1980, Zimbabwe departs from the ranks of the war-torn,
but is replaced by Mozambique, Nigeria, and Uganda. The
pattern – a few dropping off, a larger number entering in –
continues into the early 1990s. Only one country that was con-
flict ridden in 1990 becomes peaceful by 1992, while eleven
others crowd into the ranks of Africa’s failed states.
Humanitarians, policymakers, and scholars: Each de-
mands to know why political order gave way to political con-
flict in late-century Africa. Stunned by the images and realities
of political disorder, I join them in search of answers. In so
doing, I – a political scientist – turn to theories of the state and
3
92. https://doi.org/10.1017/CBO9781316423974.001
to the Cambridge Core terms of use, available at
https://www.cambridge.org/core/terms.
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by the UC San Diego Library, on 07 Jan 2020 at 19:42:32,
subject
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https://www.cambridge.org/core/terms
https://www.cambridge.org/core
year 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88
89 90 91 92 93 94 95
Burundi
Chad
Congo
Djibouti
Ethiopia
98. San
D
ieg
o
Lib
rary, o
n
07 Jan
2020 at 19:42:32, su
b
ject
https://doi.org/10.1017/CBO9781316423974.001
https://www.cambridge.org/core/terms
https://www.cambridge.org/core
Introduction
locate the sources of political disorder midst the factors that
99. lead states to break down.
I anchor this book in the work of Weber (1958) and view
coercion as the distinctive property of politics. As will become
clear in the next chapter, I depart from Weber – and his “struc-
turalist” descendants1 – by turning to the theory of games.
Driven by the realities of Africa, I view political order as
problematic: In light of the evidence Africa offers, political
order cannot be treated as a given. Rather, I argue, it results
when rulers – whom I characterize as “specialists in violence” –
choose to employ the means of coercion to protect the creation
of wealth rather than to prey upon it and when private citizens
choose to set weapons aside and to devote their time instead
100. to the production of wealth and to the enjoyment of leisure.2
When these choices constitute an equilibrium, then, I say,
political order forms a state.3
To address the collapse of political order in late-century
Africa, I therefore return to theory – the theory of the state –
and
to theorizing – the theory of games. I do so because proceeding
in this fashion points out the conditions under which political
order can persist – or fail. I devote Chapter 2 to an informal
1 Evans, P., T. Skocpol, and D. Rueschmeyer (1985), Bringing
the State Back
In, Cambridge, U.K.: Cambridge University Press provides
perhaps the
best-known example.
2 I am drawing on Bates, R. H., A. Greif, et al. (2002),
“Organizing Violence,”
101. Journal of Conflict Resolution 46(5): 599–628.
3 The ambiguous phrasing is intended.
5
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to the Cambridge Core terms of use, available at
https://www.cambridge.org/core/terms.
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by the UC San Diego Library, on 07 Jan 2020 at 19:42:32,
subject
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https://www.cambridge.org/core/terms
https://www.cambridge.org/core
Introduction
derivation of those conditions. In the remaining chapters, I
turn from deduction to empirics and explore the extent to
which these conditions were to be found, or were absent, in
102. late-century Africa. The evidence leads me to conclude that
in the 1980s and 1990s, each of three key variables departed
from the levels necessary to induce governments and citizens
to choose in ways that would yield political order.
The Literature
Following the outbreak of conflict in Serbia, Somalia, Rwanda,
and elsewhere, the study of political violence has once again
become central to the study of politics. Familiar to many, for
example, would be the attempts by Collier and Hoeffler (2004)
and Fearon and Laitin (2003) to comprehend the origins of civil
wars. Also familiar would be studies of the impact of ethnic-
ity (Fearon and Laitin 2003), democracy (Hegre, Gates et al.
103. 2001; Hegre 2003), and natural-resource endowments (e.g.,
Ross 2004). In my attempts to comprehend why things fell
apart in late-century Africa, I draw upon these writings. But I
also take issue with them, for virtually all share common prop-
erties from which I seek to depart.
Consider, for example, the assumption that civil war can be
best treated as the outcome of an insurgency. When thinking
about the origins of political disorder in Africa, I can find no
way of analyzing the origins of insurrection without starting
6
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104. subject
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https://www.cambridge.org/core/terms
https://www.cambridge.org/core
Introduction
with the behavior of governments. The conditions that led
to the breakdown of order in Africa include the authoritarian
nature of its states and their rulers’ penchant for predation. By
rendering their people insecure, they provoked insurgencies.
While both insurrectionaries and incumbents must necessar-
ily feature in the analysis of political disorder, in this instance
it
makes sense not to focus exclusively on the rebels but to stress
as well the behavior of those whom they seek to drive from
105. power.
