One central feature of the oligopoly market structure is that firms behave strategically. They anticipate the response of their rivals when making choices. Our text has a fascinating section on the Prisoner’s dilemma in oligopoly markets. Please select a samples of a commercial (use the YouTube site) that can illustrate this phenomena. Describe the commercial and how it provides evidence that the firm is ‘speaking’ to its rivals in addition to consumers. Provide some arguments explaining your choice.
Please submit also links to the selected commercials on the YouTube site. The length of the reflection post: 300-500 words.
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Business Law and Ethics philosophy of economist Milton Friedman
Business Law and Ethics philosophy of economist Milton Friedman
Essay topic: Reflecting on the concepts you have studied in the course, research a company and discuss the legal and ethical issues surrounding it. You will need to research the company through the University library. Your essay should include the following four sections:
1) Identify and discuss two to three specific laws that apply to the company. For example, the laws mentioned in the EEOC readings.
2) Apply three general legal topics that were discussed in the required readings, i.e. Appendix B. Make sure you include in-text citations to the course materials, as failing to cite your sources will result in no credit in this section. The weekly lessons are not the required readings. The required readings are listed in the lessons section under “Required Readings.”
3) Discuss how the philosophy of economist Milton Friedman may have influenced the executives of the company.
4) Identify an ethical framework other than the shareholder theory that applies to this situation and discuss how it may have influenced the executives of the company.
Solyndra and British Petroleum may not be used as your company for this assignment.
Your essay should be 1800 – 2450 words and in APA format. Use at least seven credible sources for your essay, including at least two new sources from the University library (in addition to the course materials.) Submit this essay as a Microsoft Word attachment in the Assignment section of the class, no later than Sunday of week seven.
You must support your statements with materials from the required readings in the course, as well as outside research. Cite your sources in APA format. An abstract is not needed. A great source for those unfamiliar with APA formatting is http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx. All material must be appropriately cited with an in-text citation (author, date) and a reference page listing.
The focus on this essay should be on the legal concepts. Your discussion of the history of the company should consist of no more than one page of the essay.
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This week we will examine the chemical sense of smell (olfaction) and taste.
This is a two-part discussion question (part one pertaining to olfaction and part two pertaining to taste) and both parts must be answered in order to receive full credit.
After viewing the material for this week as outlined in the syllabus, discuss the components of the olfactory system: the olfactory receptors, the olfactory sensory neurons, the olfactory bulb and the cortex. Then, discuss what kinds of evidence support the idea that different people may have different taste experiences. What mechanisms might be responsible for these differences? Lastly, explain the role of culture in the development of smell and taste and provide two examples of how culture could account for variation in perception.
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I will give you some sources too, this source should including your own sources, thanks.
An Introduction (where you define key terms, briefly set out what you understand the question is asking, and indicate how your essay will answer the question) (This essay will, This essay intends to, The discussion will indicate, etc).
A Main Body (containing both descriptive and argumentative/analytical paragraphs) which link in smoothly with each other (see section on Linking Words later).
A Conclusion (where you summarise the content of your essay, drawing attention to any main points/arguments). You can also use the conclusion to give your own perspective, but you must be careful: remember to retain a neutral writing style (It can be argued, One can suggest, etc) (no I think, In my opinion, I reckon, I feel, etc!). Moreover, the conclusion is not the place to introduce brand new information.
Clear Evidence of an Objective Approach: Do not be too subjective and opinionated. Your own personal position/perspective should NOT take over or hi-jack the essay! Objectivity is, of course, often a contentious area in the Social Sciences (e.g. read John Tosh: The Pursuit of History), BUT demonstrating the ability to be as objective as is reasonably possible is particularly important for a historian. Do NOT be polemical or show emotion (e.g. anger, disgust, humour, etc). You should, by now, have the confidence and ability to stand back, analyse dispassionately and view things with relative neutrality. Your writing style will help here (It has been argued, The evidence suggests, Historians have claimed, It may be the case that, etc).
ï A Mature Awareness of Complexities: Demonstrate that you are aware that answers are not always clear-cut. State clearly (if appropriate) why there may be difficulties in coming to a firm conclusion one way or another.
Some Caution: Historical writing should sound cautious. Historians often indicate that they are aware that nothing is completely certain. They employ.
