This document contains a chapter-by-chapter summary of a textbook on world politics in the 21st century. Each chapter summary includes the chapter title followed by descriptions and figures. In total, there are over 100 figures referenced across 14 chapters that cover topics such as international relations, the state, power factors, foreign policy formation, intergovernmental actors, and the global environment.
PS 1010, American Government 1 Course Learning Out.docxtarifarmarie
PS 1010, American Government 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
3. Describe the three branches of government.
4. Explain how the U.S. government functions at the federal, state, and local levels.
5. Identify the role of political parties in the United States political system.
6. Discuss how policies affect change.
6.1 Describe the purpose and goals of one type of policy in the United States.
6.2 Discuss how a specific policy might cause the United States to implement either isolationism or
internationalism.
7. Identify the impact of media on public opinion and politics.
Course/Unit
Learning Outcomes
Learning Activity
3
Unit VIII Lesson
Reading: “An ‘Invitation to Struggle’? The Use of Force Against ‘Legislatively
Vulnerable’ American Presidents”
Reading: “11. Policy Making: Political Interactions”
Unit VIII Final Project
4
Unit VIII Lesson
Reading: “An ‘Invitation to Struggle’? The Use of Force Against ‘Legislatively
Vulnerable’ American Presidents”
Reading: “11. Policy Making: Political Interactions”
Unit VIII Final Project
5
Reading: “An ‘Invitation to Struggle’? The Use of Force Against ‘Legislatively
Vulnerable’ American Presidents”
Reading: “11. Policy Making: Political Interactions”
Unit VIII Final Project
6.1
Unit VIII Lesson
Chapter 17
Reading: “11a. Foreign Policy: What Now?”
Reading: “11b. Defense Policy”
Reading: “11c. Economic Policy”
Reading: “11d. Social and Regulatory Policy”
Unit VIII Final Project
6.2
Unit VIII Lesson
Chapter 17
Reading: “Lesson 4: The Great Debate: Internationalists vs. Isolationists”
Unit VIII Final Project
7
Unit VIII Lesson
Reading: “11. Policy Making: Political Interactions”
Unit VIII Final Project
UNIT VIII STUDY GUIDE
Policy: Domestic, Economic, and Foreign
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Reading Assignment
In order to access the reading from the OpenStax American Government textbook, please click the link below.
Chapter 17: Foreign Policy (Section 17.4)
To access the following resources, click the links below.
Foster, D. M. (2006). An “invitation to struggle”? The use of force against “legislatively vulnerable” American
presidents. International Studies Quarterly, 50(2), 421–444. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=a9h&AN=20656715&site=ehost-live&scope=site
Independence Hall Association. (n.d.). 11. Policy Making: Political interactions. Retrieved from
http://www.ushistory.org/gov/11.asp
Independence Hall Association. (n.d.). 11a. Foreign policy: What now? Retrieved from
http://www.ushistory.org/gov/11a.asp
Independence Hall Association. (n.d.). 11b. Defense policy. Retrieved from
http://www.ushistory.org/gov/11b.asp
Independence Hall Association. (n.d.). 11c. Economic policy. Retri.
PS 1010, American Government 1 Course Learning Out.docxtarifarmarie
PS 1010, American Government 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
3. Describe the three branches of government.
4. Explain how the U.S. government functions at the federal, state, and local levels.
5. Identify the role of political parties in the United States political system.
6. Discuss how policies affect change.
6.1 Describe the purpose and goals of one type of policy in the United States.
6.2 Discuss how a specific policy might cause the United States to implement either isolationism or
internationalism.
7. Identify the impact of media on public opinion and politics.
Course/Unit
Learning Outcomes
Learning Activity
3
Unit VIII Lesson
Reading: “An ‘Invitation to Struggle’? The Use of Force Against ‘Legislatively
Vulnerable’ American Presidents”
Reading: “11. Policy Making: Political Interactions”
Unit VIII Final Project
4
Unit VIII Lesson
Reading: “An ‘Invitation to Struggle’? The Use of Force Against ‘Legislatively
Vulnerable’ American Presidents”
Reading: “11. Policy Making: Political Interactions”
Unit VIII Final Project
5
Reading: “An ‘Invitation to Struggle’? The Use of Force Against ‘Legislatively
Vulnerable’ American Presidents”
Reading: “11. Policy Making: Political Interactions”
Unit VIII Final Project
6.1
Unit VIII Lesson
Chapter 17
Reading: “11a. Foreign Policy: What Now?”
Reading: “11b. Defense Policy”
Reading: “11c. Economic Policy”
Reading: “11d. Social and Regulatory Policy”
Unit VIII Final Project
6.2
Unit VIII Lesson
Chapter 17
Reading: “Lesson 4: The Great Debate: Internationalists vs. Isolationists”
Unit VIII Final Project
7
Unit VIII Lesson
Reading: “11. Policy Making: Political Interactions”
Unit VIII Final Project
UNIT VIII STUDY GUIDE
Policy: Domestic, Economic, and Foreign
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Reading Assignment
In order to access the reading from the OpenStax American Government textbook, please click the link below.
Chapter 17: Foreign Policy (Section 17.4)
To access the following resources, click the links below.
Foster, D. M. (2006). An “invitation to struggle”? The use of force against “legislatively vulnerable” American
presidents. International Studies Quarterly, 50(2), 421–444. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=a9h&AN=20656715&site=ehost-live&scope=site
Independence Hall Association. (n.d.). 11. Policy Making: Political interactions. Retrieved from
http://www.ushistory.org/gov/11.asp
Independence Hall Association. (n.d.). 11a. Foreign policy: What now? Retrieved from
http://www.ushistory.org/gov/11a.asp
Independence Hall Association. (n.d.). 11b. Defense policy. Retrieved from
http://www.ushistory.org/gov/11b.asp
Independence Hall Association. (n.d.). 11c. Economic policy. Retri.
Presentation by Roger Pielke Jr. at a workshop on Democratisation of Science – epistemological issues and new perspectives. Held at Lyon, France on 30 May 2018.
Intercultural Communication Studies XX 1 (2011) Sun17.docxmariuse18nolet
Intercultural Communication Studies XX: 1 (2011) Sun
17
Intercultural Communication and Global Democracy:
A Deweyan Perspective
Sun Youzhong
Beijing Foreign Studies University, China
Abstract
Understanding intercultural communication as the exchange of information between
individuals of different cultural backgrounds, theorists of this field are primarily
concerned with mapping the patterns of cultural similarities and differences, revealing
the effects of cultural factors on the process of intercultural communication, sorting
the components of intercultural communication competence, and seeking the formulas
to remove misunderstandings and breakdowns in intercultural communication.
