Category: Political science

Question 1: Write 300-500 words to explain how ‘Political Behavior’ is formed in a nation or state.  Examining the political ideology, political socialization, political culture as some principles that can explain political behavior of the masses. Reflect through research and principles of “political behavior, governmental institutions, political ideology, political culture”. Provide examples of a nation to justify your critical statement on this rhetorical question and try to relate another two posed comparative questions: Who rules? and Why?
Question 2: Write 300-500 words to define through research what it identifies a nation-state? What are the characteristics that can identify a modern state in comparison to strong, weak or failed state.  Is a nation comes first? or the State is created first? Therefore are the strong states defined as modern or post modern, and are there successful democracies?  Considering their history some may have derived from regimes.
Question 3: Write 300-500 words to define through research what it identifies ‘Consolidated Democracies’ reflecting on one former USSR Communist state that have become a European member state.  What are the characteristics that can identify a liberal democratic state in comparison to an advance democracy? Why were central European countries most likely to become consolidated democracies? (Estonia, Latvia, Lithuania, Czech Republic, Hungary, Poland and Slovakia). 
IMPORTANT: Please use 3 sources and include a bibliography for each discussion question.
One resource for each: https://socialsci.libretexts.org/Courses/Saint_Mary’s_College_(Notre_Dame_IN)/Introduction_to_Comparative_Politics

What are current barriers to voter turnout? What changes can be made to increase voter turnout? How will greater voter turnout affect our public policies? What laws could change?

“Sites where forensic archaeological investigation have not taken place are destined to become ”non-sites” of memory”. 
You may select a particular event to focus upon e.g. the Holocaust, Rwandan genocide, Cambodian genocide etc or you may wish to draw upon several examples from different genocides or episodes of mass violence to inform your answer.
In your answer, you should discuss the definition of “non-sites” of memory as outlined in the literature and consider how a lack of forensic archaeological intervention has affected: efforts to focus on, suppress or distort (1) physical evidence and landscapes, (2) memorialisation, commemorative, educational or artistic efforts, (3) historical narratives. You can also discuss any other efforts to remember or forget that you deem relevant and you might wish to draw upon examples of where forensic archaeological investigations have happened for comparative purposes. 
Please ensure that you refer to a wide range of literature in your answer and that you focus in particular on the way in which archaeological remains and heritage have been treated in the aftermath of genocide and conflict. 
For your written work, you must cite in an acceptable manner using the Harvard System. You must also give a FULL reference to each information source that you use, containing sufficient detail that would allow others to directly access the information. You must fully explain any technical terms that are used. Whilst it is acceptable to copy diagrams and photographs etc. (correctly cited of course) as part of your assignment, the pasting of any text directly into your report is not, and any detected will be considered as plagiarism (see guidelines below). Any material you wish to use must be read, the information summarised in your own words, and it must be referenced appropriately. Please see RefZone for further guidance. 