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View the videos and share how the various aspects in the video apply to you current or previous work experience. YOU MUST STATE THE TERMS, MODELS, OR CONCEPTS FROM THE COURSE TEXTOOK THAT APPLY TO WHAT YOU SAW IN THE VIDEO AND EXPLAIN HOW AND WHY THEY APPLY. What terms or ideas that you saw in each video were most important to you? Explain why you think they are important to organizations or managers? You must reference these terms with intext citations in proper APA format. If you mention a term or concept that is not your own, then you must put a reference at the end of the sentence from either the video or the textbook in APA format. This discussion assignment should be much more then book report of you re-stating what happened in the video. The goal is for you to analyze what took place in the context of the terms in the book. Your post must be at least 350 words long. YOU MUST ALSO POST TO THE POSTS OF 3 DIFFERENT CLASSMATES TO GET FULL CREDIT.
Putting the human back into human resources
Put Your Employees First
The New Science of Human Capital
To get full credit you must fully address the following:
USE THE INFORMATION BELOW AS A CHECKLIST TO ENSURE THAT YOU WILL GET FULL CREDIT.
Post was minimum of 350 words and you must post to at least twice to another classmate post or post to two different classmates which a post that asked a question or makes a comment that is more than 30 words long.
Analyzed and synthesizes theory and/or practice to develop new ideas and ways of conceptualizing and applying course content.
Addressed relevance to current trends/events/climate in the industry.
Built on the discussion by adding own examples, course materials, asking questions, etc.
Responded to the question with intext citations in APA format. (This means paragraphs must have references embedded in them.
Used multiple terms and concepts from the course text, readings, and media to support answers. These terms must be cited in proper APA format.
Analyzed and synthesizes theory and/or practice to develop new ideas and ways of conceptualizing and applying course content.
Addressed relevance to current trends/events/climate.
Built on the discussion by adding own examples, course materials, asking questions, etc.
Demonstrated graduate level writing with correct grammar, sentence structure, spelling, punctuation, and APA format.
Wrote in full paragraphs with a sentence structure and paragraph structure of responses are clear, logical, and easy to follow. The M.E.A.L writing approach is often the most effective. Link on the writing approach: https://www.youtube.com/watch?v=GL_AmnVKD0g
The financial team has been properly selected and charged to proceed with their analysis of EEV’s financial statements. In the course of their evaluation, they will be assessing the firm’s operating performance, benchmarking their competitors, and looking at the industry using financial ratios as their source of measurement. However, the chief executive officer (CEO) of Electronic Equipment USA agrees with numerous practitioners who promote the use of nonfinancial measures as well as financial measurements to evaluate the performance of a given firm. Nevertheless, Tony agrees that nonfinancial measurements can be valuable, and he tends to support the premise that when evaluating operating performance, benchmarking competitors, and comparing industry results, nonfinancial measurements have little measurable value.
The CEO of the parent company agrees with numerous practitioners who promote the use of nonfinancial measures as well as financial measurements to evaluate the performance of a given firm. Nevertheless, Tony agrees that nonfinancial measurements can be valuable, and he tends to support the premise that when evaluating operating performance, benchmarking competitors, and comparing industry results, nonfinancial measurements have little measurable value.
Provide an analysis of the utilization of assets in terms of efficiency (or inefficiency).
What are measurements associated with returns and activity ratios?
Explain why you selected each specific measurement.
Then, review the electronic equipment industry using financial ratios.
Assess the firm’s operating performance against these ratios.
Research the financial reports of 1 company in the electronic equipment industry, and compare it with the performance of Electronic Equipment Venture.
Include an Excel spreadsheet to support your analysis.
Use this information to support your position, and compare the effectiveness and reliability of using financial measures as opposed to nonfinancial measures.