By contrast, American philosopher John Dewey takes a moral approach to define
communication as individually distinctive members of a community sharing
experiences, participating in joint activities, cooperating in free social inquiry and the
distribution of its conclusions, transforming habits, and ultimately making life rich
and varied in meanings. This Deweyan moralist perspective can be applied to situate
intercultural communication studies in the context of a globalizing world where global
democracy, though far from playing any noticeable role in regulating international
relations at present, should ultimately rule if humankind is to have a future and continue
to thrive. From a Deweyan perspective, the construction of a global public in a global
democratic community is the foundation or precondition of global democracy. This is
where intercultural communication, understood not only as practical means to satisfy
immediate individual, organizational and national needs in intercultural contexts, but
also as consummate ends or an intercultural democratic way of life, could make its
unique contribution.
Keywords: global democracy, John Dewey, intercultural communication
Introduction
It is generally agreed that we live in an age of globalization. But when did it begin? Some
historians might point at October 24, 1946, when the first grainy, black-and-white photos of
our earth were taken from an altitude of 65 miles by a 35-millimeter motion picture camera
riding on a V-2 missile launched from the New Mexico dessert. Clyde Holliday, the engineer
who developed the camera, wrote in National Geographic in 1950, the V-2 photos showed for
the first time “how our Earth would look to visitors from another planet coming in on a space
ship.” That was the first time human beings saw with their own eyes their habitats on separate
continents as one globe. Other historians would trace further back to the late 19th century when
the second industrialization coupled with Western imperialism incorporated all the countries
of the globe into one world market system. But that first stage of modern globalization slowed
18
Intercultural Communication Studies XX: 1 (2011) Sun
down during the period from the start of the First World War until the thi.
With the fall of the Iron Curtain in Eastern Europ.docxambersalomon88660
With the fall of the Iron Curtain in Eastern Europe, Russia's command economy opened up to the world. The resulting globalization brought about great economic and political changes. While the new market economy promoted growth and modernization, it also deepened the country's class divide. Further, the quick transition from a planned economy to a free market opened the door for rampant corruption. Oligarchs who where friends of the old state where sold sectors of industry for pennies on the dollar. So while globalization paved the way for industrialization and modernization, particularly in the oil industry in Russia, the corruption and class divide brought with it make it a double edged sword.
Like every country in the world, Russia enjoys the benefits of globalization. They have been active in world trade and financial markets. In doing so, they agree to the rules of the games established way before they decided to join. "The global financial system resembles a somewhat democratic society where the voice of a very powerful and representative segment of society is manifested not by vote, but by instant and unambiguous money flows" (Marmolejo, 2014).
However, Russia is new to this game. "The Moscow Exchange was established on December 19, 2011, by the merger of the Moscow Interbank Currency Exchange and the Russian Trading System. The Moscow Exchange operates all financial assets across the board: equities, bonds, derivatives, currencies, money markets, and precious metals; in addition, the Moscow Exchange also operates Russia’s Central Securities Depositary and the country’s largest clearing service provider" (Marmolejo, 2014). It resides about in the middle regarding a current per capita GDP of approximately $18,100 (US), with an abundance of corruption, extreme ends of the spectrum regarding the haves and have nots, not to mention the many ethnic conflicts (Marmolejo, 2014). They are largely dependent upon the export of raw materials, such as oil, gas and other related products, but have "a third-world-like economic structure" (Marmelejo, 2014). Despite their antiquated economic structure, they have the largest landmass in the world with the 10th largest population in the world.
With Capitalization now taking over some previously communist countries, Putin is slowly destroying the country. His militarist attitude is going to put Russia back to where there were.
Marmolejo, M. (March 12, 2014). "Putin, Russia, Ukraine, and the Globalized World." Globalization: Opportunities & Implications. Retrieved on October 22, 2014 from url http://www.understandglobalization.com/2014/03/12/putin-russia-ukraine-and-the-globalized-world/
The global economy is an interconnected marketplace. Speaking from a political and economist perspective, globalization increases integration in the scope of business, values, technology, and various aspects of culture; it fosters interaction between people, organizations, and governments. In pertinen.
This research analyzes the sectarian violence that was an end product of the destruction of the golden dome of the mosque of al-Askari on February 22nd, 2006 and the effectiveness of US military responses to that event. According to many policy think tanks, the destruction of the golden dome was simply a catalyst of sectarian strife of an unexplained origin.i This on-the-spot characterization of the mosque bombing as an igniter of sectarian warfare does not give justice to the deep historical nature of the religious complexities of the violence which the bombing caused; any violent event of equivalent magnitude (a similar attack at Karbala or Najaf for example) would have spurred similar reactions.
Instead this study of an effective counterinsurgency theory will utilize primary sources such as interviews from ex-military personnel, Iraqi weblogs composed around the year 2006 and recent scholarly works concerning counterinsurgency theory and tactics (such as FM 3-24) in order to better frame the issue on why the mosque bombing had such violent responses and an explanation on how the US responded (in Baghdad). Contrary to common viewpoint that the mosque bombing in Samarra was the source of sectarian violence in Iraq, it was simply an event in a larger mosaic that comprises the history of Islamic sectarian conflict in Iraq, the endgame of which is currently out of reach.
This study also addresses the shortcomings of conventional thinking (as evidence by veteran interviews) that the regular military operates under when it comes to post-invasion standard operating procedures in the months preceding the mosque bombing in Samarra and after it. These interviews will address the fact that in order to combat sectarian violence in Iraq, the occupying force must work in tandem with local security forces focusing on the desires of the population. The operations that will be analyzed (and taken into context within the veteran interviews and Iraqi weblogs) are those that were conducted in the city of Baghdad due to the city’s near resemblance of the ethnic composition of Iraq and the socio-political importance that the city holds on Iraq’s national stage.
The findings of research concluded that there were several factors that were present in Baghdad during the months after the mosque bombing that influenced the feelings of the population and the response of US forces. These factors include (but are not limited to): the perception of al Qaeda to occupying forces and local inhabitants, the influence of Iran with regards to sectarian groups and Sunni and Shiite relations. This research advocates that standard operating procedures need to be replaced with unconventional strategy and tactics (akin to Special Forces, for example) which tends to be more population-centric when dealing with known and unknown challenges.
Q1. Describe your extended self – the possessions and their attrib.docxmakdul
Q1. Describe your extended self – the possessions and their attributes that relay your identity. Include all four (4) levels of the extended self: individual, family, community, and group. For each level, discuss three (3) possessions to include each possession’s attributes and explain what that possession means to you and/or expresses about you. Your Activity responses should be both grammatically and mechanically correct, and formatted in the same fashion as the Activity itself. If there is a Part A, your response should identify a Part A, etc. In addition, you must appropriately cite all resources used in your response and document in a bibliography using APA style. (A 3-page response is required.)
Q2. Plan separate advertising executions for a cosmetics product that targets the Believer, Achiever, Experiencer, and MakerVALS2 types. How would the basic appeal differ for each group? Describe. (A 1½-page response is required.)
