Computer Systems Essay

Overview of The Seven Years War (1756 - 63)

Diagram of The Seven Years War (1756 - 63) In Europe, the Seven Years War was battled between a coalition of France, Russia, Sweden, Austria and Saxony against Prussia, Hanover and Great Britain from 1756 - 63. In any case, the war had a global component, especially as Britain and France battled for mastery of North America and India. All things considered, it has been known as the first ‘world war’. The venue in North America is known as the ‘French Indian’ war, and in German,y the Seven Years War has been known as the ‘Third Silesian War’. It is eminent for the undertakings of Frederick the Great, a man whose major early victories and later constancy were coordinated by one of the most mind blowing bits of karma ever to end a significant clash ever (that bit is on page two). Sources: The Diplomatic Revolution The Treaty of Aix-la-Chapelle finished the War of the Austrian Succession in 1748, however to many, it was just a cease-fire, a brief stop to the war. Austria had lost Silesia to Prussia, and resented both Prussia †for taking the rich land †and her own partners for not ensuring it was returned. She fired weighing up her collusions and searching out other options. Russia became stressed over the developing intensity of Prussia, and pondered about pursuing a ‘preventative’ war to stop them. Prussia, satisfied at having picked up Silesia, trusted it would take another war to keep it, and wanted to acquire an area during it. During the 1750s, as pressures rose in North America among British and French homesteaders going after a similar land, Britain acted to attempt to forestall the resulting war destabilizing Europe by changing its partnerships. These activities, and a difference in heart by Frederick II of Prussia †referred to by his numerous later admirers as ‘the Great’ †activated what has been known as the ‘Diplomatic Revolution’, as the past arrangement of coalitions separated and another one supplanted it, with Austria, France and Russia associated against Britain, Prussia and Hanover. Europe: Frederick Gets His Retaliation in First In May 1756, Britain and France formally did battle, activated by French assaults on Minorca; the ongoing arrangements halted different countries being sucked in to help. In any case, with the new coalitions set up, Austria was ready to strike and take Silesia back, and Russia was arranging a comparable activity, so Frederick II of Prussia †mindful of the plotting †started strife trying to increase a bit of leeway. He needed to crush Austria before France and Russia could prepare; he likewise needed to hold onto more land. Frederick along these lines assaulted Saxony in August 1756 to attempt to break its coalition with Austria, hold onto its assets and set up his arranged 1757 battle. He took the capital, tolerating their acquiescence, joining their soldiers and draining enormous assets out of the state. Prussian powers at that point progressed into Bohemia, yet couldn't win the triumph that would keep them there and they withdrew to Saxony. They progressed back again in mid 1757, winning the skirmish of Prague on May 6, 1757, thanks in no little part to Frederick’s subordinates. Nonetheless, the Austrian armed force had withdrawn into Prague, which Prussia assaulted. Fortunately for the Austrians, Frederick was crushed on June eighteenth by a help power at the Battle of Kolin and compelled to withdraw out of Bohemia. Europe: Prussia Under Attack Prussia currently had all the earmarks of being assaulted from all sides, as a French power vanquished the Hanoverians under an English general †the King of England was additionally the King of Hanover †involved Hanover and walked to Prussia, while Russia rolled in from the East and crushed different Prussians, despite the fact that they followed this up by withdrawing and just involved East Prussia the following January. Austria proceeded onward Silesia and Sweden, new to the Franco-Russo-Austrian union, likewise assaulted. For some time Frederick sank into self indulgence, however reacted with a showcase of apparently splendid generalship, vanquishing a Franco-German armed force at Rossbach on November fifth, and an Austrian one at Leuthenon December fifth; the two of which had dwarfed him extraordinarily. Neither one of the victories was sufficient to drive an Austrian (or French) give up. Starting now and into the foreseeable future the French would focus on a resurgent Hanover, and never battled Frederick again, while he moved rapidly, crushing one adversary armed force and afterward another before they could successfully collaborate, utilizing his preferred position of shorter, inside lines of development. Austria soon learnt not to battle Prussia in the enormous, open zones which supported Prussia’s prevalent development, despite the fact that this was continually decreased by losses. England started to pester the French coast to attempt to draw troops away, while Prussia pushed the Swedes out. Europe: Victories and Defeats The British disregarded the acquiescence of their past Hanoverian armed force and came back to the area, goal on keeping France under control. This new armed force was instructed by a nearby partner of Frederick’s (his brother by marriage) and kept French powers occupied in the west and away from both Prussia and the French states. They won the clash of Minden in 1759, and made a progression of key moves to tie up the foe armed forces, in spite of the fact that were obliged by sending fortifications to Frederick. Frederick assaulted Austria, however was outsmarted during an attack and compelled to withdraw into Silesia. He at that point battled a draw with the Russians at Zorndorf, yet took overwhelming setbacks (33% of his military); he was then beaten by Austria at Hochkirch, losing a third once more. Before the year's over he had freed Prussia and Silesia from adversary armed forces, however was extraordinarily debilitated, unfit to seek after any longer excellent offensives; Austria was carefully satisfied. At this point, all belligerents had spent immense wholes. Frederick was purchased to fight again at Battle of Kunersdorf in August 1759, yet was intensely crushed by an Austro-Russian armed force. He lost 40% of the soldiers present, in spite of the fact that he figured out how to keep the rest of his military in activity. On account of Austrian and Russian alert, postponements and differences, their bit of leeway was not squeezed and Frederick abstained from being compelled to give up . In 1760 Frederick bombed in another attack, yet won minor triumphs against the Austrians, in spite of the fact that at Torgau he won on account of his subordinates instead of anything he did. France, with some Austrian help, attempted to push for harmony. Before the finish of 1761, with adversaries wintering on Prussian land, things were going seriously for Frederick, whose once exceptionally prepared armed force was presently built out with hurriedly accumulated enlisted people, and whose numbers where well beneath those of the foe armed forces. Frederick was progressively unfit to play out the walks and outflankings which had gotten him achievement, and was on edge. Had Frederick’s adversaries defeated their appearing failure to co-ordinate †on account of xenophobia, hate, disarray, class contrasts and that's only the tip of the iceberg - Frederick may as of now have been beaten. In charge of just a piece of Prussia, Frederick’s endeavors looked damned, in spite of Austria being in a urgent money related position. Europe: Death as Prussian Savior Frederick sought after a supernatural occurrence, and he got one. The unappeasably