For your assignments you need to use a standardised format. Please use ‘Arial’ font (font size 11) and ensure you use double line spacing. Margins should be set to 2.5 at the top, bottom, and left and right sides of the page. 
recordings that are useful for knowledge – https://ice-cam.zoom.us/rec/play/GFKxh6dA6NkTWE8ShaEBDbsOerD4aAm6195ExYRccZIFq3e59R-8z0SfD4ONMQSrFG8HYuVf_iDwlOxY.501CegAOrKAMC5OA?canPlayFromShare=true&from=share_recording_detail&startTime=1643297223000&componentName=rec-play&originRequestUrl=https%3A%2F%2Fice-cam.zoom.us%2Frec%2Fshare%2F1Z1t3ftg_4qKs9CJenQ7CpXXBXP5A5QulRcs-zHDBca3XrU6eXaKWyA7BUOLZz2Z.j3ZYXZ8N0AtF4jZb%3FstartTime%3D1643297223000
https://ice-cam.zoom.us/rec/play/vIgfL5WLHbTGh-sFAKWvAQrKXTP8ku8N6kkJuSaosgFOfAEcvZf0C9kG-TnFNxm3hTO1RSDFBk0o_mqV.Rw5uN6nQpxYoLBFD?startTime=1612798167000&_x_zm_rtaid=_FG7ceuiRh6v7H-ab1SYMQ.1643748374142.5ce3ac5b7af4cbcc6eca03a19930942a&_x_zm_rhtaid=201
https://staffsuniversity.sharepoint.com/:p:/s/CentreofArchaeology/EWP3CM44RadMrqkbr0MiggAB68jyqVtXsFwG-K9JteUXRA?e=cFphOD
https://www.opendemocracy.net/en/memorial-in-exile-in-londons-olympics-orbits-of-responsibility/
Taner Akcam, From empire to republic: Turkish nationalism and the Armenian genocide (London: Zed, 2004) 
Marc David Baer, Sultanic Saviors and Tolerant Turks: Writing Ottoman Jewish History, Denying the Armenian Genocide (Newburyport: Indiana University Press, 2020) 
Donald Bloxham, ‘The Armenian Genocide of 1915-1916: Cumulative Radicalization and the Development of a Destruction Policy’, Past & Present 181 (2003): p.141-191 
Alissa Der Sarkissian and Jill Sharkey, ‘Transgenerational Trauma and Mental Health Needs among Armenian Genocide Descendants’, International Journal of Environmental Research and Public Health, 2021-10-08, Vol.18, 19 (2021) 
Dixon, Jennifer, ‘Norms, Narratives, and Scholarship on the Armenian Genocide’, International Journal of Middle East Studies 47, 4 (2015): p.796-800 
Wolf Gruner, ‘”Peregrinations into the Void?” German Jews and their Knowledge about the Armenian Genocide during the Third Reich’, Central European History vol. 45, No. 1 (March 2012), pp. 1-26. 
Huw Halstead, ‘‘We did commit these crimes’: Post-Ottoman solidarities, contested places and Kurdish apology for the Armenian Genocide on Web 2.0’, Memory Studies Vol.14, 3 (2021): p.634-64 
Richard Hovannisian, Looking backward, moving forward: confronting the Armenian Genocide (New Brunswick, NJ: Transaction, 2003). 
Maria Koinova, ‘Diaspora coalition-building for genocide recognition: Armenians, Assyrians and Kurds’, Ethnic and Racial Studies Vol.42, 11 (2019), p.1890-1910 
Laura Robson, ‘Memorialization and Assimilation: Armenian Genocide Memorials in North America’, Mashriq & Mahjar 4, 1 (2017) 
Joachim, Savelsberg, ‘Knowing about Genocide: Armenian Suffering and Epistemic Struggles’ (Berkeley: University of California Press, 2021) 
Michelle Tusan, ‘”Crimes against Humanity”: Human Rights, the British Empire, and the Origins of the Response to the Armenian Genocide’, The American Historical Review Vol.119, 1 (2014): p.47-77 
Keith David Watenpaugh, ‘The League of Nations’ Rescue of Armenian Genocide Survivors and the Making of Modern Humanitarianism, 1920—1927’, The American Historical Review Vol.115, 5 (2010): p.1315-1339 

