How Can Obesity in Children Be Prevented MLA format, in-text citation?
How Can Obesity in Children Be Prevented
Total of five pages, six paragraphs.
The first paragraph should include a hook, introduction, and the theme sentence which needs to introduce three main points.
Body paragraph one: explain the significance of the topic or why it interests you. Also include background information about the topic-history, important people involved, and definitions. This is all factual information; it is not yet the place for your opinions.
Please use simple words, don’t use long sentences The aim of this review is to discuss the state of the art regarding the field of health promotion in the context of childhood obesity prevention in order to learn how we can better prevent childhood obesity.
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History in Politics and Anthropology Analysis Essay question: “Is it right to talk of two ‘traditions’ (or two ‘communities’, or two ‘identities’) existing within Northern Ireland in the twenty-first century?”
History in Politics and Anthropology Analysis
Please include a thesis statement, critical thinking, and analysis
Please include a minimum of 12 sources, and please also include a plagiarism report.
Political anthropology as a distinctive branch of social and cultural anthropology is a late growth stimulated by the publication of African Political Systems (Fortes & Evans-Pritchard 1940).
As late as 1959, Easton’s provocative essay could deny the existence of political anthropology as a discipline: “To put the matter formally, political institutions and practices tend to be viewed in anthropological research as independent variables, of interest primarily for their effect on other institutions and practices of the society of which they are part” (1959, p. 212).
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Oedipus the King Commanding Army General Format: Typed (Word-Processed, Courier New 12 point)
Oedipus the King Commanding Army General
Directions: Students must provide five (5) examples of each of the FIRST FOUR Character Traits, AND THE LAST MAIN EXAMPLE of the FIFTH TRAIT, of Oedipus, as indicated in the Handout previously given.
Oedipus the King Commanding Army General Example
Each example should begin with a short quotation from the play (1-2 lines at most) which demonstrates Oedipus acting out this trait. Each quotation must present in parenthetical format (MLA). After the quotation, students should give three to four sentences of explanation about the context of the quotation.
NOTES ON THE TOP FIVE TRAITS OF THE CLASSICAL TRAGIC HERO
The Classical Hero is said to possess FIVE CHARACTER TRAITS, which are:
High-Standing
Character Defect/Flaw (Fatal Flaw)
Downfall of Hero because of the Flaw
Others Suffering Because of Hero and His Flaw.
Epiphany or Awakening of the Hero to his Flaw.
(1) The Hero (Protagonist) in Classical Drama is first and foremost a Man of High-Standing. Typically, he is at the top
of his society, at the apex of a pyramid. He may be a king (as is Oedipus) or a commanding army general or navy admiral (as is Othello). If he is not at the pinnacle of society, then he is very close to the pinnacle. He may be a prince (as is Hamlet) or a great warrior upon whom an army depends (as is Achilles).
Oedipus the King Commanding Army General
The Hero has wealth and its concomitant power, so that his influence is widely and deeply felt by others.
(2) The Hero is possessed of a Character Defect or Fatal Flaw. This is a trait in his character which becomes his chief problem, for the defect gets in the way of his ability to govern himself and thence his kingdom (or others) effectively. In ancient Greek, this flaw is called hamartia, and the word best translates into ‘sin’. The Hero will certainly have at least one such flaw, and in many cases, will have multiple flaws. The more flaws he has, the more complex will be his character, and the more complicated and layered will be his conduct in the drama. Below are several examples of classical flaws:
(d) Pride—the belief that one has only himself to consider as the final authority in decision-making—i.e. there is no regard or scant regard for ‘God’.
Oedipus the King Commanding Army General
The Hero does, of course, possess good qualities, but these tend to be outweighed by his flaw(s), so that he is imbalanced, out of equilibrium. In a deeply real way, the Hero is dealing with these competing parts of his personality, experiencing thereby a psychomachia (war of the soul).
(3) The Hero’s Defect(s) or Flaw(s) lead(s) inevitably to his Downfall. This means that his Character issues become central impediments to his ability to maintain control of his life. The Flaw(s) destabalize(s) the Hero so that he begins losing his ‘authority’ to govern the events of his life. He begins to lose his position atop the pyramid. He might, for example, be dethroned or charged with a crime or have his subordinates disobey and/or plot against him, since these subordinates sense weakness in the Hero and thus the prospect of taking advantage of that weakness.
Oedipus the King Commanding Army General
(4) The Hero’s downfall has Adverse Effects on Others. This is the logical result of the Hero being posted at the top of the pyramid. When he falls, so do those who are under him and who, thereby, rely upon his power for their stability. Thus, the Hero’s nuclear family (wife, children) are harmed, either mortally or fatally; and the wider circle of subordinates, such as the people he governs in his kingdom, suffers from, for instance, plagues sent by the gods to punish the Hero. We might call this Fourth Impact the Radiatory or Knock-On Effect.