against Prussian Tsarina of Russia passed on, to be prevailing by Tsar Peter III. He was positive for Prussia and made prompt harmony, sending troops to support Frederick. In spite of the fact that Peter was killed rapidly a short time later †not before attempting to attack Denmark †the new Tsar †Peter’s spouse, Catherine the Great †kept the harmony understandings, despite the fact that she pulled back Russian soldiers which had been helping Frederick. This liberated Frederick to win more commitment against Austria. England took the risk to end their collusion with Prussia †because of shared abhorrence among Frederick and Britain’s new Prime Minister-announcing war on Spain and assaulting their Empire. Spain attacked Portugal, however were stopped with British guide. The Global War Albeit British soldiers fought on the landmass, gradually expanding in numbers, the Britain had liked to send monetary help to Frederick and Hanover †sponsorships bigger than any before in British history †as opposed to battle in Europe. This was so as to send troops and ships somewhere else on the planet. The British had been associated with battling in North America since 1754, and the administration under William Pitt chose to additionally organize the war in America, and hit the remainder of France’s magnificent belongings, utilizing their amazing naval force to disturb France where she was most fragile. Interestingly, France concentrated on Europe first, arranging an intrusion of Britain, yet this chance was finished by the Battle of Quiberon Bay in 1759, breaking France’s staying Atlantic maritime force and their capacity to strengthen America. Britain had successfully won the ‘French-Indian’ war in North America by 1760, yet harmony there n eeded to hold up until different performance centers were settled. In 1759 a little, deft British power had held onto Fort Louis on the Senegal River in Africa, getting a lot of assets and enduring no losses. Thus, before the year's over, all French exchanging posts Africa were British. England at that point assaulted France in the West Indies, taking the rich island of Guadeloupe and proceeding onward to other riches delivering targets. The British East India Company fought back against a neighborhood chief and assaulted French interests in India and, supported enormously by the British Royal Navy overwhelming the Indian Ocean as it had the Atlantic, launched out France from the territory. By war’s end, Britain had an endlessly expanded Empire, France a much decreased one. England and Spain additionally did battle, and Britain stunned their new adversary by holding onto the center of their Caribbean tasks, Havana, and a quarter

Coronado, Francisco Vásquez de

Coronado, Francisco Vásquez de Coronado, Francisco Vásquez de fränthes ´ko väs ´kath da koronä ´?o [key], c.1510â€"1554, Spanish explorer. He went to Mexico with Viceroy Antonio de Mendoza and in 1538 was made governor of Nueva Galicia. The viceroy, dazzled by the report of Fray Marcos de Niza of the great wealth of the Seven Cities of Cibola to the north, organized an elaborate expedition to explore by sea (see Alarcón, Hernando de ) and by land. Coronado, made captain general, set out in 1540 from Compostela, crossed modern Sonora and SE Arizona, and reached Cibola itselfâ€"the Zuñi country of New Mexico. He found neither splendor nor wealth in the native pueblos. Nevertheless he sent out his lieutenants: Pedro de Tovar visited the Hopi villages in N Arizona, García López de Cárdenas discovered the Grand Canyon, and Hernando de Alvarado struck out eastward and visited Acoma and the pueblos of the Rio Grande and the Pecos. Alvarado came upon a Native American from a Plains tribe nicknamed the Turk, w ho told fanciful tales of the wealthy kingdom of Quivira to the east. Coronado, still hopeful, spent a winter on the Rio Grande not far from the modern Santa Fe, waged needless warfare with Native Americans, then set out in 1541 to find Quivira under the false guidance of the Turk. Just where the party went is not certain, but it is generally thought they journeyed in the Texas Panhandle, reached Palo Duro Canyon (near Canyon, Tex.), then turned N through Oklahoma and into Kansas. They reached Quivira, which turned out to be no more than indigenous villages (probably of the Wichita), innocently empty of gold, silver, and jewels. The Spanish turned back in disillusion and spent the winter of 1541â€"42 on the Rio Grande, then in 1542 left the northern country to go ingloriously back to Nueva Galicia and into the terrors of the Mixtón War . In 1544, Coronado was dismissed from his governorship and lived the rest of his life in peaceful obscurity in Mexico City. He had found no citi es of gold, no El Dorado; yet his expedition had acquainted the Spanish with the Pueblo and had opened the Southwest. Subsidiary expeditions from Nueva Galicia to S Arizona and Lower California make the scope of Coronado's achievement even more astonishing. See F. W. Hodge and T. H. Lewis, ed., Spanish Explorers in the Southern United States, Vol. II (1907); A. G. Day, Coronado's Quest (1940, repr. 1964). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

Comparing O Briens The Things They Carried and Ninhs...

Comparing O Briens The Things They Carried and Ninhs The Sorrow of War Bao Ninhs The Sorrow of War is a contrapuntal reading to American literature on the Vietnam War. But rather than stand in stark contrast to Tim O Briens The Things They Carried, The Sorrow of War is strangely similar, yet different at the same time. From a post-colonialist standpoint, one must take in account both works to get an accurate image of the war. The Sorrow of War is an excellent counterpoint because it is truthful. Tim O Brien writes: . . . you can tell a true war story by its absolute and uncompromising allegiance to obscenity and evil. (O Brien, 42) Bao Ninh succeeds in this respect. And it was for this reason that the Vietnamese†¦show more content†¦Not only were American soldiers well muscled and athletes, (191) but some of them were black. Whites were not particularly strange, as Vietnam had been under French rule, but blacks must have been something of a frightening, unfamiliar novelty. This too is reflected in the text. When Kien and Hoa encounter an Americ an platoon in the jungle, the blacks in the platoon are the first thing Kien describes, after describing what was not a man, but a tracker dog as big as a calf. (189) And when the soldiers smoke rosa canina, one of the things they hallucinate is groups of headless black American soldiers right along with hallucinations about fantastic creatures and extinct animal species. With these counterpoints to the American views of Vietnamese soldiers, an American certainly gets a different picture of the war. Bao Ninhs portrayal of postwar Vietnam also fosters a more objective viewpoint of the war. After the war, the Americans took their twisted memories back home, to an unscathed country where nearly everyone had something to go back to. For North Vietnamese soldiers, home was where the horror had been, and in many ways still was. He is plain in his message: The recent years of war had brought enough suffering and pain to last them a thousand years. (75) Kiens slow, painful demise is brought on by the heavy sorrow of war as he is haunted by an eternal past. (88) During the war North Vietnamese soldiers were but insects or an ant who

Extracting Onion Dna - 1346 Words