Recent contributions exhibit a second common feature:
the methods that they employ. Utilizing cross-national data,
they apply statistical procedures to isolate and measure the
relationship of particular variables with the onset and duration
of civil wars. I, too, make use of cross-national data; but rather
than collecting data for all countries in the globe, I restrict my
efforts to Africa. I do so in part because Africa provides an
unsettling range of opportunities to explore state failure and
because political disorder is so important a determinant of the
welfare of the continent. I also do so because I find it necessary
to draw upon my intuition. To employ that intuition, I need
106. first to inform it, be it by immersing myself in the field or in
qualitative accounts set down by observers. I have therefore
made use of a selected set of cases – those from the continent
of Africa – and my knowledge of their politics.4
4 The use of a subset of countries also eases the search for
exogenous vari-
ables, and thus causal analysis. For example, given the small
size of Africa’s
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107. Introduction
Lastly, if only because they are based on the analysis of
cross-national data, contemporary studies exhibit a third
property: Their conclusions take the form of “findings.” These
findings are based upon relationships between a selection of
key variables and the outbreak or duration of civil wars. Collier
and Hoeffler (2004), for example, stress the importance of
“opportunities,” that is, chances to secure economic rewards
and to finance political organizations. Noting that the magni-
tude of primary product exports, the costs of recruiting, and
access to funding from diasporas relate to the likelihood of
civil war, they conclude that “economic viability appears to be
108. the predominant systematic explanation of rebellion” (p. 563).
Fearon and Laitin (2003), by contrast, conclude that “capa-
bilities” play the major role: “We agree that financing is one
determinant of the viability of insurgency,” they write (p. 76).
But they place major emphasis on “state administrative, mil-
itary, and police capabilities” (p. 76), measures of which bear
significant relationships to the outbreak of civil wars in their
global set of data.
In this work, I proceed in a different fashion. I start by
first capturing the logic that gives rise to political order. While
I, too, test hypotheses about the origins of disorder, I derive
economies, I can treat global economic shocks as exogenous –
something
109. that yields inferential leverage when seeking to measure the
impact of
economic forces on state failure.
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Introduction
these hypotheses from a theory. By adopting a more deductive
approach, I depart from the work of my predecessors.
Key Topics
110. Energized by such works as Kaplan’s “The Coming Anarchy”
(1994), students of Africa have focused on the relationship
between ethnic diversity and political conflict. At least since
the time that William Easterly and Ross Levine penned
“Africa’s
Growth Tragedy” (1997), empirically minded social scientists
have sought to capture the impact of ethnicity on the eco-
nomic performance of Africa’s states. Interestingly, however,
they have found it difficult to uncover systematic evidence of
the relationship between measures of ethnicity and the likeli-
hood of political disorder.5
In this study I, too, find little evidence of a systematic rela-
tionship. And yet, the qualitative accounts – be they of the
111. killing fields of Darfur or of the tenuous peace in Nigeria – con-
tinue to stress the central importance of ethnicity to political
life in Africa. In response, I argue that ethnic diversity does
not cause violence; rather, ethnicity and violence are joint
5 For a discussion, see Bates, R. H., and I. Yackolev (2002),
Ethnicity in Africa,
in The Role of Social Capital In Development, edited by C.
Grootaert and T.
van Bastelaer, New York: Cambridge University Press; and
Fearon, J., and
D. Laitin (2003), “Ethnicity, Insurgency and Civil War,”
American Political
Science Review 97(1): 75–90.
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Introduction
products of state failure. Their relationship is contingent: It
occurs when political order erodes and politicians forge polit-
ical organizations in the midst of political conflict.
The political significance of resource wealth has also
attracted much attention. Analyzing their data on civil wars,
Collier and Hoeffler (2004) report that “dependence upon pri-
mary commodity exports” constituted “a particularly power-
ful risk factor” for the outbreak of civil war (p. 593). Africa
113. is, of course, noted for its bounteous natural endowments of
petroleum, timber, metals, and gemstones. And scholars and
policymakers have documented the close ties between the dia-
mond industry and UNITA (National Union for the Total Inde-
pendence of Angola) in Angola (Fowler 2000), the smuggling
of gemstones and the financing of rebels in Sierra Leone (Reno
2000), and the mining of coltan and the sites of rebellion in
eastern Zaire (present-day Democratic Republic of the Congo)
(Kakwenzire and Kamukama 2000).
And yet, using Collier and Hoeffler’s (2004) own data,
Fearon (2005) has demonstrated that their findings are frag-
ile, depending in part on decisions about how to measure
114. and classify cases. In this study, too, I fail to find a signifi-
cant relationship between the value of natural resources and
the likelihood of state failure.6 Once again, then, there arises
6 For both Fearon (2005) and myself (this work), only the value
of petroleum
deposts is related to political disorder. Even here the
relationship is fragile,
however.