(5) Finally, the Hero has, at the end of the drama, an Epiphany, or a Gradual Realization of the Truth about the Tragedy of His Flaw(s). The Hero experiences that blinding light of the truth about the fact that he is responsible for all the tragedy and great loss (usually the deaths of people to whom he is closest). In this Epiphany or ‘Ah ha’ moment—as Oprah calls it, the Hero will often question and ponder, briefly, the meaning of FATE or DESTINY in his life and, more broadly and philosophically, the lives of men. He may question the justice of the gods and question man’s ultimate purpose in life and the futility of life.
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-Introduction
should do the following: 1.Introduce your topic, and in a way that indicates its importance. 2.Indicate briefly the research that has been done on the topic. 3.Identify a gap, problem, controversy, etc., in the existing research.
4.Explain how the present paper will fill that gap, solve that problem, etc. 5.State the thesis of the paper the answer to the research question that the paper attempts to
answer. 6.Indicate briefly the limits of your study
-Literature Review
Your literature review should describe the studies of your topic that are relevant for your present study.
Begin with a brief general assessment of the literature (e.g., it is abundant, there? not much there, most studies focus on methodological issues, data problems beset research on this topic, most studies look at X, little has been done in the past thirty years, etc.).
Then get down to brass tacks by describing the aspects of the literature that are most relevant to your study. (It is not necessary or even desirable to comment on every feature [data, methodology, findings, policy implications, etc.] of a previous study.)
For example, if the main contribution of your paper is to extend an existing model, it may make sense to focus your review on a discussion of the models used in other papers. Organize your review along those same lines. For instance, you may first describe the papers that use the model you will extend.
You may then describe those papers that have extended that model in a certain way.
-Data
The Data section (which you?l see only in empirical papers) identifies the source of the data and any
problems or special features of the data. Your data section should do at least the following:
1.Identify the source of your data. 2.Describe the source. 3.Explain why you use that source. 4.Identify any caveats: features of the data that may affect your results or that a reader should keep in mind in evaluating them (e.g., the data over-represent a certain demographic population, the data is plagued by self-selection bias, etc.)
-Methodology/Model
1.Identify your methodology/model. 2.Describe your methodology/model. 3.Explain why you use that methodology/model. 4.Identify any caveats: features of your methodology/model that may affect your results or that a reader should keep in mind when evaluating them
-Results
1.Identify the results that answer your research question. 2.Identify and comment on any unusual or surprising or intriguing results. 3.Identify and comment on any results that you have told your reader you will comment on
You may wish to begin your results section by reminding the reader of the question you are trying
to answer and any caveats the reader should bear in mind. Note: It is not necessary or even
desirable to comment in detail on every single result.
Conclusion
The Conclusion sections of economics papers are the least standardized, and are an often neglected
section. Conclusions may consist of a single paragraph restating the main points or main findings. Sometimes they suggest lines of future research.
Your conclusion may do any or all of the following: 1.Restate the question you have attempted to answer. 2.Restate your main contribution and/or findings. 3.Indicate lines for further research. 4.Remind readers of the limitations or caveats of your study. 5.Identify broader implications (e.g., policy implications)
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RESEARCH ESSAY
Thesis
Description
Devise a thesis question, and write a 2,500-word essay on one topic listed below:
* The Cold War in Africa
Abstract
At the pinnacle of the cold war international conflicts between the two superpowers America and the soviet union sparked an interest for the strategic reason of economic, political, and ideological advantages that comes with aligning themselves with different states in Africa.
This research essay is based to delve deeper into the motives behind the former colonial powers expanding beyond us capitalist political ideologies. Mainly the united states and the soviet union had the highest influence on these nations ability to maintain sovereignty.
Because also Africa was coming from what was somewhat a violent end to decolonization newly independent stats in Africa found themselves reignited in old colonial conflicts that made them “outlets or proxies for cold war antagonism” (Cammaert, 2019)
Roles
it is by no means sovereign, so even though colonialism was not directly present, foreign powers still sought to “scramble for Africa” because they saw the potential for ways to thwart their enemies’ interests.
The soviet union however three decades from 1960–1990 largely constructive shubin and his book Afro-Asian solidarity committed
soviet policy towards Angola Mozambique, Zimbabwe, Namibia, and South Africa.
Clash between us and the soviet union Shubins central thesis that the cold war was ideological construct of the west explains the inverted commas in the book’s title.
He asserts the soviet union did not view events in southern Africa as a contest with the united states, but rather provided support as a genuine expression of its commitment to African liberation from European colonialism.
To bolster this argument, he insists that the soviets never limited assistance to Marxist or even radical groups nor did they pressure allies to choose sides in global politics.
The clash of the west with the Soviet Union over these issues, and the role played by other actors in the international arena, namely China
Foreign policy toward the region and can argue its foreign policy as one of restraint, avoided additional economic and military burdens since the collapse of the Portuguese empire.
Many thought that the soviet satellite of the whole region at the west’s expense. Angola civil war, initially Soviet policy in Africa amounted mainly to supporting anti-colonial movements, typically those with some elements of social radicalism.