Extraction of DNA from an Onion Molecular biologists and biochemists are involved with research in finding out as much as possible about the DNA in plants. DNA was discovered in the 1950’s, there still remains a lot to be known about it, especially how it is used to determine the physical traits that we all have, and how it regulates the workings of the body. deoxyribonucleic acid is a chemical, we can do reactions with it just like we can work with any other chemical. Experiment: Note: You should write all observations from this lab in the observation section on the third page of this lab. These observations will account for a large part of your grade, so be neat and complete! 1) Prepare a buffer solution by pouring the†¦show more content†¦The (hopefully) clear solution you have in this test tube consists of dissolved DNA fragments, as well as some other biochemical compounds such as RNA and some proteins. DNA is a very long molecule, but compared to the holes in a piece of filtering paper, the molecule is still small enough to pass through. 7) Obtain some ice-cold rubbing alcohol from an ice bath or a freezer. Using a drinking straw, gently add rubbing alcohol to the top until there is about an inch and a half sitting above the buffer solution. The best way to do this is to dip the drinking straw into the isopropanol bottle and then when it has filled to put your finger over the end. To add it to the test tube, slowly let it run down the side of the test tube into the DNA solution. Your goal is to have the rubbing alcohol stay on the top of the DNA solution, with as little mixing as possible. The rubbing alcohol is used to extract the DNA from the onion juice. The reason you want the rubbing alcohol to stay on top of the onion juice is because by doing that the liquid will form two distinct layers. Generally, molecules are attracted to the boundaries of two liquids - sometimes the concentration of large molecules can be much higher at the boundary between two liquids. That’s what we’re hoping for here... if the DNA is attracted to the surface, we can pull most of it out. However, if the alcohol and onion juice mixes too much, there will be too much alcohol throughoutShow MoreRelatedExtraction of DNA from onions1450 Words   |  6 PagesEXTRACTION OF DNA FROM ONIONS ABSTRACT The purpose of the experiment was to experience firsthand the isolation of DNA form a plant tissue without destroying its structure and sequence. A white onion was used for the experiment. After several processes, DNA isolate was the visible result. Different chemical tests were performed on the DNA isolate, namely: Dische Test, Murexide Test, Wheeler-Johnson test and Test for Phosphate. Visible results were then noted. INTRODUCTION DNA (deoxyribonucleicRead MoreShould New Zealand Genetically Modify Crops For Economic Purposes? Essay4171 Words   |  17 PagesGenetic modification has been used in New Zealand since the 1970’s. Genetic modification, also known as Genetic Engineering is the act of directly manipulating the characteristics of an organism by modifying its genetic materials (Deoxyribonucleic acid, DNA) to produce new or improved organisms. In 1996 New Zealand passed the ‘Hazardous Substances and New Organisms’ act which regulates the research and the release of anything that did not already exist in New Zealand. The act includes organisms thatRead MoreCloning Should Not Be Legalized2450 Words   |  10 PagesCloning Should Not be Legalized Human cloning has been a very controversial issue for a number of years. In order to understand cloning better is important to recognize what cloning is. A clone is an exact genetic replica of a DNA molecule, cell, tissue, organ, or entire plant or animal. This may be done through reproductive cloning or therapeutic cloning known as stem cell cloning. (Coalition for the Advancement of Medical Research) Human cloning raises the issues of whether or not a cloned personRead MoreNatural Dyes11205 Words   |  45 Pagesdyes from one-seeded juniper, Juniperus monosperma, Navajo tea, Thelesperma gracile,[28] or alder bark.[29] [edit] Yellows Yellow dyes are about as numerous as red ones,[30] and can be extracted from saffron, pomegranate rind, turmeric, safflower, onion skins, and a number of weedy flowering plants.[30][31] There is limited evidence of the use of weld (Reseda luteola), also called mignonette or dyers rocket [32] before the Iron Age,[30] but it was an important dye of the ancient Mediterranean andRead MoreSexually Transmitted Diseases35655 Words   |  143 PagesPhysical Environment Weather and Climate 100-113 Soils 114-128 Unit 6 Living things in the Environment Plant and animal cells 129 Eukaryotes vs prokaryotes 130 Structures and functions 133-137 Microbes 148-150 Onion and cheek cells 150-151 Ecological study 154 Seed structure and germination 155-157 Reproduction in plants 158-165 Sexually transmitted diseases 166-176 Birth Control and contraceptives 177-185 Effects on population

Modern Political Thought Free Essays

School of Politics and International Relations Modern Political Thought II POL206 2012-13 Module Convenor: Dr Madeleine Davis Email: m. j. davis@qmul. We will write a custom essay sample on Modern Political Thought or any similar topic only for you Order Now ac. uk Office hours: Semester 1 Thursday 2-3pm, Friday 11-12am, Semester 2 Thursday 23pm, Friday 1-2pm. Office location: Arts One, Room 2. 28b Timetable: Lectures: Thursdays at 10 am Seminars: Thursdays (see QM+ and School notice board for details) 1 1. Welcome from the convenor This module handbook provides you with essential information. The handbook details the topics covered each week. You should use the reading lists provided to help you prepare for lectures and seminars. You should read the handbook carefully before you begin the module, and you should bring it with you every week to lectures and seminars. The first few pages give you some general information and advice on how the module will be taught and assessed, as well as guidelines on preparing and presenting your work. The rest of the handbook is a guide to module content, including a week by week guide to lecture and seminar themes, with essential and additional readings clearly indicated for each topic. Copies of this module outline and other handouts are available from the folders on the wall outside the School Office on the second floor of the Arts Building. The module outline for the spring semester will be available at the end of the autumn semester. Announcements relating to the module will be distributed via email to your QM email account or via QM+, and it is your responsibility if you miss any of these announcements. There will be a weekly lecture for the module at 10 am on Thursdays. Seminars also take place on Thursday and you will be assigned to one of these. . Module description This second year core module is compulsory for all Politics and Politics/History students, because we think an understanding of the history, structures and main concepts of political thinking is necessary for appreciating the institutions and arguments of modern political life, as you will study it in other modules. The skills you learn in dealing with more abstract and normative ideas, as well a s in evaluating rational arguments, are also essential for studying all parts of the discipline. The module builds on the analysis of concepts and ideologies begun in POL100 Introduction to Politics, but it also offers an opportunity to read some of the classic texts, and to explore some of the founding ideas, of modern political theory. By studying the foundations and development of political thought, we can understand how contemporary ways of thinking about politics and the political emerged, as well as appreciating the historical and theoretical contexts in which they evolved. The emphasis in the module will be on a critical reading and analysis of primary texts. Part I of the course (MPT I) focused on the development