Electronic Equipment Venture
Balance Sheet
(In Thousands)
2008 2009 2010 Fcst
Assets
Cash 300 130 100
Accounts Receivables 5400 6700 8800
Inventory 6700 9000 12000
Total Current Assets 12400 15830 20900
Net Plant & Equipment 1500 1530 1700
Total Assets 13900 17360 22600
Liabilities
Accounts Payables 3000 3100 4800
Notes Payables 450 600 1200
Accured Taxes 300 350 900
Current portion of long-term Debt 200 200 200
Total Current Liabilities 3950 4250 7100
Long-term Debt 1800 1700 1600
Shareholders equity 8150 11410 13900
Total Liabilities and Net Worth 13900 17360 22600
Income statement
Electronic Equipment Venture
Income Statement
Thousands
2008 2009 2010 (Fsct)
Net Sales 98800 108000 113500
Cost of good sold
Total cost of good sold 68500 80250 85425
Gross Profit 30300 27750 28075
% 31% 26% 25%
Expenses
General & Administrative 3500 5300 5700
Marketing 7500 8500 9000
Operating Expense 9900 10610 11120
Total Expenses 20900 24410 25820
Income Before Taxes 9400 3340 2255
Taxes 3760 1336 902
Net Income 5640 2004 1353
Headcount
Direct 2080 2400 2500
Indirect 320 350 400
Total Headcount 2400 2750 2900
Products 2008 2009 2010 Fcst
Sales Margin % Sales Margin % Sales Margin %
Electronic Equipment
Television 4000 1000 25% 3500 900 26% 5000 1045 21%
The course examines the meanings and interpretations of notions such as democracy, democratic politics, democratic transition, and liberalism, on the one hand, and their complex relationship to an evolving universal human rights culture on the other hand. It critically reviews conventional views on the origins, nature, and scope of Western liberal democratic political regimes, as well as Western claims about the universality of human rights. It also discusses double standard approaches used by Western democracies in their measurement of non-Western regimes ‘commitment to democracy and human rights. At the same time, it challenges the latter’s claims that democracy and human rights ought to be rejected as a Western phenomenon inimical to their own cultures. The discussion on democratic governance and human rights addresses philosophical, political, economic, and historical perspectives, which contrast religious and natural law arguments with rational, scientific, and analytical approaches. The course assesses inter alia an expanding theoretical body on democracy and human rights; a corresponding bourgeoning international bureaucracy; democracy, human rights, and capitalism; the naturalization of torture; new instances of genocide; indigenous peoples’ persistent oppression, and new incomplete forms of justice in post-conflict societies.
Course Objectives
By the end of the course students are expected to be able to:
Critically re-examine Western views about democracy and respect for human rights in Western and non-Western contexts
Critically assess non-democratic regimes’ pseudo rationalizations of human rights
Critically evaluate the role of international human rights organizations
Critically assess the current political atmosphere and the corresponding weakening of a democratic and human rights culture
Required Materials and Texts
The following textbook has been ordered through the McMaster University Bookstore: Goodhart, Michael (2016), Human Rights. Politics and Practice. Third edition. Oxford University Press: New York. In addition, the following journals are available online and can be downloaded through the McMaster Library. They can assist students in the preparation of the research paper, and in examining in greater detail some of the issues discussed in class:
Harvard Human Rights Journal
Human Rights Law Review
Journal of Human Rights
Journal of Human Rights Practice
The International Journal of Human Rights
Class Format
This is a lecture course. Lectures are an important part of the learning/teaching two-way process. Required readings provide a general background to issues discussed in class; they are complemented by the instructor’s additional perspectives. Questions pertaining to required readings are welcome in class, tutorials, and during office hours. Assignments, i.e. research paper and examinations must reflect familiarity with readings, and class and tutorial discussions. Relevant films may be shown in class.
Course Evaluation Overview
Mid-term examination worth 30 %
Research Paper worth 30 %
Final Examination worth 30 %
Tutorial participation worth 10 %
Course Evaluation Details
Mid-term examination (30%), February 21
This mid-term examination will be held in class on 21 February 2019. All required readings and class and tutorial discussions must be used in answering the corresponding questions. No aids allowed. Examination has two parts: part 1 asks to identify, explain the meaning, and discuss the significance of 3 notions or concepts discussed in class and readings. This part is worth 60 %, with each notion worth up to 20 points. Part 2 is a compulsory essay question worth 40 % of the examination. Duration of the examination is 1 hour and 50 minutes.
Research paper (30%), March 14
This research paper is due in class, on 14 March 2019. It should examine and discuss one of the topics listed below by using supplementary, primary and/or secondary, reading materials relevant to the argument. The essay must not be solely based on the course’s required readings. This assignment has two components, and both will be reflected in the grade assigned to it. First, students must submit an outline of the research that includes the research question, hypothesis or argument, evidence, causes, and preliminary bibliography by Thursday, 31 January 2019 for the instructor’s or teaching assistant’s approval and feedback. This outline must be about three-to-four double-space pages. Next, students must submit the fully edited final version of their research paper, including all preliminary work with the instructor’s and teaching assistants’ comments. Papers can be submitted early.