In southern Africa, the soviet union was the principal external supporter of the ANC of south Africa, allied to the south African communist party; the Zimbabwe African people’s union (ZAPU); the popular movement for the liberation of angola(MPLA0, VAGUELY AND VERY TENOUSLY ASSOCIATED WITH THE PORTuese communist party in the early days; and later on, SWAPO. Also at one point gave aid to the front for the liberation of Mozambique (FRELIMO), although FRELIMO was more closely linked to maoist china
Body
Things to explore
South Africa
Congo
Dynamic between liberation liberation struggles and white resistance
History of south African liberation movements.
Shubins central thesis that the cold war was an ideological construct of the west explains the inverted commas in the book’s title.
He asserts the soviet union did not view events in southern Africa as a contest with the united states, but rather provided support as a genuine expression of its commitment to African liberation from European colonialism
• Huband, M. The Skull Beneath the Skin: Africa after the Cold War. Boulder, CO: Westview Press, 2006.
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Machiavelli View of Creon from Antigoneis as Good Prince
Would Machiavelli say that Creon from Antigoneis a good prince? Why, or why not?
Machiavelli View of Creon from Antigoneis as Good Prince
Please make sure that you look at the essay guidelines and follow them accordingly
Winter Essay Assignment
**Final assignment due March 21 by 11:10 a.m.**
POL 200Y Political Theory
Prof. Emily Nacol
Winter 2019
Machiavelli View of Creon from Antigoneis as Good Prince Instructions
Please choose one of the following questions and write a response to it. Your response should take the form of an argument, with a thesis statement. You should support your argument with evidence chosen from our course texts. Be sure to engage a good counterargument as part of constructing your own argument!
Would Machiavelli say that Creon from Antigone is a good prince? Why, or why not?
Does Antigone belong in the City of Ladies that Christine de Pizan is building? Using Christine’s account of the core virtues—reason, rectitude, and justice—explain why you think Antigone does or does not belong in Christine’s allegorical city.
How does Machiavelli’s account of political virtue in The Prince compare to that of the classical thinkers we have studied? Why does he think his account of political virtue is superior to the ones they offer? How might they respond to him? Which account is more convincing to you, and why? To answer this question, please choose one of these classical thinkers and compare him to Machiavelli: Plato, Aristotle, or Confucius.
In The Prince, Machiavelli famously argues that princes should cultivate and maintain a certain image or appearance in the eyes of their people—even if this requires some hypocrisy or deceit. Explain how and why Machiavelli makes this argument. Would Socrates agree with this argument about political leadership? Do you agree with it?
Why, or why not?
Many political theorists suggest that the family is our first ‘school,’ where we learn the virtues and habits that can make us into good citizens. This year we have read and discussed texts that give some attention to the household and its place in the just political order: Sophocles’ Antigone, Plato’s Republic, Aristotle’s Politics, Confucius’ The Analects, and Christine de Pizan’s Book of the City of Ladies.
Machiavelli View of Creon from Antigoneis as Good Prince
Choose two texts from this list and compare their ideas about the structure and purpose of family life. How do your chosen thinkers’ accounts of the family or household shape their respective arguments about a just political community? And, what do you find of value /or concern when you compare their ideas on the family and politics?
In Aristotle’s Politics, he argues that “the relation of male to female is that of natural superior to natural inferior, and that of the ruler to ruled” (1254b13-14). This year, we have 2 read two texts that challenge this idea of gender-based hierarchy: Plato’s Republic and Christine de Pizan’s Book of the City of Ladies. Choose one of these texts and explain how they understand gender relations.
How does your chosen author’s view on the “natural” relation between men and women shape his or her views on the capacity of women to govern /or participate in political life? Do they present a convincing argument against more traditional views like the one Aristotle embraces?
In the Discourses, Machiavelli argues that people can rule themselves and that there are certain advantages to putting political power in their hands. What are his arguments in favor of popular rule? How does his account compare to the criticisms of popular rule that Socrates makes in Apology and Republic, in reflections on democracy as a corrupt form of government? Who’s right, in your view?
Machiavelli View of Creon from Antigoneis as Good Prince Guidelines
The final draft of this assignment should be 2400-3000 words (roughly 8-10 pages). Your paper should be written in 12-point font and double-spaced. Please number your pages.
For this assignment, we ask that you use only our course readings. We do not expect or require any additional source materials. The purpose of this assignment is for you to engage with our course readings.
Please cite your sources using the Chicago author-date format, with in-text citations. Here is a link to an online guide to Chicago citations:
Machiavelli View of Creon from Antigoneis as Good Prince
Attached to this assignment are two documents that will help you with your essay: the rubric we will use to mark your final assignment, and a checklist.
1 Adapted from a rubric by Marshall Eakin, Dept. of History, Vanderbilt University.
Before you turn in your final assignment, a checklist:
Does your paper have a thesis statement? Do you tell us straight away what you plan to argue and why, in a concise introductory paragraph?
Do you have a clear argument that flows from and supports your thesis?