of political thought prior to the French Revolution, emphasising in particular the social contract tradition; foundational ideas about rational individualism; the quest for a theory of political obligation which would grant legitimacy to the emerging modern state; the development of radical theories of democratic participation and popular sovereignty; and the critique of many of these developments in modern conservatism. It also raised questions about how we think of the political, by comparing the social contract tradition with that of Machiavelli and by considering politics in the context of the development of modernity. Concepts like consent, freedom, equality, rights and property were prominent. In Part II of the course, we will be considering the way in which political thought developed in the wake of the French and industrial revolutions. We will begin by focusing upon the continued rise of liberalism and secularism in the 18th and 19th centuries in the work of Jeremy 2 Bentham, John Stuart Mill and Immanuel Kant. These figures represent the continued elaboration and sophistication of the modern foundations of political society in concepts of rationalism, enlightenment, freedom and equality. As we will see, their conceptions of the role of the state, of right and of obligation continue to be immensely influential in both political thought and practice today. For the rest of the module we will turn our attention to Germany and three great German thinkers: Hegel, Marx and Nietzsche. This will allow you the opportunity to study three of the nineteenth-century’s central political thinkers, whose ideas have played a crucial role in the development of the 20th century. Hegel’s writings may not at first seem easy to understand as they are written in a style that is highly metaphysical and abstract. However, once we get beyond the philosophical jargon we discover one of the most compelling visions of the relationship between citizens and the state that has ever been offered. For Hegel, the state was ‘the actuality of the ethical idea’, and it was through the State that the individual acquires what he describes as ‘substantive freedom’. The critiques of liberalism developed by Marx and Nietzsche are the most influential we have. Attacking the very foundations of the emerging liberal capitalist order, they also dismissed its values and aspirations to justice as at best illusory and at worst, as masquerades for advancing sectional interests. For them, liberal democracy is about oppression and exploitation (Marx), nihilism and deathly mediocrity (Nietzsche), not justice and emancipation. They developed very different ideas from liberal ones, about human nature and what might be ‘good’ for it. They also developed grand historical accounts to explain what they saw as the miseries and degeneracy of modernity (capitalism; nihilism), alongside more visionary allusions as to how we might escape from them. Above all, Marx and Nietzsche sought to challenge the idea that politics is a rational practice undertaken by self-conscious actors who make rational decisions and subscribe to general values of fairness. What they describe is a far more complex environment in which politics is an ongoing struggle between (structural, cultural, unconscious) forces of which we often have little understanding and even less control. This means that they pay less attention to the State than more conventional political theorists, since the power struggles that constitute political life are much more widespread. This clearly has significant implications for the practising of politics and through them, Marx and Nietzsche oblige us once more to take up the first semesters’ questions concerning the bases (or lack of them) for political authority, shared values or any common vision of justice or liberation. 3. Teaching and Learning Profile a) Teaching Arrangements Lecturers: Madeleine Davis (MD), Jeremy Jennings (JJ), Caroline Williams (CW) and Clare Woodford (CWd) Seminar teachers: Madeleine Davis, Caroline Williams and Clare Woodford The module has two components: a one hour weekly ecture and a one hour weekly seminar. Attendance at all lectures and seminars is compulsory. Persistent non-attendance can lead to 3 de-registration, which can affect your overall classification or prevent your studying further with Queen Mary. If you are absent due to ill health you should contact the module tutor and the office. If you are absent from Queen Mary for more than five days, you must supply a do ctor’s note. Lectures: there will be twenty-two weekly lectures, as detailed in the module outline below. These will take place on Thursdays at 10 am. You should ensure that you attend all of these. Lectures are captured on audio and video, and you can find them on QM+. Seminars: these are held once a week and also last one hour. They are small group meetings based around specified texts and themes, and they are intended to supplement the lectures and provide an opportunity for deeper discussion of the module content. You MUST do the required preparatory reading in advance of the seminar. All participants are expected to demonstrate a careful reading for the week’s topic and a willingness and ability to contribute to class discussion on the basis of such reading. You can only demonstrate reading and thinking through making regular contributions to class discussions. The class tutors will endeavour to make sure that everybody says something in every seminar. Since seminars are designed to allow you to make an input into the module, attendance is compulsory. Please note that non-attendance at seminars can lead to deregistration from the module (see undergraduate handbook). Please let the seminar tutor know in advance if you are unable to attend a seminar, and please ensure that you speak to the module convenor or your personal tutor if you are experiencing problems. Because texts are open to various interpretations and criticisms, seminars in this module provide an especially important forum for trying out your ideas, testing them on other readers, and most importantly, raising difficulties that arose during your reading. You should never feel intimidated in these classes, in expressing your ideas: speculative thinking is an important part of political theorising and it is not a question of being ‘right’ or ‘wrong’. Above all, it is important that you should come to class with an enquiring mind and a willingness to share your questions, problems and opinions with other members of the tutorial. Class discussions are for your benefit and the more you put into them, the more stimulating and helpful you’ll find them. In fact, the best MPT sessions often arise from students identifying parts of texts they found the most difficult or controversial, rather than those parts which are more self-evident. Never feel inhibited about asking the meaning of words or passages – the chances are that other people are also struggling with them! It is important that you should bring a copy of the week’s primary text with you, as we may want to analyse particular passages together. QM+ and email: it is important that you check the POL206 area on QM+ regularly. Not only will we post announcements and handouts there, but we will also involve QM+ in the teaching of the module. Smart students don’t come unprepared to class because they have forgotten to check QM+. You must also read your Queen Mary email daily for any communications about teaching. The School will not use any other email but that supplied by the Queen Mary. Failure to respond to email messages, particularly regarding non-attendance, may lead to deregistration. b) Learning Outcomes and Assessment Criteria The