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115. Introduction
a disparity between the evidence from cross-national regres-
sions and that from qualitative accounts. I shall argue that the
disparity suggests that the exploitation of natural resources
for war finance is a correlate rather than a cause of political
disorder.
A third factor plays a major role in the literature: democ-
ratization. Qualitative accounts, such as those of Mansfield
and Snyder (Mansfield and Snyder 1995; Snyder 2000) sug-
gest that democratization produces political instability and
leads to the mobilization of what Zakaria (1997) calls “illib-
eral” political forces. Careful empirical researchers, such as
116. Hegre (Hegre, Gates et al. 2001; Hegre 2004), confirm that new
democracies and intermediate regimes – those lying some-
where between stable authoritarian and consolidated demo-
cratic governments7 – exhibit significantly higher rates of civil
war. As demonstrated by Geddes (2003), many of these inter-
mediate regimes are the product of the “third wave” of democ-
ratization (Huntington 1991) and the collapse of communist
regimes and are therefore themselves new and vulnerable to
disorder.
In the 1980s and 1990s, many of Africa’s governments
reformed. Regimes that once had banned the formation
of political parties now faced challenges at the polls from
7 Using Polity coding. Available online at:
117. http://www.cidcm.umd.edu/
polity/.
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Introduction
candidates backed by an organized political opposition. And
in the late 1980s and early 1990s, militias assembled, states
failed, and Africa faced rising levels of political disorder. The
118. experience of Africa thus appears to conform to what the liter-
ature has recorded: Electoral competition and state failure go
together.
In analyzing the impact of political reform, I employ two
measures: the movement from military to civilian rule and the
shift from no- or one- to multiparty systems. In discussions of
democracy, the followers of Schumpeter (1950) argue for the
sufficiency of party competition; those of Dahl (1971) contend
that party competition is necessary but not sufficient. Without
an accompanying bundle of political and civil rights, the latter
argue, contested elections are not of themselves evidence of
democratic politics. In debates over the relationship between
party systems and democracy, I concur with the followers of
119. Dahl. When addressing political reform, I pay no attention to
the number of political parties, their relative vote shares, or
the conditions under which the opposition is allowed to cam-
paign. I therefore address not the relationship between democ-
racy and political conflict but rather the relationship between
political reform and political disorder.
Lastly, there are those who emphasize the impact of pov-
erty. That poverty and conflict should go together is treated
as noncontroversial, as if disorder were simply an expected
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Introduction
corollary of the lack of economic development.8 But consider:
If, as many argue, lower per capita incomes imply lower wages
and therefore lower costs of rebellion, so too do they imply
fewer gains from predation; income thus cancels out the ratio
between the costs and benefits. From the theoretical point of
view, moreover, there is simply little that can be said about the
relationship between the average level of income – or, for that
matter, poverty – and incentives for violence. As I will argue
121. in Chapter 2, for our purposes, discussions of private income
can be set aside; for the logic of political order suggests that
the focus be placed not on private income but rather on public
revenues. Economic shocks will indeed play a major role in this
analysis, but the focus will be on their impact on the revenues
of states, not on the incomes of individuals.9 In this work, when
I measure the impact of income per capita, I treat it as a control
variable, rather than as a variable of theoretical interest.
In Chapter 2, I parse the logic of political order. I recount the
theory informally, portraying the interaction between govern-
ments and citizens and among citizens as well. Presented as a
8 Indeed, see Sambanis, N., and H. Hegre (2006), “Sensitivity
Analysis of
122. Empirical Results on Civil War Onset,” The Journal of Conflict
Resolution
50(4): 508–35. The authors point to per capita income as one of
the very
few variables that bears a robust relationship with civic
violence.
9 See the arguments in Hirshleifer, J. (1995), Theorizing About
Conflict, in
Handbook of Defense Economics, edited by K. Hartley and T.
Sandler, New
York: Elsevier.
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123. Introduction
fable, the argument is based upon rigorous foundations and
points to the conditions under which governments choose to
engage in predation and citizens choose to take up arms.10
Chapters 3 through 5 set out the conditions that prevailed
prior to the collapse of political order. They document the
social and political configurations that were in place at the
time of the impact of the economic and political shocks that
dismantled the state in Africa. In Chapter 6, states fracture
and political disorder engulfs nations in Africa. Chapter 7
concludes.
10 The informed reader will note the parallels between my
124. analysis and that
of Azam, J.-P., and A. Mesnard (2003), “Civil War and the
Social Contract,”
Public Choice 115(3–4): 455–75; Snyder, R., and R. Bhavani
(2005),
“Diamonds, Blood and Taxes: A Revenue-Centered Framework
for Ex-
plaining Political Order,” The Journal of Conflict Resolution
49(4): 563–
97; and Magaloni, B. (2006), Voting for Autocracy, New York:
Cambridge
University Press.