Somewhere between 12 to 15 pages, not including title page and bibliographical references would be an adequate length for this essay. Follow the APA or the Chicago Manual of Style guidelines for the writing of academic papers. Standard use of bibliographical references is a must. The paper must be typed; have a title page; all pages numbered; lines double-spaced; and wide margins (standard word processor format) left for comments. An electronic copy of the Outline and the final paper (Word format) must be submitted at the same time, addressed to the instructor at gallegui@mcmaster.ca, and the respective teaching assistant. The outline and final paper should include a statement by the student that the paper is original and that no plagiarism has been committed in its development and production. Academic offences (plagiarism and else) will be penalized in accordance with the regulations set by the University Senate.
Topics: Choose one of the topics listed below in preparing the Outline of the Research Paper. These are broadly stated, open-ended suggested areas of research. Proceed by designing your own research question (main and secondary ones), stated in question form. Follow that with a declaratory sentence that states the objectives of your research; indicate the preliminary evidence you have to support your research question; include probable causes of the problem; lastly, add a tentative bibliography of the works you intend to use in the research. Approval and feedback from the instructor and/or teaching assistant must be obtained before embarking on the research and writing of this assignment (ref.: outline due on Tuesday, 31 January 2019):
Right-wing, conservative political regimes have a poorer record than liberal or left-of-centre political regimes in inventing, accepting, and entrenching individual, social, cultural, and environmental human rights.
Non-Western rulers’ claims that Western standards of human rights do not belong in their societies and cultures are to be rejected as self-serving and contrary to the universality of human rights.
Capitalism, democracy, and human rights are irreconcilable in theory and practice.
Freedom of religion is freedom to practice intolerance towards other peoples.
Special interest groups’ entitlement claims have diluted the universal meaning of human rights.
Endless wars, whether international or domestic, are the greatest threats to democracy and human rights.
State-sponsored terrorism is a major threat to individual and collective human rights.
So-called Humanitarian Intervention by Western powers, and their Third World surrogates, is a major threat to human rights.
Canada’s claims to be a paragon in the international human rights stage are not matched by historical and contemporary evidentiary facts.
The enhancement of a positive human rights culture can only come about with a forceful application of international law by independent international organizations.
Final examination (30%) April 2019
The course final examination will be held during the University-run final examination period in April 2019. All required readings and class and tutorial discussions must be used in answering the corresponding questions. No aids allowed. Examination has three parts: Part 1 is worth 30 % of the examination and asks to identify, explain the meaning, and discuss the significance of 3 notions or concepts discussed in class and readings. Part 2 is worth 40 % of the examination and is a compulsory essay question. Part 3 is worth 30 % of the examination and asks students to choose from two essay questions. Duration of the examination is 2 hours and 30 minutes.
Tutorial participation (10%)
This assignment is worth 10 % of the final course grade. It comprises (1) regular attendance, and (2) active engagement in the discussion of readings, lectures, and assignments as determined by the Teaching Assistants. Grade for this assignment is at the Instructor’s discretion.
Weekly Course Schedule and Required Readings
Week 1: 10 January
Instructor’s introductory remarks. The course’s objectives, organization, and evaluation.
Week 2: 17 January
State of the Art in the Human Rights field: Progress and regression in the evolution of human rights and democracy seen through an examination of the two 9/11 events that shook the international community.
Required readings
Goodhart, Michael, Introduction: Human Rights in Politics and Practice (1-8); Chandler, David, Chapter 7: Contemporary Critiques of Human Rights (110-126); Landman, Todd & Larissa Kersten, Chapter 8: Measuring and Monitoring Human Rights (127-144).
Lecture by the instructor.
Week 3: 24 January
Conceptualizing the meaning of democracy and human rights. Are democracy and human rights complementary or oppositional? Human rights and politics.
Required readings
Cardenas, Sonia, Chapter 5: Human Rights in Comparative Politics (77-92); Short, Damien, Chapter 6: Sociological and Anthropological Approaches (93-109).
Lecture by the instructor.
Week 4: 31 January
Historical origins of Human Rights. The Magna Carta; the American and French Revolution; the Universal Declaration of Human Rights. The emergence of the Individual. The rise of Capitalism. The Reformation Movement. The rise of the Nation State. The consolidation of historically particularistic rights into universal rights.
Required readings
Langlois, Anthony, Chapter 1: Normative and Theoretical Foundations of Human Rights (11-27), and Fazaeli, Roja, Chapter 10: Human Rights and Religion (163-181).
Lecture by the instructor.
Recommended readings
Hobbes, Thomas: On the Natural Condition of Mankind as Concerning their Felicity and Misery, from Leviathan (ch.13).