aims of the module are: To give students a broad overview of modern political thinking as it developed from the 16th century to the end of the 20th century; to encourage a capacity in analytical thinking and an ability to deal with abstract concepts and normative or speculative ideas; to introduce a critical perspective which encourages rigorous and creative thinking and to teach skills which are derived from a text-based module; and to introduce intensive and continuous writing assignments in order to develop students’ writing abilities and powers of written analysis. The learning objectives of the module are: The acquisition of a detailed knowledge of classic texts in political theory; an ability to explain and critically analyse the basic claims and normative ideas underlying modern political doctrines; a familiarity with the central concepts of modern political thought, such as rights, justice, human nature, liberty, equality, democracy, exploitation, as well as the idea of the political itself, as these have developed discursively and historically; and an appreciation of how political theory both understands, and responds to, the questions of odernity and the modern state. Skills: The module aims to teach the following skills: analytic skills in close readings of texts; skills of critical evaluation in considering arguments; speculative skills in thinking about the ‘big’ questions in politics; presentation skills in summarising complex theoretical arguments; and writing skills in presenting critical written accounts of ideas cover ed and reflecting on the student’s own work. c) Attendance Attendance at all Lectures and Seminars is compulsory. Persistent non attendance can lead to de-registration, which can affect your overall classification or prevent your studying further with Queen Mary. If you are absent due to ill health you should contact the module tutor and the office. If you are absent from Queen Mary for more than 5 days you must supply a doctor’s note. d) Participation/Preparation This handbook details the topics covered each week. You should use the reading lists provided to help you prepare for lectures and seminars. You can only demonstrate reading and thinking through making regular contributions to class discussions. e) Communication You must read your Queen Mary email for any communications about teaching daily. The School will not use any other email but that supplied by the Queen Mary. Failure to respond to email messages, particularly regarding non-attendance, may lead to deregistration. You must check this QM+ site for this module for any messages and associated learning material. 4. Assessment Profile and Timetable for feedback (see also Appendix 1) a) Assessment In the spring semester, assessment for this module consists of the following two pieces of work: (i) an essay proposal of max. 00 words, plus working bibliography (weighting: 10% of the mark for the whole year); and (ii) a research essay of max. 5000 words (weighting: 50% of the mark for the whole year). The research essay is designed to allow you to demonstrate both depth and breadth in your understanding of the semester’s key themes and thinkers. It is also intended to help develop your skills of research design and independent research, in order to prepare you for the final year dissertation you will undertake next year. You will be required to choose one from a selection of key themes, and to write an essay that compares and analyses the treatment of your chosen theme by at least three of the thinkers covered in this module. The choice of thinkers will depend on the theme chosen and your own interests, with one stipulation: at least two must be chosen from the Spring Semester (for Semester B associates all will be chosen from the Spring Semester). The themes from which to choose are: i) freedom, ii) human nature, iii) morality, iv) equality, v) political authority and legitimacy. The requirement to submit a plan and working bibliography is intended to ensure that your choice of themes and thinkers is appropriate, to help you in framing your arguments, and to give you the opportunity to receive feedback on your work in progress from your seminar tutor. Your tutors may also incorporate short writing exercises into classes to help you link themes and thinkers as we progress through the course. Deadlines Essay proposal: Thursday 7 March (Week 9) Feedback will be given in week 11. Research essay: Tuesday 23 April. Grades and feedback will be given after the exam period. Please refer to the Appendix for further information and guidance about the coursework. Exam There is no exam for this module. 6 Semester B associate students Those taking MPT II only will have 100% of their grade awarded on the basis of their spring semester course work. The coursework is as follows: (i) an essay proposal of max. 500 words, plus working bibliography (weighting: 15% of the mark); and (ii) a research essay of max. 5000 words (weighting: 85% of the mark). The coursework is due on the same dates as for nonassociate students. See Appendices for full details. b) Submission of coursework You must submit one electronic copy of all assignments. Your electronic copy must be submitted via Queen Mary’s Virtual Learning environment (QMPlus) by 9am on the day of the stated deadline. The School has a policy of anonymous marking. Your name must not appear anywhere on your work. Therefore, you must ensure that you use the coursework coversheet as the first page of your assignment. Any coursework work submitted which does not have a coversheet attached will incur penalties for incorrect submission. Coversheets can be downloaded from the Undergraduate shared area of QMPlus and through individual QMPlus module areas Your electronic copy must be submitted by 9am on the deadline date, and will be retained and screened by anti-plagiarism software. REMEMBER: Save your assignment with coversheet and bibliography as a single document (preferably as a PDF) before uploading to QMPlus Complete the coversheet with your Student ID, Module Code, Assignment number and Seminar Tutor. Your assignments must be submitted by 9am on the deadline date Save back-up copies of all your work in case of computer failure. It is your responsibility to submit your assignments correctly. (Full details of submission policies can be found in the School’s Student Handbook. ) c) Extensions If you require an extension due to extenuating circumstances (EC), you must complete the relevant EC form and attach documentation to support your request. Completed forms and documentation should be handed into the Office. Full details can be found in the Student Handbook 7 Essays submitted 14 days after the deadline – including weekends – will not be assessed and will be given a mark of zero. d) Essay Advice Referencing and bibliography There are different ways of referencing and making a bibliography. The important thing is that you use one, and that you use it consistently. Referencing and bibliography are essential parts of any essay and marks will be deducted if they are poor or absent. Your seminar teacher will be happy to answer questions about this. For details about how to reference and make a bibliography, please consult the Student Handbook. e) Past Exam Paper There is no exam for this course. 