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125. 2
From Fable to Fact
I devote this chapter to the exposition of a fable.1
Whilediminutive, it is incisive: It captures the incentives that
drive the choices that lead to the failure of states. It is also
suggestive, for it points to the conditions under which polit-
ical order should, or should not, prevail. After expositing this
fable, I determine whether it is also informative. It can be
so only insofar as the forces that animate its central char-
acters find their parallel in late-century Africa. I devote the
last portions of the chapter to arguing that they do and that
the story communicated by the fable can therefore bear the
weight of the tragedy that befell the continent. The fable can
126. be used – with help – to explore the foundations of political
disorder.
1 A rigorous presentation appeared as Bates, R. H., A. Greif, et
al. (2002),
“Organizing Violence,” The Journal of Conflict Resolution
46(5): 599–
628.
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127. Introduction
A Fable
Consider the following scenario: A community is peopled by a
“specialist in violence” and two groups of citizens. Headed by
powerful patrons, the groups can act in a unified manner.2 The
specialist in violence earns his living from the use of force; he
either seizes the wealth of others or pockets funds they pay for
their protection. Sheltered behind their patrons, the citizens
generate incomes by engaging in productive labor; but they
too can be mobilized either to seize the income of others – or
to defend their incomes from seizure. The three personages in
this drama repeatedly interact over time. The question is: Can
political order prevail in such a setting?
128. The answer is: Yes. Under certain circumstances, the spe-
cialist will chose to use his control of the means of violence to
protect rather than to despoil private property. And the groups
of citizens will chose to devote their time and energies to labor
and leisure and forswear the use of arms, while rewarding the
specialist in violence for protecting them against raids by oth-
ers. In addition, under certain well-specified conditions, these
choices will persist in equilibrium, rendering political order a
state.
The primary reason for this outcome is that the players
interact over time. The specialist in violence and political
2 That is, they have solved the collective action problem.
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From Fable to Fact
organizations can therefore condition their future choices on
present behavior; that is, they can make threats and inflict pun-
ishments and thus shape the behavior of others. Should one
group raid or withhold tax payments, the specialist can retal-
iate by changing from guardian to predator. And should the
130. specialist opportunistically seize the wealth of the member of a
group, his defection would trigger punishment by that citizen’s
confederates: They can withhold tax payments or mobilize for
fighting. If not sufficiently paid for the provision of security,
the specialist in violence can pay himself: he can turn from
guardian to warlord. And if preyed upon or left undefended,
then the citizens can furnish their own protection; they can
take up arms.
When both the specialist and the citizens turn to pun-
ishment, political order breaks down. People become inse-
cure. They also become poor; having to reallocate resources
to defense, they have fewer resources to devote to produc-
131. tive activity. The resultant loss of security and prosperity stays
the hand of a specialist in violence who might be tempted to
engage in predation or of a group that might be tempted to
forcefully seize the goods of another or withhold tax payments,
thus triggering political disorder.
To better grasp the incentives that animate this story, focus
on the choices open to the specialist in violence, as commu-
nicated in Figure 2.1. In this figure, the vertical axis repre-
sents monetary gains or losses. The further above zero, the
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133. greater the payoffs; the further below, the greater the losses.
The horizontal axis designates time, with the more immediate
payoffs occurring near the origin and the more distant ones
further to the right. The dotted line represents the flow of pay-
offs that result from tax payments; the flow is steady, mod-
erate, and positive in value. The dashed line represents the
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134. From Fable to Fact
flow of payoffs that result from predation. Predation yields an
immediate benefit: The dashed line leaps above the dotted
line, indicating that the income from predation significantly
exceeds that from tax payments. But that one period spike
then gives way to a stream of losses, as illustrated by the plunge
below the zero point that separates gains from losses. Insofar
as a decision maker is forward looking, the losses that accrue
in the punishment phase caste a shadow over the returns from
defection and so temper any wish to engage in predation.
If summed over time, each line – that representing the
returns to taxation and that the returns to predation – yields an
135. expected payoff. What would determine their magnitudes? In
particular, what would determine whether the value of the vari-
able path, generated by predation, will be more or less attrac-
tive than that of the steady path, generated from tax payments?
The factors that determine the relative magnitude of these pay-
offs determine whether the specialist in violence will adhere
to the path of play and continue to behave as guardian or veer
from that path, engage in predation, and trigger the re-arming
of the citizenry and subsequent disorder.
The Conditions of Political Order
One factor is the level of tax revenue. If too low, the benefits of
predation may be tempting despite the subsequent costs.3 A
136. 3 But they may also be if too high. See the discussion in Bates,
R. H., A. Greif,
et al. (2002), “Organizing Violence.”
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Introduction
second is the magnitudes of the rewards that predation might
yield. If sufficiently bounteous, the specialist in violence might
choose to deviate despite the losses. A third is the special-