Locke, John: A Letter Concerning Toleration.
Marx, Karl: The Communist Manifesto; On the Materialist Conception of History: see: Preface to A Contribution to the Critique of Political Economy.
Week 5: 7 February
The expansion of democracy and human rights in the Western World: From the working classes struggles for democracy to liberal democratic regimes to the rise and fall of the Welfare State. Capitalism, Democracy, and Human Rights: Can they be reconciled?
Required readings
Glasius, Marlies & Doutje Lettinga, Chapter 9: Global Civil Society and Human Rights (147-162); Richards, David & Ronald Gelleny, Chapter 13: Economic Globalization and Human Rights (216-234); and Davenport, Christian, Chapter 14: Political Democracy and State Repression (235-254).
Lecture by the instructor.
Week 6: 14 February
Democratic transitions in the post-Cold War period. The adoption of the democratic method (Joseph Schumpeter, the Pluralist School) by developing countries. The limits of conditional definitions.
Required readings
Dunne, Tim & Marianne Hanson, Chapter 3: Human Rights in International Relations (44-59); and Smith, Rhona, Chapter 4: Human Rights in International Law (60-76).
Lecture by the instructor.
Recommended readings
Dahl, Robert (1971), Polyarchy: Participation and Opposition. New Haven, CT: Yale University Press.
Schumpeter, Joseph (1942), Capitalism, Socialism, and Democracy.
Huntington, Samuel (1991). The Third Wave: Democratization in the Late Twentieth Century (Norman, OK: The University of Oklahoma Press).
Week 7: 18-24 February Mid-term Recess
Week 8: 28 February
Development, Modernization, and Human Rights. The Fallacy of the complementarity. The Optimistic Equation. The Clash of Civilizations.
Required readings
Fukuda-Parr, Sakiko, Chapter 12: Human Rights and Politics and Development (198-215); Barry, John & Kerri Woods, Chapter 23: The Environment (405-420).
Lecture by the instructor.
Recommended readings
Huntington, Samuel (1996). The Clash of Civilizations and the Remaking of the World Order (New York: NY: Simon and Shuster).
Huntington, Samuel. (1987) The Goals of Development,î in Understanding Political Development, edited by Samuel Huntington and Myron Weiner (Boston: The Little, Brown and Company).
Week 9: 7 March
The end of the Cold War; new wave of democratization; old and new conflicts and the new wave of human rights abuses.
Required readings
Strauss, Scott, Chapter 20: Genocide and Human Rights (351-369).
Week 12: March 20 & 22: Torture and other human rights abuses: a peculiar way of promoting Western values to non-Western societies.
Required reading
Schulz, William, Chapter 15: Torture (255-272).
Lecture by the instructor.
Week 12: 28 March
Do Reconciliation and Truth Commissions strengthen or weaken emerging democracies? The use of selective approaches in the punishment of human rights abuses.
Havemann, Paul, chapter 19: Indigenous Peoples Human Rights (333-350).
Lecture by the instructor.
Review. Exam preparation.
Course Policies
Submission of Assignments
Outline of Research Paper and Research Paper must be submitted in class on 31 January and 14 March 2019, respectively. The Instructor and Teaching Assistants assume no responsibility whatsoever for assignments left under office doors, faxed, or texted (none of which is advised) or delivered in any other form than in class. Final version of research paper must include the original outline with the teaching assistants and instructor’s comments. Each submission must be accompanied by an electronic copy (Word format) addressed to gallegui@mcmaster.ca, as well as the Teaching Assistant’s McMaster e-mail address. Each submission must also include the following statement on plagiarism: ìI (name of student) attest that this work is original, and that no plagiarism has been committed in its preparation and delivery. (signature)
Grades
Grades will be based on the McMaster University grading scale:
MARK GRADE
90-100 A+
85-90 A
80-84 A-
77-79 B+
73-76 B
70-72 B-
67-69 C+
63-66 C
60-62 C-
57-59 D+
53-56 D
50-52 D-
0-49 F
Late Assignments
Late submission of research paper will be penalized with one sub-letter grade deduction for each working day of delay, up to a maximum of one week (7 days from the due date). After one week, the Instructor must refuse to accept a late paper unless proper medical certification stating a prolonged inability to fulfil academic responsibilities is provided. Medical notes will be verified for authenticity. Marks for papers accepted by the Instructor after one week of lateness will be dropped by one letter grade. Students must talk to the Instructor with anticipation if they believe they will need a legitimate extension. Teaching Assistants cannot grant an extension.