Does each paragraph serve a purpose? Does it have a topic sentence that lays out what you plan to show in the paragraph?
Machiavelli View of Creon from Antigoneis as Good Prince
Do you support the different pieces of your argument with evidence from our course materials
Do you cite evidence from the texts to back up your claims?
Do you explain why this evidence supports what you are arguing?
Do you consider a good counterargument and address it?
Do you cite your sources properly using the (Author-Date Page #) format?
Do you have a bibliography that includes all of your sources?
Have you proofread your paper for spelling and grammar mistakes?
Is your paper formatted properly?
Double-spaced?
12-point font?
Pages numbered?
Your name is on the paper?
In your one-page revisions memo, do you acknowledge in your own words the major the feedback you received, and do you explain how you used that feedback to improve your paper?
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World History Smooth Transitions Essay Must have a solid thesis topic and smooth transitions between paragraphs.
World History Smooth Transitions Essay
The paper is on Osman Hamdi Bey, assignment paper will be attached. Assignment: Select an individual from the list provided by your instructor and write a research essay.
World History Smooth Transitions Essay Objectives
1. To learn more about a specific historical individual. 2. To improve research and writing skills. 3. To learn to think and write like a historian. Your paper should present a combination of historical fact and analysis (analysis is simply how and why the individual was significant and/or important). Report the facts about your topic while developing your own argument or opinion. Analyze the facts accordingly. WRITING A RESEARCH ESSAY: 1. Choosing a topic: Choose an individual from the list below. Even though you cannot use your textbook or encyclopedias as sources in writing your paper, they are a good place to get started. 2. Doing Research: Start with very general books such as a history of a civilization, people, region or country a period of history, or the history of a subject (e.g. science, art, a religion). Try to learn as much as you can about the individual, his/her country and century appropriate to your topic. Use a variety of sources (books, articles, internet, etc.). Try to use a PRIMARY SOURCE if possible. This is something written by someone who lived during the time you are writing about ñ an eyewitness account, something written by one of the historical characters in your paper, or a history written at the time. You are not limited to the Trident Tech library (Learning Resource Center). Try the libraries at the College of Charleston and The Citadel, as well as the public library downtown (on Calhoun Street with free parking for one hour). Our libraryís interlibrary loan program is also very good about getting books quickly. 3. Finding the Thesis: You need a PURPOSE to guide your research and organize your paper. Your Thesis will be fairly straightforward. Your paper is to analyze the importance and significance of the individual you choose as your topic. Your thesis should be limited to the time period of your paper. Don’t try to connect or compare your topic to the present. This is a more demanding type of paper and beyond what you are expected to do in this course.
World History Smooth Transitions Essay
4. Writing the Paper: THIS IS THE HARDEST PART. DONíT PUT IT OFF UNTIL THE LAST MINUTE. While doing the research is the easier part, SET YOURSELF A DEADLINE to stop researching and START WRITING at least a week before the paper is due. If you want me to look at a draft and give you suggestions, you must give me the draft no later than 2 weeks before the paper is due. (See ìOTHER IMPORTANT NOTESî below.) ***Your paper should be fairly structured. What I expect**** 1. Start with an introduction paragraph (introduce your individual and give a little background on the country/empire that your individual is from that helps place him/her in his historical location). 2. End your intro with your Thesis (Was this individual significant/important? Why?) 3. After your intro, your next paragraph should give some background on the individual himself and re-enforce your thesis. 4. You then should have about 3-5 paragraphs supporting your thesis (what your individual did and why it was important/significant). This is where your research should be used to support your thesis and your ideas. (This is where the analysis really comes in!!) (Although the thesis and ideas are yours, you should NEVER write in the First Person. Rather, your paper should always be in Third Person, and in Past Tense!) While supporting your thesis, do not forget to look at evidence that may possibly ìdisproveî your thesis, and try to counter it with arguments that support your thesis. 5. Finally, you will have a conclusion paragraph that wraps up the entire paper. You will want to re-visit your thesis in the conclusion and give your final analysis as to why your thesis is correct and supported. HISTORY 104ó2019óPROF. RESEARCH ESSAY INSTRUCTIONS Assignment: Select an individual from the list provided by your instructor and write a research essay. Objectives: 1. To learn more about a specific historical individual. 2. To improve research and writing skills. 3. To learn to think and write like a historian. Your paper should present a combination of historical fact and analysis (analysis is simply how and why the individual was significant and/or important). Report the facts about your topic while developing your own argument or opinion. Analyze the facts accordingly.