5. QM+ All module materials, including a copy of this module outline can be found on QMPlus. You should familiarise yourself with QMPlus as soon as possible as further information concerning this module and office hours will be posted there. To access QMPlus (on or off campus) go to http://qmplus. qmul. ac. uk/. You will require your QM computer access username and password. You should also use QMPlus to upload the electronic version your assignments. If you are having problems accessing/using QMPlus support and information can be found on the following website – http://qmplus. qmul. ac. uk/mod/page/view. php? id=85646 Equally you can contact the School Office who may be able to offer assistance. NOTE: If you have not completed your module registration properly your modules will not show on QMPlus. It is up to you to ensure you complete registration and check QMplus regularly. 6. Plagiarism QM defines plagiarism as presenting someone else’s work as one’s own irrespective of intention. Close paraphrasing, copying from the work of another person, including another student, using the ideas of another person, without proper acknowledgement or repeating work you have previously submitted without properly referencing yourself (known as ‘self plagiarism’) also constitute plagiarism. Regulations on Assessment Offences 8 Plagiarism is a serious offence and all students suspected of plagiarism will be subject to an investigation. If found guilty, penalties can include failure of the module to suspension or permanent withdrawal from Queen Mary. It is your responsibility to ensure that you understand plagiarism and how to avoid it. The recommendations below can help you in avoiding plagiarism. Be sure to record your sources when taking notes, and to cite these if you use ideas or, especially, quotations from the original source. Be particularly careful if you are cutting and pasting information between two documents, and ensure that references are not lost in the process. Be sensible in referencing ideas – commonly held views that are generally accepted do not always require acknowledgment to particular sources. However, it is best to be safe to avoid plagiarism. Be particularly careful with quotations and paraphrasing. Be aware that technology is now available at Queen Mary and elsewhere that can automatically detect plagiarism. Ensure that all works used are referenced appropriately in the text of your work and fully credited in your bibliography. If in doubt, ask for further guidance from your adviser or module tutor. See your student handbook for further advice. 9 7. LECTURE AND SEMINAR SCHEDULE 1 2 3 4 5 6 7 8 9 10 11 12 Lecture Bentham’s Utilitarianism (JJ) John Stuart Mill’s Liberalism (JJ) Kant’s Enlightenment (CWd) Hegel: Philosophy, ethics and the state (CWd) The early Marx (MD) Marx’s historical materialism (MD) Reading week; no lectures or seminars The Analysis of Capitalism (MD) Introduction to Nietzsche and the Genealogy of Morality (CW) Nietzsche’s Genealogy and Bad Conscience (CW) Nietzsche’s Genealogy and Nihilism (CW) Conclusion and overview (MD) Seminar theme Bentham: principles of morals and legislation John Stuart Mill: liberty Kant: enlightenment and freedom Hegel and the state Marx: emancipation, alienation and speciesbeing Marx: history, class and revolution Marx: capitalism and exploitation Nietzsche’s challenge : what is morality? Nietzsche: guilt, bad conscience, discipline and will to power Nietzsche: nihilism and beyond Advice on preparing your research essay PLEASE NOTE THAT THERE WILL BE A BRIEFING SESSION ON THE ASSESSMENT REQUIREMENTS FOR ALL STUDENTS ON THURSDAY 18 JANUARY AT 1PM IN ROOM FB113A 10 8. READING GUIDE SEMESTER II TEXTS Core Texts Jeremy Bentham, An Introduction to the Principles of Morals and Legislation (in Wootton). John Stuart Mill, On Liberty (in Wootton). Kant, ‘An Answer to the Question: What is Enlightenment? ’ (in Wootton). G. W. F. Hegel, Elements of the Philosophy of Right (Cambridge: Cambridge University Press, 1991). Karl Marx and Friedrich Engels: various texts, including excerpts from On the Jewish Question, The 1844 Manuscripts, The German Ideology, The Communist Manifesto and Capital , collected in Wootton or Robert C. Tucker, The Marx-Engels Reader, 2nd edition (New York: W. W. Norton, 1978). Friedrich Nietzsche, On the Genealogy of Morality, ed. Keith Ansell-Pearson, trans. Carol Diethe (Cambridge: Cambridge University Press, 2007). As far as is possible, all of the first and second semester readings are collected in David Wootton (ed. ), Modern Political Thought. Readings from Machiavelli to Nietzsche (Cambridge: Hackett, 1996) (referred to below as Wootton; you may also use the second edition from 2008). Students are strongly advised to purchase this text. Where texts are not in Wootton they will be posted on the QM+ site for the course. Most of these texts can also be found on the internet, although the quality varies. Secondary texts: An important note on secondary reading: As last semester, the major emphasis of this course is on a close reading of primary texts. All the essential reading for seminars is from the core primary texts listed above. However you will need to consult secondary texts when planning and preparing your research essay (you can also, of course, use them for seminar preparation in addition to – never instead of! – the primary reading if you have time). The secondary material listed below is organised into various categories: general texts: useful companion texts aimed at students and usually covering several thinkers and one or more relevant themes. secondary texts on particular thinkers: more in depth and specialised treatments of each thinker. additional thematic sources: some suggestions for general reading on the themes for the research essay. 11 Your working bibliography for the research essay will probably contain material from each of these categories. We have provided a fairly extensive range of sources here. All should be available in the QM library (some are still on order at the time of compiling this list). Useful secondary texts (* indicates particularly recommended) General secondary texts: Barry, N. , Modern Political Theory (4th ed, 2000) (chapters on authority, freedom and equality) Boucher, D. and P. Kelly (eds. ), Political Thinkers (London: Routledge, 2003). *Edwards, A. and J. Townsend (eds. ), Interpreting Modern Political Philosophy. From Machiavelli to Marx (Basingstoke: Palgrave, 2002). (useful chapters on Kant, Hegel, Mill and Marx) *Hampsher-Monk, I. A History of Modern Political Thought (Oxford: Blackwell, 1992) (chapters on Bentham, Mill, Hegel and Marx) Macpherson, C. B. , The Political Theory of Possessive Individualism (Oxford: Oxford University Press, 1964). ( a critique of liberalism) Matravers, D. et al. , Reading Political Philosophy. Machiavelli to Mill (London: Routledge, 2001). *Pateman, C. , The Problem of Political Obligation (Cambridge: Polity, 1985). Pla menatz, J. , Man and Society: Political and Social Theories from Machiavelli to Marx (New York: Longman, 1991). Ramsay, M. ,What’s Wrong with liberalism? (1997) Rorty, R. et al. (eds. ), Philosophy in History: Essays in the Historiography of Philosophy (Cambridge: Cambridge University Press, 1984). *Rosen, M. , and Wolff, J. , Political Thought (OPU, 1999) – (a very useful reader of primary texts organised by themes including human nature, justification of political rule, and liberty, with short introductions to each theme) Wolff, J. , An Introduction to Political Philosophy (Oxford: Oxford University Press, 1996). By thinker: Bentham, Mill and Utilitarianism David Bromwich and George Kateb (eds), John Stuart Mill On Liberty (New Haven: Yale University Press, 2003). Wendy Donner, The Liberal Self: John Stuart Mill’s Moral and Political Philosophy (Ithaca: Cornell University Press, 1991). Michael B. Gill, The British Moralists on Human Nature and the Birth of Secular Ethics (Cambridge: Cambridge University Press, 2006). *John Gray, Mill on Liberty: A Defence, 2nd edition (London: Routledge, 1996). Joseph Hamburger, John Stuart Mill on Liberty and Control (Princeton: Princeton University Press, 1999). *Ian Hampsher-Monk, A History of Modern Political Thought (Oxford: Blackwell, 1992), chapters 7 and 8. Will Kymlicka, Contemporary Political Philosophy: An Introduction, 2nd ed. (Oxford: Oxford University Press, 2002), chapter 2. 