A make-up examination for the missed mid-term will be granted only for legitimate reasons, and at the Instructor’s discretion.
Absences, Missed Work, Illness
McMaster Student Absence Form (MSAF). This is an online, self-reporting tool for students to report absences that last up to three (3) days, and to request accommodation for any missed academic work that is worth less than 25 % of the final grade. This tool cannot be used during any final examination period. It is the prerogative of the Instructor to determine the appropriate relief for missed term work. Students may submit a maximum of one request per term. The form should be filled immediately when the student is about to return to class after an absence. It is the student’s responsibility to follow up with the instructor immediately (within two working days) about the nature of the accommodation. Students who have been absent for more than three (3) days, have missed academic work worth 25 %, or more, or exceed one request per term must see their Faculty Academic Advisor. Students will be required to provide supporting documentation.
Avenue to Learn
In this course we will be using Avenue to Learn. Students should be aware that, when they access the electronic components of this course, private information such as first and last names, user names for the McMaster e-mail accounts, and program affiliation may become apparent to all other students in the same course. The available information is dependent on the technology used. Continuation in this course will be deemed consent to this disclosure. If you have any questions or concerns about such disclosure please discuss this with the course instructor.
Turnitin.com
In this course we will be using a web-based service (Turnitin.com) to reveal plagiarism. Students will be expected to submit their work electronically to Turnitin.com and in hard copy so that it can be checked for academic dishonesty. Students who do not wish to submit their work to Turnitin.com must still submit a copy to the instructor. No penalty will be assigned to a student who does not submit work to Turnitin.com. All submitted work is subject to normal verification that standards of academic integrity have been upheld (e.g., on-line search, etc.). For more information please refer to the Turnitin.com Policy.
University Policies
Academic Integrity Statement
You are expected to exhibit honesty and use ethical behavior in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.
Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behavior can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: Grade of F assigned for academic dishonesty), and/or suspension or expulsion from the university.
It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy.
The following illustrates only three forms of academic dishonesty:
Plagiarism, e.g. the submission of work that is not one’s own or for which credit has been obtained.
Improper collaboration in group work.
Copying or using unauthorized aids in tests and examinations.
Academic Accommodation of Students with Disabilities
Students who require academic accommodation must contact Student Accessibility Services (SAS) to make arrangements with a Program Coordinator. Academic accommodations must be arranged for each term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-mail sas@mcmaster.ca. For further information, consult Master University’s Policy for Academic Accommodation of Students with Disabilities.
Faculty of Social Sciences E-mail Communication Policy
Effective September 1, 2010, it is the policy of the Faculty of Social Sciences that all e-mail communication sent from students to instructors (including TAs), and from students to staff, must originate from the student’s own Master University e-mail account. This policy protects confidentiality and confirms the identity of the student. It is the student’s responsibility to ensure that communication is sent to the university from a Master account. If an instructor becomes aware that a communication has come from an alternate address, the instructor may not reply at his or her discretion.
Course Modification
The instructor and university reserve the right to modify elements of the course during the term. The university may change the dates and deadlines for any or all courses in extreme circumstances. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is the responsibility of the student to check his/hMaster email and course websites weekly during the term and to note any changes.
Religious Accommodation
Students who require academic accommodation due to religious reasons, indigenous, and spiritual observances need to familiarize themselves with the University Policy on Academic Accommodation for Religious, Indigenous, and Spiritual Observations. Students must discuss the accommodation with the instructor as well.
Pol Sci 3Y03 Human Rights and Democratization
Writing the Outline of a research paper
Professor N. Galleguillos
Winter 2019
Creating an Outline
An Outline is a systematic way of organizing ideas and developing the action plan that will follow. Think of it as a scaffold, a skeleton of what is to come, to be fleshed out as the research moves forward. The Outline should include the following sections:
Introduction
Start by indicating which one of the various topics listed in the course syllabus you have chosen. These are open-ended issues, or problems, to address. It would be a good strategy to re-word, re-phrase, paraphrase, re-state the topic that you have selected. In writing the Outline, use sentence form in introducing the topic, i.e. give a brief reason of why you chose this particular topic, what methodology you will use, what literature you intend to consult, the argument you intend to make, and your tentative conclusions. Since the purpose of this assignment is to give students an early feedback on the research process help yourself by using sentences and paragraphs rather than a point-form style. In this way the TA or instructor will not have to guess what your argument might be all about. Point-form Outlines will not be assessed, and must be re-submitted.