World History Smooth Transitions Essay Requirements
1. LENGTH: Your paper must be 5 full, typed pages (text), double-spaced, 12 pt font Times New Roman, with one-inch margins. Maps, illustrations, etc. are in addition to the pages of text. 2. RESEARCH: Your paper must have a works cited page with a minimum of THREE solid sources. DO NOT USE your textbook, general encyclopedias or an on-line or CD encyclopedia (like Grolier, Wikipedia or Encarta) as a cited source in your paper. You should use both printed and online sources, BUT ONLY 1 OF YOUR SOURCES CAN BE FROM A WEBSITE! If you need help finding appropriate sources, do not hesitate to ask me and/or a reference librarian for help. 3. CITATIONS: You MUST include citations in the body of your paper to indicate the source of all the information you used from your research sources. A list of your sources on the Works Cited page IS NOT ENOUGH. See ìCitation of Sourcesî below for more detailed instructions on citations. If you do not understand these instructions, ask me to explain them. You cannot receive above a C- (71) on a research paper that does not have citations. Document the sources of the information you use in the MLA format. If you do not understand what is meant by the MLA format, ask me to explain it. [If you prefer APA, Chicago, or Turabian you may use those styles as long as you are consistent.] Do not assume that the way you did a research paper in high school or another college or for another class is the right way. Let me know if you have any doubts or questions about doing citations. 4. Be sure to keep a duplicate copy of your paper in case the original is lost. You will be required to turn in a copy to the dropbox on D2L!! The paper due dates is listed in your syllabus. Late papers lose on letter grade per day late: weekends count as one day. ALL STUDENTS MUST SUBMIT THE PAPER TO PASS THE COURSE!
WRITING A RESEARCH ESSAY: 1. Choosing a topic: Choose an individual from the list below. Even though you cannot use your textbook or encyclopedias as sources in writing your paper, they are a good place to get started.
2. Doing Research: Start with very general books such as a history of civilization, people, region or country a period of history, or the history of a subject (e.g. science, art, a religion). Try to learn as much as you can about the individual, his/her country and century appropriate to your topic. Use a variety of sources (books, articles, internet, etc.). Try to use a PRIMARY SOURCE if possible. This is something written by someone who lived during the time you are writing about ñ an eyewitness account, something written by one of the historical characters in your paper, or a history written at the time. You are not limited to the Trident Tech library (Learning Resource Center). Try the libraries at the College of Charleston and The Citadel, as well as the public library downtown (on Calhoun Street with free parking for one hour). Our libraryís interlibrary loan program is also very good about getting books quickly.
World History Smooth Transitions Essay
3. Finding the Thesis: You need a PURPOSE to guide your research and organize your paper. Your Thesis will be fairly straightforward. Your paper is to analyze the importance and significance of the individual you choose as your topic.
Your thesis should be limited to the time period of your paper. Don’t try to connect or compare your topic to the present. This is a more demanding type of paper and beyond what you are expected to do in this course.
4. Writing the Paper: THIS IS THE HARDEST PART. DONíT PUT IT OFF UNTIL THE LAST MINUTE. While doing the research is the easier part, SET YOURSELF A DEADLINE to stop researching and START WRITING at least a week before the paper is due. If you want me to look at a draft and give you suggestions, you must give me the draft no later than 2 weeks before the paper is due. (See ìOTHER IMPORTANT NOTESî below.)
***Your paper should be fairly structured. What I expect**** 1. Start with an introduction paragraph (introduce your individual and give a little background on the country/empire that your individual is from that helps place him/her in his historical location). 2. End your intro with your Thesis (Was this individual significant/important? Why?) 3. After your intro, your next paragraph should give some background on the individual himself and re-enforce your thesis. 4. You then should have about 3-5 paragraphs supporting your thesis (what your individual did and why it was important/significant). This is where your research should be used to support your thesis and your ideas. (This is where the analysis really comes in!!) (Although the thesis and ideas are yours, you should NEVER write in the First Person. Rather, your paper should always be in Third Person, and in Past Tense!) While supporting your thesis, do not forget to look at evidence that may possibly ìdisproveî your thesis, and try to counter it with arguments that support your thesis. 5. Finally, you will have a conclusion paragraph that wraps up the entire paper. You will want to re-visit your thesis in the conclusion and give your final analysis as to why your thesis is correct and supported.