12 John Rawls, A Theory of Justice (Cambridge, MA: Belknap Press, 1971),  §Ã‚ §5, 26-30. Nancy Rosenblum, Bentham’s Theory of the Modern State (Cambridge, MA: Harvard University Press, 1978). Alan Ryan, The Philosophy of John Stuart Mill, 2nd edition (Basingstoke: Macmillan, 1978). Geoffrey Scarre, Utilitarianism (London: Routledge, 1996). Philip Schofield, Utility and Democracy: The Political Thought of Jeremy Bentham (Oxford: Oxford University Press, 2006).. John Skorupski, John Stuart Mill (London: Routledge, 1989). John Skorupski (ed. ), The Cambridge Companion to John Stuart Mill (Cambridge: Cambridge University Press, 1998). J. J. C. Smart and Bernhard Williams, Utilitarianism for and against (Cambridge: Cambridge University Press, 1973). John Stuart Mill, ‘Utilitarianism’, in On Liberty and Other Essays, ed. John Gray (Oxford: Oxford University Press, 1991), pp. 131-201. Kant Useful Introductions Scruton, R. (2001) ‘Kant A Very Short Introduction’, Oxford: Oxford University Press Filkshuh, K. A. (2003 [2nd ed. 2009]) ‘Kant’ in Boucher, D. and Kelly, P. eds) Political Thinkers From Socrates to the Present, Oxford: Oxford University Press, pp. 422-36 P. Guyer, The Cambridge companion to Kant P. Guyer The Cambridge Companion to Kant and modern philosophy (2006) H. Williams, Kant’s Political philosophy S. M. Shell, The Rights of reason: A study of Kant’s Philosophy and Politics R. Bei ner (ed), Kant and political Philosophy H. Arendt, Lectures on Kant’s Political Philosophy P. Riley, Will and Political Legitimacy L. Krieger, The German Idea of Freedom G. A. Kelly, Idealism, Politics, and History Reiss, H. S. (ed. ) (1991) Kant’s Political Writings, (2nd ed. (H. B. Nisbet trans. ) Cambridge: Cambridge University Press Also useful for commentaries and discussion: Allison, H. (2004 ed) Kant’s Transcendental Idealism: An Interpretation and Defence, London and New Haven, CT: Yale University Press Ameriks, K. (2000 ed) Kant’s Theory of Mind, Oxford: Clarendon Press Beck, L. W. (1960) A Commentary on Kant’s Critique of Practical Reason, Chicago Caygill, H. (1995) A Kant Dictionary, Oxford: Blackwell Collins, A. (1999) Possible Experience: Understanding Kant’s Critique of Pure Reason Berkeley and Los Angeles: University of California Press Downie, R. S. and Telfer, E. 1969) Respect for Persons, Allen and Unwin Filkshuh, K. A. (20 03 [2nd ed. 2009]) ‘Kant’ in Boucher, D. and Kelly, P. (ed. s) Political Thinkers From Socrates to the Present, Oxford: Oxford University Press, pp. 422-36 Gardner, S. (1999) Routledge Philosophy Guidebook to Kant and the Critique of Pure Reason, (London: Routledge) 13 Keller, P. (2001) Kant and the Demands of Self-Consciousness Cambridge: Cambridge University Press Kitcher, P. (1982) ‘Kant on Self-Identity’, The Philosophical Review, vol. 91, no. 1, pp. 41-72 Kitcher, P. (1999) ‘Kant on Self-Consciousness’, The Philosophical Review, vol. 08, no. 3, pp. 345-386 Korsgaard, C. (1996) Creating the Kingdom of Ends, Cambridge; Cambridge University Press Sircello, G. (1968) ‘Subjectivity and Justification in Aesthetic Judgements’, The Journal of Aesthetics and Art Criticism, Vol. 27, no. 1, pp. 3-12 Wolff, R. P. (ed. ) (1967) ‘Kant: A Collection of Critical Essays’, Garden City, NY: Doubleday Anchor [a useful collection] Heg el Useful Introductions: Singer, P. (1983) ‘Hegel: a very short introduction’, Oxford: Oxford University Press Patten, A. (2003 [2nd ed. 2009]) ‘Hegel’ in Boucher, D. and Kelly, P. (ed. ) Political Thinkers from Socrates to the Present, Oxford: Oxford University Press, pp. 437-58 Knowles, D. (2002) ‘Hegel and the Philosophy of Right’, New York; Routledge [An excellent text. Really useful for situating Hegel’s knowledge in context. Very clearly written]. Also useful: * Hampsher-Monk, I. A History of Modern Political Thought (Oxford: Blackwell, 1992), * Patten, A. Hegel’s Idea of Freedom (Oxford: Oxford University Press, 1999). * Wood, A. W. ‘Editor’s Introduction’, in G. W. F. Hegel, Elements of the Philosophy of Right (CUP 1991) * Burns, A. ‘G. W. F. Hegel’, in Terrell Carver and James Martin (eds), Continental Wood, A. W. Hegel’s Ethical Thought (Cambridge: Cambridge University Press, 1990). Ameriks, K. (1985) ‘Hegel’s Critique of Kant’s Theoretical Philosophy’, Philosophy and Phenomenological Research Vol. XLVI, no. I, pp. 1-35 Haddock, B. ‘G. W. F Hegel: Philosophy of Right’, in Murray Forsyth and (eds), The Political Classics: A Guide to the Essential Texts from Hamilton to Mill, Vol. 2 (Oxford: Oxford University Press, 1993). Beiser, F. (2005) ‘Hegel’, London: Routledge Berenson, F. (1982) ‘Hegel on Others and the Self’, Philosophy, vol. 57, no. 19, pp,77-90 Taylor, C. Hegel and Modern Society (Cambridge: Cambridge University Press, 1979). Taylor, C. Hegel, (Cambridge: Cambridge University Press, 1977). Di Giovanni, G. and Harris, H. S. (eds) (1985) ‘Between Kant and Hegel’, Albany: SUNY Press Harris, H. S. (1995) ‘Hegel: Pheno menology and System’, Indianapolis: Hackett Houlgate, S. (1991) ‘Freedom, Truth, History: And introduction to Hegel’s Philosophy’, London: Routledge Ritter, J. Hegel and the French Revolution: Essays on The Philosophy of Right (Cambridge: MIT Press, 1984). Mccarney, J. ‘Hegel on History,’ (London: Routledge, 2000). Habermas, J. Knowledge and Human Interests, trans. Jeremy J. Shapiro (Cambridge: 14 Inwood, M. A Hegel Dictionary (Oxford: Blackwell, 1992). Inwood, M. Hegel (London: Routledge, 1983). Hardimon, M. O. Hegel’s Social Philosophy: The Project of Reconciliation (Cambridge: Cambridge University Press, 1994). Mure, G. R. G. (1965) ‘The Philosophy of Hegel’, London Pinkard T. (2000) ‘Hegel: A Biography’, Cambridge: Cambridge University Press [Useful introduction to Hegel’s life and times] Raymond Plant, Hegel (London: Routledge, 1999). Pippin, R. B. Idealism as Modernism: Hegelian Variations (Cambridge: Cambridge University Press, 1997). Avineri, S. Hegel’s Theory of the Modern State, New edition (Cambridge: Cambridge University Press, 1974). Solomon, R. (1983) ‘In the Spirit of Hegel’, Oxford: Oxford University Press Stewart, J. (2000) ‘The Unity of Hegel’s Phenomenology of Spirit’, Evanston, IL: Northwestern University Press Taylor, C. (1975) ‘Hegel’ Cambridge: Cambridge University Press Villa, D. (2005) ‘Hegel, Toqueville, and â€Å"Individualism†Ã¢â‚¬â„¢, The Review of Politics, Vol. 67, no. 4, pp. 659-86 Walsh, W. H. Hegelian Ethics (Basingstoke: Macmillan, 1969). Westphal, K. (2003) ‘Hegel’s Epistemology’, Indianapolis: Hackett Allen W. Wood, Hegel’s Ethical Thought (Cambridge: Cambridge University Press, 1990). Pelczynski, Z. A. (ed. ), The State and Civil Society: Studies in Hegel’s Political Philosophy (Cambridge: Cambridge University Press, 1984). Pelczynski, Z. A. Hegel’s Political Philosophy: Problems and Perspectives (Cambridge: Cambridge University Press, 1971). Marx General texts S Avineri, Social and Political Thought of Karl Marx T Bottomore (ed), A Dictionary of Marxist Thought T. Carver ed. , The Cambridge Companion to Marx T. Carver, Marx’s Social Theory T. Carver, The Postmodern Marx *G Duncan, Marx and Mill M Evans, Karl Marx *I. Hampsher-Monk, Modern Political Thought Ch 10 J Lively A Reeve (eds),Modern Political Theory Section VI *D McLellan,Karl Marx: His Life and Thought *D McLellan,The Thought of Karl Marx [thematic chapters in Part 2 are extremely useful] J Maguire, Marx’s Theory of Politics P. Osborne How