Next, state the research question (or problem statement) in the form of a question, i.e.? Follow with a declaratory sentence which re-states the research question. A research question, or problem statement, should not include causes or solutions in it. You can choose to have a principal research question, as well as secondary research questions.
Evidence
Once you have stated the research question(s), list some of the evidence available to you that validates that the problem is real and not an imaginary one. List at least three, or more, pieces of evidence.
Probable causes
Next, list some of the probable causes that might explain why the problem exists. Causes should be more than one.
Sources
Indicate the methodology (qualitative, mainly) you will adopt in the pursuit of the research. Will you use primary sources (reports, interviews, observation), or mainly secondary sources (books, articles, newspaper news, online information, etc.)? Most likely you will use the latter; in which case indicate some of the bibliographic sources you will be using. If not ready yet, ensure you check with your TA during the research process about the sources you will be using. If you will use mainly online sources, indicate how will you ensure that they are reliable.
Analysis. A brief description of your argument, if you already have one.
Conclusions (Tentative). Not needed at this time.
Sample of an Outline:
The topic I selected for this research paper is number Ö from the course outline: Canada’s claims to be a paragon in the international human rights stage are not matched by historical and contemporary developments.
The more specific research question that I will ask is: Is Canada’s international reputation as a democratic society that fosters respect, protection, and fulfillment of all human rights, domestically and internationally, a deserved one?
In my research I will address some secondary questions as well:
How did Canada come to develop this reputation?
Why does Canada continue to hang to a reputation that might not be based on actual facts?
Is Canada’s reputation enhanced or undermined by its willingness to join the Western-inspired war on terror?
Why was Canada apprehensive in its support of the UNUDHR?
In this paper I intend to examine historical evidence that demonstrates that Canada’s reputation as a democratic society that upholds human rights is a figment of some peoples’ imagination.
Available evidence supporting this hypothesis includes:
Historical mistreatment of First Nations peoples
Historical discrimination against immigrants
Historical discrimination against peoples with disabilities (eugenics)
Historical support for dictators in the Third World
A slanted electoral system (unelected Senate)
Willing participation in waging wars against peoples in the Middle East (war on terror)
OR (if you choose an alternative take on the topic)
In this paper I intend to support the commonplace view that Canada is, indeed, a society that adheres to democratic principles and respects, protects, and fulfills its domestic and international obligations on human rights.
Available evidence supporting this hypothesis includes:
Canada’s influential role in the development of international law regarding (a) rights of children; (b) humanitarian intervention; (c) control of small arms, and (d) promotion of free trade
Canada’s NGOs positive contribution to democracy and human rights in the developing world
Canada’s traditional participation in peacekeeping operations throughout the world
Canada’s independent foreign policy vis-a-vis the USA
Canada’s commitment to accept refugees from conflict areas
III. Causes (always more than one)
Sources. The literature on Canada’s reputation as a democracy and upholder of human rights (or otherwise) is extensive, and it will be consulted thoroughly. Books, academic articles, and Government of Canada’s Reports will be thoroughly reviewed.
Analysis. Concepts such as: democracy; human rights;international law; conservatism; liberalism; democratization; peacekeeping, and humanitarian intervention inter all will be duly defined. The question of Canada’s reputation as a democratic society and respectful of human rights will be addressed.
Conclusion. In the conclusion I will relate the findings of my research to the paper’s central (and secondary) question.
Academic integrity statement. At the conclusion of this outline include the following statement: I,Ö(your name)Östate that no plagiarism has been committed in the preparation and delivery of this assignment. Add your signature.
RESEARCH PAPER FORMAT
The research paper must include:
Abstract
Table of Contents
Introduction
Evidence
Argument/discussion/development of the research question
Conclusions (weigh evidence, argument, summary)
List of references (only sources cited in the text of the paper)
Formatting of paper:
Typed, double-space, wide margins
Title page on separate page
Abstract on separate page
Page number top right corner
Follow the instructions on the course outline and, if in doubt, the APA style for listing of sources (author, date, place)
III. Leave enough time to proofread the paper and learn to proofread thoroughly.
Save paper on hard disk/floppy disk/USB, or email it to yOurself.
Submit research paper on due date, in class, and email an electronic copy addressed to gallegui@mcmaster.ca, and your TA at the same time.
Pagination
Preliminary pages (title page, abstract page, table of contents page) are numbered on small roman numerals centered at the bottom margin of the page.
The title page is assigned a number (I) that is not placed on the page.