1968
Paul Ehrlich publishes
The Population Bomb
David Lam, How the world survived the population bomb, University of Michigan Population Studies Center, 2011
The concerns of the sixties are typified by Paul Ehrlich’s 1968 book The Population Bomb. The words on this cover, “Population control or race to oblivion,” give a sense of the book’s alarmist tone. There were many other books that sounded the alarm about population growth, though The Population Bomb continues to be the best known and is estimated to have sold 3 million copies.
Photo source:
http://www.ilkahartmann.com/members/jbrave/phototext.nsf/images/993D4B8B184511E888256FD4002CD147
*
“The world, especially the developing world, is rapidly running out of food…. In fact, the battle to feed humanity is already lost, in the sense that we will not be able to prevent large-scale famines in the next decade or so.”
- Paul Ehrlich, The Population Bomb, 1968
Urbanization of the
World’s Population
“Urbanized societies, in which a majority of the people live crowded together in towns and cities, represent a new and fundamental step in man’s social evolution.”
Kingsley Davis
Urbanization of the
World’s Population
“The large and dense agglomerations comprising the urban population involve a degree of human contact and of social complexity never before known.”
Kingsley Davis
More and more people are living in urban areas
DeStefano et al (2005)
*
63.pdf
European Urban Research
in Global Context
Robin Hambleton
Dean
College of Urban Planning and Public Affairs,
University of Illinois at Chicago
Presentation to the European Urban Research Association
(EURA) Conference, Warsaw, Poland
11-13 May 2006
European Urban Research
in Global Context
• Prelude: Positive Urban Images
• Part 1: Global Urban Trends
• Part 2: Urban Challenges – Pointers for Research
• Part 3: Exploring the Nature of Urban Research
Positive Urban Images
Bombay (Mumbai)
Berlin
Sources: Mumbai in Pictures:
http://www.cs.utah.edu/~suy ...
American National Security and Impeachment of Presidents: Westfailure in the ...AJSSMTJournal
The Democrats-Republican political contestation over articles of impeachment of U.S. Executive
President Donald John Trump was seemingly drifting from crisis to Westfailure of Westphalia. Under the
Westphalia, America sees itself with the responsibility to protect Western-style democracy. Americans see the
United States as the ‘temple of democracy’ and a ‘city on the hills’, which every one observes as a model.
Situating the contestations between Democrats and Republicans on the debate and vote on impeachment of
President Donald John Trump, 18 December 2019, based on two articles: abuse of power and obstruction of
congressional investigation side-by-side with two impeachment bouts of 1868 and 1974 in the U.S., leads one
to thinking that democracy poses internal threat to American security and thus justifies the study of the
United States as a global model of democracy.
Cell Phones Usage for Academic Activities amongst Undergraduate Students of t...AJSSMTJournal
This study investigated the use of cell phones for academic activities amongst the undergraduate
students of the Federal University of Technology Minna (FUTM). Survey questionnaire was used for collecting
data from 379 respondents drawn based on stratified random sampling. The response rate was 99%. Findings
show that the majority 246(65.6%) of the respondents were very strongly agreed that they have awareness on
the usage of cell phones for making calls, while 224(59.7%) of them were very strongly agreed that they have
used cell phones to access the Internet. Whereas, 122(32.5%) of the respondents were very strongly agreed
that spending more time on cell phone reduces academic performance. Also 209(55.7%) of the respondents
were very strongly agreed that most students of FUTM faced the challenges of slow Internet connection,
252(67.2%) respondents were very strongly agreed that the wireless Internet infrastructure in the university
should be upgraded to ensure quality and faster download, and should be available to students for use all
times
Module 2 Effects of Cultural Diversity and Globalization on Homel.docxroushhsiu
Module 2: Effects of Cultural Diversity and Globalization on Homeland Security and International Relations
The threat of terrorism is having a profound effect on international security. Research exploring the causes and consequences of terrorism has shown that a country's chances of being victimized by terrorist groups are directly correlated to its ethnic, linguistic, and religious fragmentation. Much of this fragmentation occurs in "failed states."
The definition of failed state is imprecise, but such states have two significant features (Chomsky, 2006; Thürer, 1999):
· lack of viable political, legal, and social governance structures
· unchecked violence against citizens
Given these characteristics, failed states like Afghanistan, Iraq, Sudan, Somalia, Pakistan, and Yemen have served as "launching pads for transnational terror" (Basuchoudhary & Shughart, 2010, p. 70; The Fund for Peace, 2011).
Faced with the growing worldwide threat of terrorism, the international community needs an overall approach to confront it—one that combines cultural considerations with political, economic, legal, and social methods. Cultural diversity in all its aspects—the arts, heritage, religion, media, science, education, youth, and sports—can play an important role (Sudarenkov et al., 2004) in
· preventing the development of terrorist mentality
· dissuading would-be terrorists
· cutting them off from wider support
To experience cultural democracy and freedom, nations must be unified around a set of democratic values, such as justice and equality, that balance unity and diversity and protect the rights of diverse groups. The basis for any cultural action against terrorism lies in understanding the "complex and delicate relationship between terrorism and its cultural context" (Banks, 2004, p. 3).
Globalization—the increasing economic and social interdependence among countries—has created many opportunities for mutually beneficial exchanges. Many have argued that this interdependence could "increase stability, peace, and prosperity" (Kilroy, 2008, p. 23). In Europe, globalization helped integrate the region, obliging all states to cooperate and coordinate on political, economic, social, and security problems. Globalization has helped democratic systems to emerge, and democratic countries engage in armed conflict less than nondemocratic countries (United Nations, 1999).
Conversely, globalization has also created vulnerabilities, leaving countries open to short- and long-term risk of terrorist acts. The terrorist attacks on the United States on September 11, 2001, and the subsequent war on terrorism dramatically revealed the downsides of globalization—global flows of technology, goods, information, ideologies, and people can have destructive as well as productive effects (Kellner, 2007, p. 245). Huntington (1996) asserted that the world is articulated into competing civilizations that are based on irreconcilably different cultures and religions. For Huntington, rel.
This bibliography is prepared for senior officers studying the link between civil military relations (CMR) and complex humanitarian emergencies (CHE). Although it includes
some references that are more scholarly than practical, it provides a good starting point for any officer undertaking study of these issues at the graduate level. Many of the
sources are available electronically online, an important consideration for students working without access to university libraries.