World History Smooth Transitions Essay Core Curriculum Competencies
All courses approved for the general education core curriculum help students develop critical thinking and/or communication skills. HIS 104 develops the critical thinking core competency. Critical Thinking is the ability to evaluate concepts and information and draw clear, logical conclusions based on evidence. Critical Thinking Assessment: All students will demonstrate the critical thinking competency in the Research paper. IMPORTANT: I do not want you to write just description or a biography of a person. History is not just what happened, but why and how it happened, and the significance. How did things change? Why did they stay the same? Choose your topic, do your research, then develop your own position, argument or opinion and use your research to support your position. 5. Citation of Sources: YOU MUST USE CITATIONS to tell your reader the source of all the facts and opinions in your paper that you get from your research. You must have a citation for all the information from your research material, EVEN IF IT IS NOT A DIRECT QUOTATION. It is not necessary to use a direct quotation for the information you use in your paper from your research sources, but you must give a citation even if you do not quote from your sources. Avoid overusing direct quotations. It is usually better to put the material in your own words along with a citation of its source. Other Important Instructions for Citations: Citations are one of the most difficult parts of doing a good research paper. If you have not written a college research paper before, you may need help from me, or the Writing Center (in the Learning Center in building 920, room 211). a. Do not put all your citations at the end of a paragraph but put them immediately after the sentence or sentences containing the information from that source. Do not break up a sentence with a citation. b. Anything that is considered ìcommon knowledgeî does not need to be cited. (For example: ìColumbus sailed to the New World in 1492.î No citation needed. BUT ìOn 13 January 1493 Columbus made his last stop in the New World. He landed on the Samana Peninsula where he met the hostile Ciguayos who presented him with his only violent resistance during his first voyage to the Americasî (Dunn and Kelly, pp. 333-334). Note both (a) since the sentence contains specific knowledge it needs to be cited, and (b) the citation comes at the end of the sentence, after the closing of the parenthetic, and before the period to end the sentence. c. Avoid using direct quotations too much. It is usually better to put the information in your own words as long as you include a citation of its source. Quotations over four lines should be indented without quotations marks. I prefer that you NOT mention the source of the citation in the sentence itself but put it after the sentence. It is not necessary to mention your sources in the text of your paper. I do not want a paper about historians or histories, but about history. WRITE IN THE PAST TENSE. To avoid confusion in which verb tense to use, I recommend writing in the past tense throughout your paper. Do not skip back and forth from present to past tenses. It is not necessary to mention your sources (historians and books) in the text of your paper. I donít want a paper about historians or histories, but about history. But be sure to use the MLA citation to credit the sources of your information. ALSO, DO NOT USE FIRST PERSON (I, ME, WE ETC.)
LISTS OF INDIVIDUALS: World History 104 Note: These are the individuals you must choose from for your topic, and you must inform me of your choice. HOWEVER, each individual may only be chosen ONCE, so the sooner you give me an individual the better, it is first come, first served. Therefore, if someone has chosen the individual you want, you will be required to choose someone else. Hammurabi Assurbanipal Alcibiades Pharaoh Akhenaten Pharaoh Tutankhamen Ramses II Cyrus the Great of Persia Darius the Great Xerxes Draco Solon Pericles Artemisia of Halicarnassus Philip II of Macedon Sappho Hannibal of Carthage Cornelia Africana Trajan Nero Diocletian Theodosius Procopius Theodora Charles Martel Charlemagne Pope Gregory I Zheng He Han Feizi Confucius Ashoka Maurya Kautalya Mani Tang Taizong An Lushan Empress Wu Zhao Murasaki Shikibu Mahmud of Ghazni Prophet Muhammad Abu Bakr Abd al-Rahman Fatima al-Fihri Harun al-Rashid Alp Arslan Chinggis Khan Kubilai Khan Tamerlane Osman Hamdi Bey Mehmed II (the Conqueror) King Sundiata King Mansa Musa Frederick Barbarossa William the Conqueror Pope Urban II Richard I (the Lionheart) Pope Gregory VII Salah al-Din Eleanor of Aquitaine Hildegard of Bingen Vasco da Gama Ibn Battuta John of Montecorvino Desiderius Erasmus Isabella I of Castile St. Thomas Aquinas Dinh Bo Linh Wang Kon Pachacuti Montezuma II Huayna Capac Massasoit Henry the Navigator Shah Abbas Babur Akbar Aurangzeb
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Individual History of a Civilization Research Paper 1. Choosing a topic: Choose an individual from the list below.
Individual History of a Civilization Research Paper
Even though you cannot use your textbook or encyclopedias as sources in writing your paper, they are a good place to get started.
Doing Research: Start with very general books such as a history of a civilization, people, region or country a period of history, or the history of a subject (e.g. science, art, a religion). Try to learn as much as you can about the individual, his/her country and century appropriate to your topic.
Use a variety of sources (books, articles, internet, etc.). Try to use a PRIMARY SOURCE if possible.
This is something written by someone who lived during the time you are writing about ñ an eyewitness account, something written by one of the historical characters in your paper, or a history written at the time. You are not limited to the Trident Tech library (Learning Resource Center).
Try the libraries at the College of Charleston and The Citadel, as well as the public library downtown (on Calhoun Street with free parking for one hour). Our libraryís interlibrary loan program is also very good about getting books quickly.
Finding the Thesis: You need a PURPOSE to guide your research and organize your paper. Your Thesis will be fairly straightforward. Your paper is to analyze the importance and significance of the individual you choose as your topic.
All courses approved for the general education core curriculum help students develop critical thinking and/or communication skills.
HIS 104 develops the critical thinking core competency. Critical Thinking is the ability to evaluate concepts and information and draw clear, logical conclusions based on evidence.
Critical Thinking Assessment: All students will demonstrate the critical thinking competency in the Research paper.
IMPORTANT: I do not want you to write just description or a biography of a person. History is not just what happened, but why and how it happened, and the significance. How did things change? Why did they stay the same? Choose your topic, do your research, then develop your own position, argument or opinion and use your research to support your position.