Instructions
What?
For this essay, address the following question.
Question
How do the institutions we have discussed so far in this course influence your thoughts and actions?
Keep in mind that your examples should be pulled from lessons 1 – 4.   
Why?
Why ask you to reflect on how the government shapes your behavior?
Reason #1
Reflection is a key feature of critical thinking. As I have stressed before, critical thinking is the ultimate aim of this course. 
Reason #2
Most of us never really think about how institutions shape “our” behavior in concrete ways. By asking you to reflect, I hope you will enhance your awareness of how this institution affects your life. If you can do so, you will see more clearly what parts of your behavior are constructed and what are not. 
How?
Here are some suggestions for how you should write your essay. 
Write approximately 500 – 1,250 words
Consider a five-paragraph format
Write an introduction with a thesis claim
Focus on three specific institutions (covered in this course) and how they shape your behavior. 
Address each example in a separate body paragraph
Make reference to our course materials (you may use any citation style)
Demonstrate critical thinking & depth of thought
Creativity is always encouraged! 
Close with a conclusion

should be 10 pages and will represent an expanded analytic version
of your proposal that is attached bellow. it must be  A case study which represents
some of the themes discussed in class and provide a detailed analysis of the events and issues
involved. must use all hev lised sources

The Question: Every good essay is an argument for–that defends–a particular answer to an overarching question. But before defending an answer, it’s important to have a clear and precise question. Reflecting on sources assigned for the course, formulate a question that your essay will seek to answer. Usually a good research question involves a general question as well as subordinate questions that you need to answer in order to answer the more general question. For instance, suppose your question is this: Is Hobbes’s claim that sovereign power is or must be absolute correct? In order to answer that question, we must first know what it means to call sovereign power absolute. Next, we must know the argument for the claim that sovereign power must be absolute. After that, we need to know what the arguments against the claim might be.
The Answer: The thesis of an essay is the answer to the overarching question. In the essay itself, the thesis is stated up front (in the Introduction, usually in the first paragraph, and perhaps immediately after stating the overarching question the essay seeks to answer.). The main text of the essay is an argument for the thesis. In The Thesis Statement or Statement of the Question, however, you provide either a tentative answer to the overarching question (an answer you will defend at length in the completed essay)—we call this tentative answer a hypothesis—or you consider multiple tentative answers/hypotheses that are, at this initial stage, plausible answers to the main question. The goal of your research would then be to arrive at a determination as to which hypothesis provides the best answer to the overarching question. At this stage of your work on the essay, you should keep in mind that good research might result in rejecting a hypothesis that you originally thought you would defend or affirming a hypothesis that you initially thought you would reject.
Composing the Thesis Statement: The thesis statement should include at least two parts. The first part of the thesis statement includes a clear and precise statement of the main question you wish to answer (the overarching question of the essay). A statement of the question also involves framing subordinate questions that must be answered in order to answer the overarching question. Your statement of the question should show how the subordinate questions relate to the overarching question by helping to answer it.
The second part should include a tentative answer you think you might defend or multiple hypotheses that you will examine. But even in the case where you think you will defend a particular answer, you should make clear that you affirm this answer in light of other possible answers and should say what those are.
Instructions
Your thesis statement (or statement of the question) must address one of the prompts below. Include identifying information–your name, date, course, assignment information, word count–at the top and on the left of the page. The thesis statement /statement of the question should be 300-500 words. The statement should be double-spaced. Use 12-point, Times New Roman font and 1 inch margins all around. To receive credit the statement must be uploaded to Canvas as a .doc, .docx, or .pdf. Please note that you your thesis or statement of the question can be tentative. If in the course of your research the thesis for which you plan to argue or the question (or answer to the question) changes, that’s both acceptable and expected in the process of research. 

-Select what you believe are the most important impacts, explain what they are, and how the Charter is connected. Explain your understanding of the benefits and challenges posed by the Charter in the context of those impacts, remembering to support your analysis with evidence.
-Two sources

Using the sources I have provided below, find a current event that pertains to American Government. I will not accept anything else. The current events will consist of two parts: (1) a brief summary (paragraph of 5-6 good sentences) of the issue, and (2) your reaction (paragraph of 5-6 good sentences) to the issue.
You must cite your source using MLA format. I will deduct 20 points for not citing using MLA. If you catch your errors and submit to me corrected current event within 2 days of the due date, I’ll be glad to re-evaluate it and give you a higher grade. If it’s cited correctly and everything else was right you can still get 100 points.
The following is the list of sources to use. There are eleven (11) sources listed and we will have approximately fourteen (12) current events. Therefore, you may use each source once and your choice of sources may be used three times. These are available on-line in our library. I KEEP A TALLY OF THE SOURCES YOU USE.
Acceptable Sources:
Newsweek, Time, U.S. News & World Report, N.Y. Times, Washington Post, Christian Science Monitor, Chicago Tribune, and The Economist, Al JaZeera, BBC, The Guardian.
I need three current events that are happening now. Each individual current event needs to be from three different sources that I provided from that list. they cannot be from the same source.
it only has to be a brief summary with 5 to 6 sentences. if you will, please add three different files with each current event paragraph

I’d like you to construct an initial post that discusses Enumerated vs. Un-Enumerated rights. Should judges be empowered to extend a right or protection not already in the law? Please consider responding to one or more of the following items. You will need to watch the video below which you will be discussing:

Gorsch clip:

“It adds determinacy to the law. We have lots of tools that allow us to narrow the realm of admissible dispute between parties, so that people can anticipate and organize their affairs. Its part of the reason why the rule of law in this country works so well. We have statutes. We have rules. We have a fact finding process and a judicial system that’s the envy of the world. And Precedent is a key part of that…Once a case is settled, that adds to the determinacy of the law. What was once a hotly contested issue, is no longer a hotly contested issue. We move forward.”
I applied that statement when predicting the future of Roe. Do you hear an implication about Roe in his response? If so, let me know in your post. 
* Did the complexity of the specific details LegalEagle offered surprise you? Was it too clinical to keep your attention?
* Did the Gorsuch clip give you the same initial conclusion that I made? I’m kind of shrugging the potential dishonesty off as a normal part of the process. Is it important enough to even have a conversation about increasing the size of the court, or impeaching Kavanaugh and Gorsuch?
* Reliance on state legislatures – The argument that elected representatives should be responsible for extending rights and protection is elegant isn’t it? Dobbs returned the question of Abortion to the states. If unenumerated right were left to legislatures, would there be protections for privacy, contraceptives, private intimate relations, and same sex marriage?…Context – You need 38 states to agree to amend the Constitution. 
* Has Dobbs changed your level of trust and or level of interest in the courts?

I have attached the outline for the assignment which contains all the instructions
http://files.libertyfund.org/files/869/0161_Bk.pdf 
The above link is what you should be using for citation
I will also include the two class lectures about Hobbes because those need to be referenced to as well
make sure you pick a current canadian news event