RUNNING HEADER: TERRORISM 1
Terrorism in America
Position Paper 1
CJUS 380
Kenton Shatzer
Liberty University
Introduction
“Have you forgotten how it felt that day? To see your homeland under fire and her people blown away. Have you forgotten when those towers fell? We had neighbors still inside going thru a living hell and you say we shouldn’t worry ‘bout bin Laden. Have you forgotten?” (Worley. 2003). Have forgotten what happened on 9/11 and do you ever wonder what the United States could have done to ensure that the terrorist attack did not happen on that faithful day? 9/11 was not the first terrorist attack on the United States and it was not the last. On April 14, 1972, in New York City, “ten members of a local mosque phoned in a false alarm and then ambushed responding officer, killing one” (TheReligionofPeace.com. 2015). In Moore, OK on September 25, 2014, “A Sharia advocate beheaded a woman after calling for Islamic terror and posting an Islamist beheading photo” (TheReligionofPeace.com. 2015.).
So what is terrorism? “There are more than 100 definitions of terrorism in the literature. The United Nations defines terrorism as “an anxiety-inspiring method of repeated violent action, employed by clandestine individual, group or state actors, for idiosyncratic, criminal or political reason, whereby- in contrast to assassinations- the direct targets of violence are not the man targets”” (Bullock, Haddow, & Coppola. 2013. Pg. 490). The problem with terrorism is that terrorists want to attack when their target is not ready, but also when there is a large crowd that will be watching and knowing that the attack will kill and injury many innocent people. So how can terrorist attacks be stopped or be limited? Can countries stop terrorist from attacking their countries? The learner of this paper firmly believes that countries can limit and stop terrorist attacks.
Literature Review
Like stated above, terrorism has been around since the first attack in 1972 and has continued to present day when the last terrorist attack was in September 2014. “The largest act of international terrorism occurred on September 11, 2001 in a set of co-ordinated attacks on the United States of America, where Islamic terrorists hijacked civilian airliners and used them to attack the World Trade Center towers in New York City and the Pentagon in Washington, DC” (Terrorism Research). Since 9/11, the United States has cracked down and created new laws to help protect the American citizens. The learner firmly believes that the laws have enhanced the security and protection of the United States and the citizens.
The United States government created a new policy after 9/11 known as the “Homeland Security,” and in this new policy is an act called the USA PARTRIOT Act. The Bush Administration passed this acted and also updated elect.
Presentation by Roger Pielke Jr. at a workshop on Democratisation of Science – epistemological issues and new perspectives. Held at Lyon, France on 30 May 2018.
Intercultural Communication Studies XX 1 (2011) Sun17.docxmariuse18nolet
Intercultural Communication Studies XX: 1 (2011) Sun
17
Intercultural Communication and Global Democracy:
A Deweyan Perspective
Sun Youzhong
Beijing Foreign Studies University, China
Abstract
Understanding intercultural communication as the exchange of information between
individuals of different cultural backgrounds, theorists of this field are primarily
concerned with mapping the patterns of cultural similarities and differences, revealing
the effects of cultural factors on the process of intercultural communication, sorting
the components of intercultural communication competence, and seeking the formulas
to remove misunderstandings and breakdowns in intercultural communication.
By contrast, American philosopher John Dewey takes a moral approach to define
communication as individually distinctive members of a community sharing
experiences, participating in joint activities, cooperating in free social inquiry and the
distribution of its conclusions, transforming habits, and ultimately making life rich
and varied in meanings. This Deweyan moralist perspective can be applied to situate
intercultural communication studies in the context of a globalizing world where global
democracy, though far from playing any noticeable role in regulating international
relations at present, should ultimately rule if humankind is to have a future and continue
to thrive. From a Deweyan perspective, the construction of a global public in a global
democratic community is the foundation or precondition of global democracy. This is
where intercultural communication, understood not only as practical means to satisfy
immediate individual, organizational and national needs in intercultural contexts, but
also as consummate ends or an intercultural democratic way of life, could make its
unique contribution.
Keywords: global democracy, John Dewey, intercultural communication
Introduction
It is generally agreed that we live in an age of globalization. But when did it begin? Some
historians might point at October 24, 1946, when the first grainy, black-and-white photos of
our earth were taken from an altitude of 65 miles by a 35-millimeter motion picture camera
riding on a V-2 missile launched from the New Mexico dessert. Clyde Holliday, the engineer
who developed the camera, wrote in National Geographic in 1950, the V-2 photos showed for
the first time “how our Earth would look to visitors from another planet coming in on a space
ship.” That was the first time human beings saw with their own eyes their habitats on separate
continents as one globe. Other historians would trace further back to the late 19th century when
the second industrialization coupled with Western imperialism incorporated all the countries
of the globe into one world market system. But that first stage of modern globalization slowed
18
Intercultural Communication Studies XX: 1 (2011) Sun
down during the period from the start of the First World War until the thi.
With the fall of the Iron Curtain in Eastern Europ.docxambersalomon88660
With the fall of the Iron Curtain in Eastern Europe, Russia's command economy opened up to the world. The resulting globalization brought about great economic and political changes. While the new market economy promoted growth and modernization, it also deepened the country's class divide. Further, the quick transition from a planned economy to a free market opened the door for rampant corruption. Oligarchs who where friends of the old state where sold sectors of industry for pennies on the dollar. So while globalization paved the way for industrialization and modernization, particularly in the oil industry in Russia, the corruption and class divide brought with it make it a double edged sword.
Like every country in the world, Russia enjoys the benefits of globalization. They have been active in world trade and financial markets. In doing so, they agree to the rules of the games established way before they decided to join. "The global financial system resembles a somewhat democratic society where the voice of a very powerful and representative segment of society is manifested not by vote, but by instant and unambiguous money flows" (Marmolejo, 2014).
However, Russia is new to this game. "The Moscow Exchange was established on December 19, 2011, by the merger of the Moscow Interbank Currency Exchange and the Russian Trading System. The Moscow Exchange operates all financial assets across the board: equities, bonds, derivatives, currencies, money markets, and precious metals; in addition, the Moscow Exchange also operates Russia’s Central Securities Depositary and the country’s largest clearing service provider" (Marmolejo, 2014). It resides about in the middle regarding a current per capita GDP of approximately $18,100 (US), with an abundance of corruption, extreme ends of the spectrum regarding the haves and have nots, not to mention the many ethnic conflicts (Marmolejo, 2014). They are largely dependent upon the export of raw materials, such as oil, gas and other related products, but have "a third-world-like economic structure" (Marmelejo, 2014). Despite their antiquated economic structure, they have the largest landmass in the world with the 10th largest population in the world.
With Capitalization now taking over some previously communist countries, Putin is slowly destroying the country. His militarist attitude is going to put Russia back to where there were.
Marmolejo, M. (March 12, 2014). "Putin, Russia, Ukraine, and the Globalized World." Globalization: Opportunities & Implications. Retrieved on October 22, 2014 from url http://www.understandglobalization.com/2014/03/12/putin-russia-ukraine-and-the-globalized-world/
The global economy is an interconnected marketplace. Speaking from a political and economist perspective, globalization increases integration in the scope of business, values, technology, and various aspects of culture; it fosters interaction between people, organizations, and governments. In pertinen.