Citation of Sources: YOU MUST USE CITATIONS to tell your reader the source of all the facts and opinions in your paper that you get from your research. You must have a citation for all the information from your research material, EVEN IF IT IS NOT A DIRECT QUOTATION. It is not necessary to use a direct quotation for the information you use in your paper from your research sources, but you must give a citation even if you do not quote from your sources. Avoid overusing direct quotations. It is usually better to put the material in your own words along with a citation of its source.
Individual History of a Civilization Research Paper Other Important Instructions for Citations:
Citations are one of the most difficult parts of doing a good research paper. If you have not written a college research paper before, you may need help from me, or the Writing Center (in the Learning Center in building 920, room 211).
Do not put all your citations at the end of a paragraph but put them immediately after the sentence or sentences containing the information from that source. Do not break up a sentence with a citation.
Anything that is considered ìcommon knowledgeî does not need to be cited. (For example: ìColumbus sailed to the New World in 1492.î No citation needed. BUT ìOn 13 January 1493 Columbus made his last stop in the New World. He landed on the Samana Peninsula where he met the hostile Ciguayos who presented him with his only violent resistance during his first voyage to the Americasî (Dunn and Kelly, pp. 333-334). Note both (a) since the sentence contains specific knowledge it needs to be cited, and (b) the citation comes at the end of the sentence, after the closing of the parenthetic, and before the period to end the sentence.
Avoid using direct quotations too much. It is usually better to put the information in your own words as long as you include a citation of its source. Quotations over four lines should be indented without quotations marks.
I prefer that you NOT mention the source of the citation in the sentence itself but put it after the sentence.
It is not necessary to mention your sources in the text of your paper. I do not want a paper about historians or histories, but about history.
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For this essay, you will need to use the readings assigned to the topic of your choice, plus four other sources that can be from the references list (I paste at the bottom of this page) and/or other scholarly works on the topic. You should also use appropriate theoretical concepts from Silverís Forces in Labor to ensure a coherent train of thought in your paper (Book link is here under please).
O Answers the question in a clear, accurate, logical, and comprehensive manner. Where appropriate, gives examples to illustrate points being made.
O Where external sources are referred to, they are appropriately identified and cited according to an established academic style.
O Grammar, spelling, and sentence structure are used correctly.
Workers South Global Labor History Essay Paper References
Minimum 4 references use from the following list:
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Amirahmadi, H. (1987). The non-capitalist way of development. Review of Radical Political Economics, 22(1): 22ñ46.
Arrighi, G. (1994). The long twentieth century: Money, power, and the origins of our times. New York: Verso.
Arrighi, G., Hopkins, T., & Wallerstein, I. (1989). Antisystemic Movements. New York: Verso.
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Berend, I. T. (1996). Central and Eastern Europe 1944ñ1993: Detour from the periphery to the periphery. Cambridge: Cambridge University Press.
Birnbaum, N. (2001). After progress: American social reform and European socialism in the twentieth century. Oxford: Oxford University Press.
Blanchard, P. (1979). The labor movement in Latin America: A review essay. Labour/Le Travail, 4: 241ñ252.
Blinkhorn, M. (2000). Fascism and the right in Europe 1919ñ1945. London: Longman.
Bond, P. (2004). Against global apartheid: South Africa meets the World Bank, IMF and international finance. New York: Zed Books.
Braverman, H. (1974, 1998). Labor and monopoly capital: The degradation of work in the twentieth century. New York: Monthly Review Press.
Brenner, A. (Ed.). (2010). Rebel rank and file: Labor militancy and revolt from below during the long 1970s. New York: Verso.
Chandler, Jr., A. D. (1977). The visible hand: The managerial revolution in American business. Cambridge: Harvard University Press.
Chandler, Jr., A. D. (1996). Scale and scope: The dynamics of industrial capitalism. Cambridge: Harvard University Press.
Claudin, F. (1975). The communist movement: From Comintern to Cominform. New York: Penguin.
Cobble, D. S. (1992). Dishing it out: Waitresses and their unions in the twentieth century. Urbana: University of Illinois Press.
Crouch, C., & Pizzorno, A. (1979). The resurgence of class conflict in Western Europe since 1968. New York: Holmes and Meier.
De Clercq, F. (1979, Jan.ñFeb.). Apartheid and the organized labor movement. Review of African Political Economy, 14: 69ñ77.
DiNardo, R. L., & Showalter, D. E. (2005). Germany and the Axis Powers: From coalition to collapse. Lawrence, KS: University Press of Kansas.
Edwards, R. (1979). Contested terrain: The transformation of the workplace in the twentieth century. New York: Basic Books.
Erlich, A. (1960). The Soviet industrialization debate 1924ñ1928. Cambridge: Harvard University Press.
Filipelli, R. L. (1989). American labor and postwar Italy, 1943ñ1953. Stanford: Stanford University Press.
Ford, M. (2009). Workers and Intellectuals: NGOs, trade unions, and the Indonesian labor movement. Honolulu: University of Hawaii Press.
Galbraith, J. K. (1958). The affluent society. New York: Houghton Mifflin 1998.