Main body of the research paper, from page 1 onwards, through list of references and appendixes, is numbered with Arabic numerals in the upper right margin.
Pagination should be placed within the margins.
Do not use page headers or running heads.
The typeface and size of page numbers should be the same as the text type.
Page numbers should be placed at least two lines spaces above the first line of type (for main body) and at least two lines spaces below the last line of type (for preliminary pages)
VII. Indentation
The first line of each paragraph must have a consistent indentation of 5-7 spaces.
Use the same indentation for subheadings in the Table of Contents, for block quotations, for the first line of numbered seriation, and for the second and subsequent lines in reference-list entries.
Evaluation of research paper (how the paper will be graded)
Quality of the formulation of the question(s) being addressed
Overall organization
Use and quality of sources
Depth and scope of research
Interpretation of evidence/argument
Quality of writing and proper formatting
Conclusion (how does it relate to the main question?)
[Title Page Sample]
Human Rights Regression in the Era of the ëWar on Terrorism.
by John H. Smith 00123456
A research paper presented to Professor N. Galleguillos, in partial fulfillment of the requirements for Pol Sci 3Y03, Human Rights and Democratization.
Tutorial #
Teaching Assistant:
McMaster University
March 2019
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This is a zany story full of stylistic acrobats and delicious, muscular turns of phrase. Since a part of your first major writing assignment this quarter (Style Memo portion of Vignettes) is all about analyzing and imitating writing style, it’s important that we practice how to understand the hallmarks of a writer’s style, across multiple texts or sections (as we will with Cannery Row, next). We’re using Russell for this practice.
Russell probably uses some words you’ve never heard before in this story. So on your first read, make a list of those words and look them up as you go. Include your list here.
How often does Russell use figurative language (similes, metaphors, descriptive imagery of any kind) in her writing? Describe her writing style in your own words, and from your own point of view, using 3-5 specific adjectives to show what you mean. How would you describe her writing style? Be original.
Examine the following passage:
The forest at night is full of friendly menace. It blurs and ashes all around us, a dark dream of itself. Rain runs down the skinned black hands of the trees, down the white mushrooms that push their tiny faces from the logs. Frogs jump from the branches like spry blemishes. We flinch beneath the leaf-swung shadows, the winged attack of lunatic moths. The forest gives me all sorts of reasons to reach out and hold Emma’s hand (Russell).
In this batch of study questions, you’re going to take some first steps toward writing an extended close reading of a passage. To do that, answer the following questions in paragraph form:
What specific words and descriptions stand out to you most in this passage? Try to find at least one word and/or description from each sentence. Use quotes!
Why do each of these examples stand out to you? What do they have in common? Start to draw connections between them, and be specific. Remember, this is subjective. There is no right answer.
Based on the evidence you’ve gathered, what message is Russell sending about the forest at night?Messages might be about the atmosphere, theme, or metaphorical meaning of the forest at night. There is no right interpretation of the passage and no wrong message!
HOW did you make this interpretation? Meaning: Which evidence did you use to come to this conclusion, and why?
BONUS. Feeling brave? Answer this question: How is Russell’s description of the forest related to Elijah’s feelings for Emma? Why? Go for it!
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Metrics that can be used for measuring software process improvements
Identify at least 2 metrics that can be used for measuring software process improvements.
Summarize the methodology that is used to collect and evaluate these metrics.
In your opinion, what are the obstacles that might inhibit the collection and evaluation of these metrics?
Discuss how you would overcome any difficulties during the collection and evaluation of these metrics.
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Scenario: You are sitting in your home and you pick up a package of Oreos (or some other product of your choosing). After realizing that you have purchased this product for years, you wonder, “Why do I feel so strongly about this product?” You remember your readings from Marketing class and decide to figure out why you feel strongly about this product using the 4 P’s of Marketing and Marketing Strategy concepts.
Develop a 700- to 1,050-word response using the scenario above and answer the following questions:
What is it about this product that appeals to me? Who are the people like me that are buying this product? (e.g. demographics, consumer characteristics, buyer behavior)
How do marketers strategically plan to market these products to me?
Why does the price of this product seem to be of equal value for the satisfaction that I receive when consuming/using this product?
How does this product get from the manufacturer to the place I can buy it?
What promotional activities compel me to buy this product?
What do the answers to these questions tell you about the presumed target market and its relation to the controllable 4 P’s of marketing?
What social, environmental, and regulatory forces must this product’s marketers overcome to get this product to the customer?
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