This research analyzes the sectarian violence that was an end product of the destruction of the golden dome of the mosque of al-Askari on February 22nd, 2006 and the effectiveness of US military responses to that event. According to many policy think tanks, the destruction of the golden dome was simply a catalyst of sectarian strife of an unexplained origin.i This on-the-spot characterization of the mosque bombing as an igniter of sectarian warfare does not give justice to the deep historical nature of the religious complexities of the violence which the bombing caused; any violent event of equivalent magnitude (a similar attack at Karbala or Najaf for example) would have spurred similar reactions.
Instead this study of an effective counterinsurgency theory will utilize primary sources such as interviews from ex-military personnel, Iraqi weblogs composed around the year 2006 and recent scholarly works concerning counterinsurgency theory and tactics (such as FM 3-24) in order to better frame the issue on why the mosque bombing had such violent responses and an explanation on how the US responded (in Baghdad). Contrary to common viewpoint that the mosque bombing in Samarra was the source of sectarian violence in Iraq, it was simply an event in a larger mosaic that comprises the history of Islamic sectarian conflict in Iraq, the endgame of which is currently out of reach.
This study also addresses the shortcomings of conventional thinking (as evidence by veteran interviews) that the regular military operates under when it comes to post-invasion standard operating procedures in the months preceding the mosque bombing in Samarra and after it. These interviews will address the fact that in order to combat sectarian violence in Iraq, the occupying force must work in tandem with local security forces focusing on the desires of the population. The operations that will be analyzed (and taken into context within the veteran interviews and Iraqi weblogs) are those that were conducted in the city of Baghdad due to the city’s near resemblance of the ethnic composition of Iraq and the socio-political importance that the city holds on Iraq’s national stage.
The findings of research concluded that there were several factors that were present in Baghdad during the months after the mosque bombing that influenced the feelings of the population and the response of US forces. These factors include (but are not limited to): the perception of al Qaeda to occupying forces and local inhabitants, the influence of Iran with regards to sectarian groups and Sunni and Shiite relations. This research advocates that standard operating procedures need to be replaced with unconventional strategy and tactics (akin to Special Forces, for example) which tends to be more population-centric when dealing with known and unknown challenges.
Q1. Describe your extended self – the possessions and their attrib.docxmakdul
Q1. Describe your extended self – the possessions and their attributes that relay your identity. Include all four (4) levels of the extended self: individual, family, community, and group. For each level, discuss three (3) possessions to include each possession’s attributes and explain what that possession means to you and/or expresses about you. Your Activity responses should be both grammatically and mechanically correct, and formatted in the same fashion as the Activity itself. If there is a Part A, your response should identify a Part A, etc. In addition, you must appropriately cite all resources used in your response and document in a bibliography using APA style. (A 3-page response is required.)
Q2. Plan separate advertising executions for a cosmetics product that targets the Believer, Achiever, Experiencer, and MakerVALS2 types. How would the basic appeal differ for each group? Describe. (A 1½-page response is required.)
1968
Paul Ehrlich publishes
The Population Bomb
David Lam, How the world survived the population bomb, University of Michigan Population Studies Center, 2011
The concerns of the sixties are typified by Paul Ehrlich’s 1968 book The Population Bomb. The words on this cover, “Population control or race to oblivion,” give a sense of the book’s alarmist tone. There were many other books that sounded the alarm about population growth, though The Population Bomb continues to be the best known and is estimated to have sold 3 million copies.
Photo source:
http://www.ilkahartmann.com/members/jbrave/phototext.nsf/images/993D4B8B184511E888256FD4002CD147
*
“The world, especially the developing world, is rapidly running out of food…. In fact, the battle to feed humanity is already lost, in the sense that we will not be able to prevent large-scale famines in the next decade or so.”
- Paul Ehrlich, The Population Bomb, 1968
Urbanization of the
World’s Population
“Urbanized societies, in which a majority of the people live crowded together in towns and cities, represent a new and fundamental step in man’s social evolution.”
Kingsley Davis
Urbanization of the
World’s Population
“The large and dense agglomerations comprising the urban population involve a degree of human contact and of social complexity never before known.”
Kingsley Davis
More and more people are living in urban areas
DeStefano et al (2005)
*
63.pdf
European Urban Research
in Global Context
Robin Hambleton
Dean
College of Urban Planning and Public Affairs,
University of Illinois at Chicago
Presentation to the European Urban Research Association
(EURA) Conference, Warsaw, Poland
11-13 May 2006
European Urban Research
in Global Context
• Prelude: Positive Urban Images
• Part 1: Global Urban Trends
• Part 2: Urban Challenges – Pointers for Research
• Part 3: Exploring the Nature of Urban Research
Positive Urban Images
Bombay (Mumbai)
Berlin
Sources: Mumbai in Pictures:
http://www.cs.utah.edu/~suy ...
American National Security and Impeachment of Presidents: Westfailure in the ...AJSSMTJournal
The Democrats-Republican political contestation over articles of impeachment of U.S. Executive
President Donald John Trump was seemingly drifting from crisis to Westfailure of Westphalia. Under the
Westphalia, America sees itself with the responsibility to protect Western-style democracy. Americans see the
United States as the ‘temple of democracy’ and a ‘city on the hills’, which every one observes as a model.
Situating the contestations between Democrats and Republicans on the debate and vote on impeachment of
President Donald John Trump, 18 December 2019, based on two articles: abuse of power and obstruction of
congressional investigation side-by-side with two impeachment bouts of 1868 and 1974 in the U.S., leads one
to thinking that democracy poses internal threat to American security and thus justifies the study of the
United States as a global model of democracy.
Cell Phones Usage for Academic Activities amongst Undergraduate Students of t...AJSSMTJournal
This study investigated the use of cell phones for academic activities amongst the undergraduate
students of the Federal University of Technology Minna (FUTM). Survey questionnaire was used for collecting
data from 379 respondents drawn based on stratified random sampling. The response rate was 99%. Findings
show that the majority 246(65.6%) of the respondents were very strongly agreed that they have awareness on
the usage of cell phones for making calls, while 224(59.7%) of them were very strongly agreed that they have
used cell phones to access the Internet. Whereas, 122(32.5%) of the respondents were very strongly agreed
that spending more time on cell phone reduces academic performance. Also 209(55.7%) of the respondents
were very strongly agreed that most students of FUTM faced the challenges of slow Internet connection,
252(67.2%) respondents were very strongly agreed that the wireless Internet infrastructure in the university
should be upgraded to ensure quality and faster download, and should be available to students for use all
times
Module 2 Effects of Cultural Diversity and Globalization on Homel.docxroushhsiu
Module 2: Effects of Cultural Diversity and Globalization on Homeland Security and International Relations
The threat of terrorism is having a profound effect on international security. Research exploring the causes and consequences of terrorism has shown that a country's chances of being victimized by terrorist groups are directly correlated to its ethnic, linguistic, and religious fragmentation. Much of this fragmentation occurs in "failed states."