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Halliday, F. (1986). The making of the Second Cold War. London, New York: Verso.
Harman, C. (1983). Class struggles in Eastern Europe 1945ñ1983. London: Pluto Press.
Harman, C. (1998). The fire last time: 1968 and after. London: Bookmarks.
Hart-Landsberg, M. (1998). Korea: Division, reunification, and US foreign policy. New York: Monthly Review Press.
Harvey, D. (2005). A brief history of neoliberalism. Oxford: Oxford University Press.
Heller, H. (2006). The Cold War and the new imperialism. New York: Monthly Review Press.
Hesse-Biber, S. N., & Carter, G. L. (2004). Working women in America: Split dreams. Oxford: Oxford University Press.
Hobsbawm, E. (1996). The age of extremes: A history of the world 1914ñ1991. New York: Vintage.
Horowitz, D. (1967). From Yalta to Vietnam: American foreign policy in the Cold War. New York: Penguin.
Kohli, A. (2004). State-directed development: Political power and industrialization in the global periphery. Cambridge: Cambridge University Press.
Kolko, G. (1994). The century of war: Politics, conflicts, and society since 1914. New York: The New Press.
Koo, H. (2001). Korean workers: The culture and politics of class formation. Ithaca: Cornell University Press.
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Lane, M. (2009). Indonesian revolution and counterrevolution. In I. Ness (Ed.), The international encyclopedia of revolution and protest. Blackwell Publishing, 2009.
Leffler, M. P. (1994). The specter of communism: The United States and the origins of the Cold War, 1917ñ1953. New York: Hill and Wang.
Lewin, M. (1975). Russian peasants and Soviet power: A study in collectivization. New York: W. W. Norton & Company.
Lipset, S. M. (1968). Agrarian Socialism: The Cooperative Commonwealth Federation in Saskatchewan. New York: Anchor Books.
Mackenzie, G. (1977, June). The political economy of the American working class. The British Journal of Sociology, 28(2): 244ñ252.
Maddison, A. (2001). The world economy: A millennial perspective. Paris: Development Centre of the OECD.
Magdoff, H., & Sweezy, P. M. (1987). Stagnation and the financial explosion. New York: Monthly Review Press.
Maier, C. S. (1981). The two postwar eras and the conditions for stability in twentieth-century Western Europe. American Historical Review, 86(2): 327ñ352.
Mandel, E. (1991). Beyond Perestroika: The future of Gorbachevís USSR. New York: Verso.
Mandel, E. (2011). The meaning of the Second World War. New York: Verso.
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Mills, C. W. (1956). White Collar: The American middle classes. New York: Galaxy Book.
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Minns, J., & Tierney, R. (2003). The labor movement in Taiwan. Labour History, 85: 103ñ128.
Mitchell, W. (1975). Wives of the radical labor movement. Labour History, 29: 1ñ14.
Murphy, K. (2007). Revolution and counterrevolution in a Moscow metal factory. Chicago: Haymarket Books.
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Neumann, F. (1944). Behemoth: The structure and practice of National Socialism 1933ñ1944. Chicago: Ivan R. Dee 2009.
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OíConnor, J. (1973). The fiscal crises of the state. New York: St. Martinís Press.
Peci, A. (2009). Taylorism in the socialism that really existed. The organization, 16(2): 289ñ301.
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Preston, P. (2006). The Spanish Civil War: Reaction, revolution, and revenge. New York: W. W. Norton & Company.
Pretshold, K. (1933, July). Do farmers ìrevoltî? The North American Review, 236(1): 13ñ22.
Rosswurm, S. (Ed.). (1992). The CIOís left-led unions. New Brunswick: Rutgers University Press.
Rostow, W. W. (1961). The stages of economic growth: A non-communist manifesto. Cambridge: Cambridge University Press.
Rupert, M. (1995). Producing hegemony: The politics of mass production and American global power. Cambridge: Cambridge University Press.
Rutherford, J. (2009). Fascism, protest, and revolution. In I. Ness (Ed.), The international encyclopedia of revolution and protest. Blackwell Publishing, 2009.
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Weiler, P. (1988). British Labour and the Cold War. Stanford: Stanford University Press.
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Woods, J. (2003). Black struggle, red scare: Segregation and anti-communism in the South, 1948ñ1968. Baton Rouge: Louisiana State University Press.
Workman, T. (2009). It youíre in my way, Iím walking: The assault on working people since 1970. Halifax; Winnipeg: Fernwood Publishing.
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Three Holocaust survivors have testified about the horrors they experienced at Auschwitz, on the second day of the trial of a former SS sergeant on 170,000 counts of accessory to murder.
Reinhold Hanning, 94, showed no emotion as the witnesses told of crematoria chimneys belching flames, naked prisoners being taken to the gas chambers, and people being shot.
Justin Sonder, the youngest of the witnesses at 90, arrived at Auschwitz aged 17 and was selected to be a slave laborer for the IG Farben company rather than sent directly to the gas chambers.
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