The definition of failed state is imprecise, but such states have two significant features (Chomsky, 2006; Thürer, 1999):
· lack of viable political, legal, and social governance structures
· unchecked violence against citizens
Given these characteristics, failed states like Afghanistan, Iraq, Sudan, Somalia, Pakistan, and Yemen have served as "launching pads for transnational terror" (Basuchoudhary & Shughart, 2010, p. 70; The Fund for Peace, 2011).
Faced with the growing worldwide threat of terrorism, the international community needs an overall approach to confront it—one that combines cultural considerations with political, economic, legal, and social methods. Cultural diversity in all its aspects—the arts, heritage, religion, media, science, education, youth, and sports—can play an important role (Sudarenkov et al., 2004) in
· preventing the development of terrorist mentality
· dissuading would-be terrorists
· cutting them off from wider support
To experience cultural democracy and freedom, nations must be unified around a set of democratic values, such as justice and equality, that balance unity and diversity and protect the rights of diverse groups. The basis for any cultural action against terrorism lies in understanding the "complex and delicate relationship between terrorism and its cultural context" (Banks, 2004, p. 3).
Globalization—the increasing economic and social interdependence among countries—has created many opportunities for mutually beneficial exchanges. Many have argued that this interdependence could "increase stability, peace, and prosperity" (Kilroy, 2008, p. 23). In Europe, globalization helped integrate the region, obliging all states to cooperate and coordinate on political, economic, social, and security problems. Globalization has helped democratic systems to emerge, and democratic countries engage in armed conflict less than nondemocratic countries (United Nations, 1999).
Conversely, globalization has also created vulnerabilities, leaving countries open to short- and long-term risk of terrorist acts. The terrorist attacks on the United States on September 11, 2001, and the subsequent war on terrorism dramatically revealed the downsides of globalization—global flows of technology, goods, information, ideologies, and people can have destructive as well as productive effects (Kellner, 2007, p. 245). Huntington (1996) asserted that the world is articulated into competing civilizations that are based on irreconcilably different cultures and religions. For Huntington, rel.
This bibliography is prepared for senior officers studying the link between civil military relations (CMR) and complex humanitarian emergencies (CHE). Although it includes
some references that are more scholarly than practical, it provides a good starting point for any officer undertaking study of these issues at the graduate level. Many of the
sources are available electronically online, an important consideration for students working without access to university libraries.
RUNNING HEADER: TERRORISM 1
Terrorism in America
Position Paper 1
CJUS 380
Kenton Shatzer
Liberty University
Introduction
“Have you forgotten how it felt that day? To see your homeland under fire and her people blown away. Have you forgotten when those towers fell? We had neighbors still inside going thru a living hell and you say we shouldn’t worry ‘bout bin Laden. Have you forgotten?” (Worley. 2003). Have forgotten what happened on 9/11 and do you ever wonder what the United States could have done to ensure that the terrorist attack did not happen on that faithful day? 9/11 was not the first terrorist attack on the United States and it was not the last. On April 14, 1972, in New York City, “ten members of a local mosque phoned in a false alarm and then ambushed responding officer, killing one” (TheReligionofPeace.com. 2015). In Moore, OK on September 25, 2014, “A Sharia advocate beheaded a woman after calling for Islamic terror and posting an Islamist beheading photo” (TheReligionofPeace.com. 2015.).
So what is terrorism? “There are more than 100 definitions of terrorism in the literature. The United Nations defines terrorism as “an anxiety-inspiring method of repeated violent action, employed by clandestine individual, group or state actors, for idiosyncratic, criminal or political reason, whereby- in contrast to assassinations- the direct targets of violence are not the man targets”” (Bullock, Haddow, & Coppola. 2013. Pg. 490). The problem with terrorism is that terrorists want to attack when their target is not ready, but also when there is a large crowd that will be watching and knowing that the attack will kill and injury many innocent people. So how can terrorist attacks be stopped or be limited? Can countries stop terrorist from attacking their countries? The learner of this paper firmly believes that countries can limit and stop terrorist attacks.
Literature Review
Like stated above, terrorism has been around since the first attack in 1972 and has continued to present day when the last terrorist attack was in September 2014. “The largest act of international terrorism occurred on September 11, 2001 in a set of co-ordinated attacks on the United States of America, where Islamic terrorists hijacked civilian airliners and used them to attack the World Trade Center towers in New York City and the Pentagon in Washington, DC” (Terrorism Research). Since 9/11, the United States has cracked down and created new laws to help protect the American citizens. The learner firmly believes that the laws have enhanced the security and protection of the United States and the citizens.
The United States government created a new policy after 9/11 known as the “Homeland Security,” and in this new policy is an act called the USA PARTRIOT Act. The Bush Administration passed this acted and also updated elect.
31052024_First India Newspaper Jaipur.pdfFIRST INDIA
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In a May 9, 2024 paper, Juri Opitz from the University of Zurich, along with Shira Wein and Nathan Schneider form Georgetown University, discussed the importance of linguistic expertise in natural language processing (NLP) in an era dominated by large language models (LLMs).
The authors explained that while machine translation (MT) previously relied heavily on linguists, the landscape has shifted. “Linguistics is no longer front and center in the way we build NLP systems,” they said. With the emergence of LLMs, which can generate fluent text without the need for specialized modules to handle grammar or semantic coherence, the need for linguistic expertise in NLP is being questioned.
हम आग्रह करते हैं कि जो भी सत्ता में आए, वह संविधान का पालन करे, उसकी रक्षा करे और उसे बनाए रखे।" प्रस्ताव में कुल तीन प्रमुख हस्तक्षेप और उनके तंत्र भी प्रस्तुत किए गए। पहला हस्तक्षेप स्वतंत्र मीडिया को प्रोत्साहित करके, वास्तविकता पर आधारित काउंटर नैरेटिव का निर्माण करके और सत्तारूढ़ सरकार द्वारा नियोजित मनोवैज्ञानिक हेरफेर की रणनीति का मुकाबला करके लोगों द्वारा निर्धारित कथा को बनाए रखना और उस पर कार्यकरना था।
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‘वोटर्स विल मस्ट प्रीवेल’ (मतदाताओं को जीतना होगा) अभियान द्वारा जारी हेल्पलाइन नंबर, 4 जून को सुबह 7 बजे से दोपहर 12 बजे तक मतगणना प्रक्रिया में कहीं भी किसी भी तरह के उल्लंघन की रिपोर्ट करने के लिए खुला रहेगा।
role of women and girls in various terror groupssadiakorobi2
Women have three distinct types of involvement: direct involvement in terrorist acts; enabling of others to commit such acts; and facilitating the disengagement of others from violent or extremist groups.
2. The Importance of International Relations
Figure 1.3 Eight Thousand Years of Changes in the Earth’s Forest Cover:
The map compares areas of the planet covered by forests 8000 years ago and in 1998. Which continent has lost the most
of its original forests?
Source: World Resources Institute, Forest Initiative Project (http://www.wri/org/ffi/maps/).
3. The State and Its Role in the International System
Figure 2.2 A Multipolar System
4. The State and Its Role in the International System
Figure 2.3 Unipolar World on the International System-as-a-Whole Level of
Analysis and a Multipolar World at the Regional Level of Analysis
5. The State and Its Role in the International System
Figure 2.5 Russia: The Center and the Periphery
Source: University of Texas Library Online (www.lib.texas.edu/maps/commonwealth/russiaaddivisions.jpg).
6. Power Factors in International Relations
Figure 3.1 China and the Yangtze River
7. Power Factors in International Relations
Figure 3.2 Global Illiteracy Rates
Source: John L. Allen, Student Atlas of World Politics, Fourth Edition, (Guilford, CT: Dushkin/McGraw-Hill, 2000), p. 66.
8. Power Factors in International Relations
Figure 3.3 Population Growth Rates
Source: John L. Allen, Student Atlas of World Politics, Fourth Edition, (Guilford, CT: Dushkin/McGraw-Hill, 2000), p. 60.
9. Power Factors in International Relations
Figure 3.4 An Age of Bipolarity: The Cold War ca. 1970
Source: John L. Allen, Student Atlas of World Politics, Fourth Edition, (Guilford, CT: Dushkin /McGraw-Hill, 2000), p. 26.
10. Foreign Policy Formation and Execution
Figure 4.1 Tools for Foreign Policy Implementation
Source: The United States Naval War College, National Security Decision Making Department, Case Study, 1992-1993.
11. Foreign Policy Formation and Execution
Figure 4.2 Map of Cold War Alignments
Source: John L. Allen, Student Atlas of World Politics, Fourth Edition, (Guilford, CT: Dushkin/McGraw-Hill, 2000), p. 21.
12. Foreign Policy Formation and Execution
Figure 4.3 Ethnic Distribution of Former Yugoslavia
Source: The International Institute for Strategic Studies, Strategic Survey, 1990-1991.
13. Foreign Policy Formation and Execution
Figure 4.4 Foreign Policy input-Output Model
Source: David K. Hall, “An Introduction to Policy Making and Implementation,” The United States Naval War College, National Security
Decision Making Department, Case Study, 1992-1993, p. 3.
14. Foreign Policy Formation and Execution
Figure 4.5 Rational Actor [States] Model
Source: The United States Naval War College, National Security Decision Making Department, Case Study, 1992-1993.
15. Foreign Policy Formation and Execution
Figure 4.6 Organizational Model of Foreign Policy Decision Making
Source: The United States Naval War College, National Security Decision Making Department, Case Study, 1992-1993.
16. Foreign Policy Formation and Execution
Figure 4.7 Political Process Model
Source: The United States Naval War College, National Security Decision Making Department, Case Study, 1992-1993.
17. Intergovernmental Actors
Figure 5.1 Relationship of Assessments to Voting Strength in the
General Assembly
Source: Lawrence Zirling, Robert E. Riggs, and Jack C. Piano, The United Nations: International Organization and
World Politics. Third Edition (Orlando, FL: Harcourt Brace & Company, 2000), p. 61.
Reproduced by permission of the publisher.
18. Intergovernmental Actors
Figure 5.2 Europe: Distinguishing EU Members,
Applicant States, Date of Joining/Application, Non-EU States
Source: European Commission from “Europe” Survey, The Economist, October 23, 1999, p. 4.
19. Intergovernmental Actors
Figure 5.3 Estimated Proven Reserves of Oil
Source: From “BP Amoco Statistical Review of World Energy, 2000.” The Economist, July 15, 2000.
20. Corporate and Nongovernmental Actors
Figure 6.1 Growth of NGOs (1956-1999)
Source: Union for International Associations as quoted in “Swarming: Non-governmental International Organizations,” The Economist,
December 11, 1999, p. 20.
21. Corporate and Nongovernmental Actors
Figure 6.2 Map of China and Tibet
Source: A. Tom Grunfeild, The Making of Modern Tibet (New York: M.E. Sharpe, Inc.) 1997, p. ix.
22. Political Geography
Figure 7.1 Major Axes of the Continent
Source: Jared Diamond, Guns, Germans, and Steel: the Fates of Human Societies (New York: W.W. Norton, 1998), p. 177.
24. Political Geography
Figure 7.3 Income Received by the Wealthiest 5 Percent of the Population
(Percent of Total Income)
Source: IDB calculations based on Deininger and Squire (1996).
25. Political Geography
Figure 7.3(b) Income Received by the Poorest 30 Percent of the Population
(Percent of Total Income)
Source: IDB calculations based on Deininger and Squire (1996).
26. Political Geography
Figure 7.4 Shapes of States Belgium: A Compact State
Source: http://www.cyber.vt.edu/geog1014/topics/108States/shapes.html
27. Political Geography
Figure 7.4(b) Shapes of States Vietnam: An Elongated State
Source: http://www.mapquest.com/atlas/main.edp?print=vietnam
28. Political Geography
Figure 7.4 Shapes of States South Africa: A Perforated State
Source: http://www.cyber.vt.edu/geog1014/topics/108States/shape.html.
29. Political Geography
Figure 7.4(b) Shapes of States Indonesia: A Fragmented State
Source: http://www.cyber.vt.edu/geog1014/topics/108States/shape.html.
30. Political Geography
Figure 7.4 Shapes of States Afghanistan: A Protruded State
Source: http://www.mapquest.com/atlas/main.adp?print=afghanis
31. Political Geography
Figure 7.5 Volcanoes and Earthquakes
Source: H. J. de Blij and Peter O. Miller, Physical Geography of the Global Environment, Second Edition
(New York: John Wiley and Sons, 1996), p. 341.
32. Political Geography
Figure 7.6 Land-locked Countries
Source: http//www.cyber.vt.edu/geog1014/topics/108States/neighbor.html
34. Political Geography
Figure 7.9 Cuba’s Proximity to the United States
Source: Department of State and Department of Defense, The Challenge to Democracy in Latin America, Washington, DC, 1986, p. 5.
35. Political Geography
Figure 7.10 Map of the Roman Empire: Compare this map of the Roman Empire
to that of the Arab Empire in Figure 7.11
36. Political Geography
Figure 7.11 The Arab Empire
Source: The National Geographic Society, Peoples and Places of the Past, 1983, p. 137.
37. Political Geography
Figure 7.12 The Fertile Crescent: Some of the best farmland of the Fertile
Crescent is in a narrow strip of land between the Tigris and Euphrates—
today’s Iraq.
Source: The National Geographic Society, Peoples and Places of the Past, 1983, p. 26.
38. Chapter Seven Political Geography
Figure 7.13 Today’s Arab World
Source: Cassel & Co., Ltd., 1975
39. Nationalism and Regionalism
Figure 8.1 Europe’s Industrial Production Zones: The Two Regional Bananas
Source: John Newgouse, “Europe’s Rising Regionalism,” Foreign Affairs, January/February 1997, p. 70.
41. Global Violence: Wars, Weapons and Terrorism
Figure 9.1 Northern Spain and Southern France Highlighting the Basque Region
Source: The Economist, March 18, 2000, p. 52.
42. Global Justice: Women, Poverty and
Human Rights
Figure 10.1 Urban Poor by Region
Source: UN Centre for Human Settlements (Habitat), State of the World Cities Report 2001, p. 18.pdf.
43. Global Justice: Women, Poverty and
Human Rights
Figure 10.2 Incidence of Extreme Poverty: Under $1.00 a Day
Source: http://www.cgiar.org/tac/meetings /meet0100/maps.pdf
44. Global Justice: Women, Poverty and
Human Rights
Figure 10.3 Poorest Fifth’s Share of National Consumption
Source: Organization for Economic Cooperation and Development (OECD)
http://www.oecd.org/dac/Indicators/htm/map3.htm.
45. Global Justice: Women, Poverty and
Human Rights
Figure 10.4 Ratio of Girls to Boys in Primary and Secondary Education (%)
Source: http://www.developmentgoals.org/Gender_Equality.htm
46. Global Justice: Women, Poverty and
Human Rights
Figure 10.5 Life Expectancy at Birth
Source: http://www.worldbank.org/depweb/english/modules/social/life/t-map.html (OECD)
47. International Political Economy I: The Advanced
Industrial Countries
Figure 11.1 Balance of Trade: Impact on a Country’s Reserves
Source: Adapted from Joshua Goldstein, International Relations, Second Edition (New York: Addison Wesley Longman, 1997), p. 324.
49. International Political Economy I: The Advanced
Industrial Countries
Figure 11.3 Share of World Trade by Country
Source: Data from Eurostat.
50. International Political Economy I: The Advanced
Industrial Countries
Figure 11.4 The EU’s Main Trade Partners
Source: Data from Eurostat.
51. International Political Economy I: The Advanced
Industrial Countries
Figure 11.5 The Relationship between Environmental Degradation and Poverty
52. International Political Economy II:
The Politics of Development
Figure 12.1 Poverty Headcount Index
Source: World Bank as reported in “Old Battle; New Strategy,” The Economist January 8, 2000.
53. International Political Economy II:
The Politics of Development
Figure 12.2 The Dependency Explanation for How the Rich Exploit the Poor
As the diagram suggests, multinational corporations from rich countries set up shop (invest) In Third world countries,
usually with assistance from wealthy Third World capitalists (the “core in the periphery”). Profits from the MNC operations
in the periphery are then sent back to the home country leaving the peripheral country not better (or even worse)
off than before the investment.
54. International Political Economy II:
The Politics of Development
Figure 12.3 Turbulent Africa
Source: From Foreign Policy, Spring 1999, volume 114, p. 15.
55. The Global Environment and the
Pollution Problem
Figure 13.1 Model of the GAIA Principle and Environmental Surprise
Source: Barbara Jancar-Webster, “Technology and Environment in Eastern Europe in James R. Scanlan (ed.)
Technology, Culture , and Development: The Experience of the Soviet Model.
56. The Global Environment and the
Pollution Problem
Figure 13.2 Leading Causes of Death, 2001
Source: The World Health Organization, world Health Report, 2002, Annex: Table 2 “Death by Cause, Sex, and Mortality Stratum in WHO Regions”.
http://www.who.int/whr/en/ or http://www.who.int/whr/2002/en/
57. The Global Environment and the
Pollution Problem
Figure 13.3a Net Annual Migration Totals, 1995-2000
Source: Data derived from United Nations, Department of Economic and Social Affairs, Population Division,
International Migration Report 2002 (New York: United Nations Press, 2002) pp.11-15 and UN Wall Graph, “International Migration, 2002.”
58. The Global Environment and the
Pollution Problem
Figure 13.3b Net Annual Migration Rates, 1995-2000
Source: Data derived from United Nations, Department of Economic and Social Affairs, Population Division,
International Migration Report 2002 (New York: United Nations Press, 2002) pp.11-15 and UN Wall Graph, “International Migration, 2002.”
59. The Global Environment and the
Pollution Problem
Figure 13.4 Global Population Trends, 1950-2050
Source World Resources Institute, World Resources 1998-1999, (http://www.wri.org/powenpoint/trends).
Data from United Nations Population Division, Long Range World Population Projections: Two Centuries of World Population
Growth 1950-2000, Table 6, p. 22.
60. The Global Environment and the
Pollution Problem
Figure 13.5 Stabilization Rate Data and Predictions, 1950-2050
Source World Resources Institute, World Resources 1998-1999, (http://www.wri.org/powenpoint/trends).
Data from United Nations Population Division, World Population Prospects 1950-2050 (1996 Revision).
61. The Global Environment and the
Pollution Problem
Figure 13.6 Model of the Greenhouse Effect from IPCC Study
Source: J.T. Houghton, et as. (eds) Climate Change: the IPCC Scientific Assessment (Cambridge University Press, 1990).
62. The Global Environment and the
Pollution Problem
Figure 13.7 World Commercial Energy Supply, 1998
Source: http://www.wri.org/powerpoints.oil.sld001.htm.
63. The Global Environment and the
Pollution Problem
Figure 13.8 Global Oil Consumption by Sector, 1998
Source: http://www.wri.org/powerpoints.oil.sld014.htm.
64. The Global Environment and the
Pollution Problem
Figure 13.9 Motor Vehicle Trends, 1946-1995
Source: (http://www.wri.org/powerpoints.oil.sld026.htm.) Data from American Automobile Manufacturers Association, World Motor Vehicle Data 1993
p. 23 and Motor Vehicle Pacts and Figures 1996, p.44.
65. The Global Environment and the
Pollution Problem
Figure 13.10 Regional Shares of Global Energy Consumption
Source: Compiled from world Energy Organization, World energy Outlook: 2002, figure 2.3: “Regional shares in World Primary Demand”
(http://www.worldenergyoutlook.org/weo/pubs/weo2002/weo2002.asp).
66. The Global Environment and the Pollution Problem
Figure 13.11 Water Stress
Source: World Water Organization, Water Demand and Scarcity, p.5.pdf, at http://www.worldwater.org/waterData.htm.
67. The Global Environment and the
Pollution Problem
Figure 13.12 World Water Use By Consumption Category and Region
Source: World Resources Institute, 1988-1999 world Resources (New York and Oxford: Oxford University Press, 2000), p. 188.