to Read Marx *P Singer, Marx (a useful, short introduction) T Sowell, Marxism, Philosophy and Economics W Suching, Marx: An Introduction 15 A Wood, Karl Marx The Young Marx and Alienation E Fromm, Marx’s Concept of Man S Hook, From Hegel to Marx * D McLellan, Marx Before Marxism I Meszaros, Marx’s Theory of Alienation B Ollman, Alienation D. McLennan, The Young Hegelians and Karl Marx Historical Materialism Social Change A Carter, Marx: A Radical Critique T Carver, Marx’s Social Theory G Cohen, Karl Marx’s Theory of History: A Defence M Rader, Marx’s Interpretation of History Marx and Capitalism: Marxist Economics A Brewer, A Guide to Marx’s Capital B Fine, Theories of the Capitalist Economy A Giddens, Capitalism and Modern Social Theory E Mandel, The Formation of the Economic Thought of Karl Marx E Mandel, An Introduction to Marxist Economic Theory T Sowell, Marxism, Philosophy and Economics Marx and Ideology E. Balibar, Marx and Philosophy T. Carver, `Did Ideology fall with the Wall? Marx, Marxism, Post-Marxism’ in M. Freeden ed. , Reassessing Political Ideologies J Lorraine, â€Å"Ideology and its revisions in Contemporary Marxism† in N O’Sullivan ed. , The Structure of Modern Ideology J. McCarney, The Real World of Ideology M. Seliger, The Marxist Concept of Ideology R. Williams, `Ideology’ in his Keywords Marx and Engels on justice, morality, human nature and exploitation Arneson,`What’s wrong with Exploitation? ‘ Ethics 91 (Jan 1981) A. Buchanan, `Exploitation, Alienation and Injustice’, Canadian Journal of Philosophy IX vol. Cohen, Nagel Scanlon eds, Marx, Justice and History (esp. articles by Husain and Wood L. N. Geras,`The Controversy about Marx and Justice’, New Left Review 150 (1985) * N. Geras, Marx and Human Nature *S. Lukes, Marxism and Morality *K. Neilson S. Patton eds, `Marx and Morality’, Canadian Journal of Philosophy. Supplement to vol. VII (1981) A. Wood, Karl Marx, pt III A. Wood, `The Marxist Critique of Justice’, Philosophy and Public Affairs vol. 1 no. 13 (1972) 16 Young, `Justice and Capitalist Production. Marx and Bourgeois Ideology’, Canadian Journal of Philosophy VIII no. 13 (1978) Nietzsche *K. Ansell-Pearson, The Perfect Nihilist. An Introduction to Nietzsche as Political Thinker *K. Ansell-Pearson, Nietzsche contra Rousseau. A Study of Nietzsche’s Moral and Political Thought K. Ansell-Pearson, `The Exotic Philosophy of Friedrich Nietzsche’, Political Theory (Aug. 1986) *K. Ansell-Pearson, `Nietzsche on Autonomy and Morality’, Political Studies (June 1991) K. Ansell-Pearson, `Nietzsche: A Radical Challenge to Political Theory? ‘ Radical Philosophy 54 (1990) K. Ansell-Pearson, `Who is the ubermensch? Time, Truth and Woman in Nietzsche’ Journal of the History of Ideas (April/June 1992) D. Conway, Nietzsche and the Political D. Conway, Nietzsche’s Dangerous Game S. J. Coleman, `Nietzsche as Politique et Moraliste’ Journal of the History of Ideas vol. 27 (1966) G. Deleuze, Nietzsche and Philosophy [challenging but brilliant] D. Allison ed. , The New Nietzsche [excellent but challenging collection] R. Hollingdale, Nietzsche: The Man and his Philosophy [a readable semi-biography by one of his main English translaters] W. Kaufmann, Nietzsche. Philosopher, Psychologist, and Anti-Christ [It was Kaufmann who first introduced Nietzsche to many English-speaking readers, via his translations, and he who was mainly responsible for re-presenting N. s an existentialist. His work is very accessible and convincing] T. Strong, Nietzsche and the Politics of Transfiguration (2000) [good on N and Politics] M. Warren, Nietzsche and Political Thought (MIT 1988) M. Warren, `The Politics of Nietzsche’s Philosophy: Nihilism, Culture and Power’, Political Studies (Sept. 1985) M. Warren, `Nietzsche and Po litical Philosophy’, Political Theory vol. 13 no. 2 (May 1985) K. Higgins, Nietzsche’s Zarathustra D. Owen, Nietzsche, Politics and Modernity D. Owen On the Genealogy of Morality (2007) P. Patton, Deleuze and the Political (Routledge 2000) ch. [not all on Nietzsche but some very useful comparative points] R. Schacht ed. , Nietzsche, Genealogy, Morality: Essays on Nietzsche’s Genealogy of Morals B. Leiter Routledge Philosophy Guidebook to Nietzsche on the Genealogy of Morality *M. Tanner, Nietzsche (1994) [this is a very short and accessible introduction] B. Magnus K. Higgins ed. , The Cambridge Companion to Nietzsche [esp. articles by Magnus Higgins, Strong and Nehamas] *A. Nehamas, Nietzsche: Life as Literature [a very useful commentary] R. Soloman K. Higgins, Reading Nietzsche E. Kennedy, `Woman as Ubermensch: Nietzsche’, in Kennedy Mendus eds, Women in Western Political Philosophy K. Oliver, Womanizing Nietzsche: Philosophy’s Relation to the `Feminine’ 17 P. Johnson, `Nietzsche Reception Today’, Radical Philosophy 80 (Nov/Dec 1996) [useful overview of literature on Nietzsche’s politics] D. Coole, `The Politics of Reading Nietzsche’, Political Studies 46 (June 1998) D. Coole, Politics and Negativity (Routledge 2000) ch. 3 S. Rosen, The Mask of Enlightenment. Nietzsche’s Zaarathustra [very detailed exposition of a major text] T. Sadler, Nietzsche. Truth and Redemption. Critique of the Postmodernist Nietzsche [presents a mystical, existentialist Nietzsche, based on the early writings. Readable but controversial] *F. Appel, Nietzsche Contra Democracy [short and clear. Argues that Nietzsche is a thoroughgoing anti-democrat] Additional thematic sources: Many of the sources already listed by thinker have useful material on the themes for the extended essay. The sources below provide general background and additional material. As a general starting point Goodin and Pettit (eds) A companion to contemporary political philosophy (Blackwell, 1995) has useful chapters on most of these themes. Remember that texts from last term will also be relevant. Freedom: Connolly, William, The Terms of Political Discourse (1983), chapter 4 Coole, Diana, ‘Constructing and Deconstructing Liberty’, Political Studies 41:1 (1993) [reprinted in P. Dunleavy et al. (eds. ), British Political Science] Green, T. H. , ‘Liberal Legislation and Freedom of Contract’, in Lectures on the Principles of Political Obligations and Other Writings Miller, David, Liberty Ramsay, Maureen What’s Wrong with liberalism? (1997) Ch 2 Riley, Jonathan, ‘Liberty’, in Catriona McKinnon (ed. , Issues in Political Theory Ryan, Alan (ed. ), The Idea of Freedom Swift, Adam, Political Philosophy, (Polity, 2001) part 2 Taylor, Charles, ‘What’s Wrong with Negative Liberty? ’, in A. Ryan (ed. ), The Idea of Freedom and in D. Miller, Liberty. Human nature Davies, J. , Human nature in politics (Wiley, 1963) Forbes, I. , and Smith, S. , (eds) Politics and human n ature (1983) Parekh, Bikhu, Rethinking Multiculturalism. MacMillan: Basingtoke, 2000. Chapter 4. Pinker, S. , The blank slate: the modern denial of human nature (2003) Rosen, M. , Wolff, J. , Political Thought. Oxford: Oxford UP, 1999, Chapter 1. Sayers, S. , Marxism and human nature (Routledge, 2007) 18 Morality K. Ansell-Pearson, Nietzsche contra Rousseau. A Study of Nietzsche’s Moral and Political Thought Berki, N. , and Parekh, B. The morality of politics (1972) S. Lukes, Marxism and Morality Nuttall, J Moral Questions: an introduction to ethics (Polity, 1993) Ch 13 Raz, J. , The morality of freedom (Clarendon, 1986) Raz, J. , Ethics in the public domain: the morality of law and politics (OUP 1994) Equality Arneson . , RJ ‘Equality’ in Goodin and Pettit Pojman, L. and R. Westmoreland (eds. , Equality: Selected Readings Rees, John, Equality (Pall Mall Press, 1971) Sen, A. , Inequality Re-examined Sen, A. , ‘Equality of What? ’, in Choice, Welfare and Measurement Tawney, R. H. , Equality, (1931) especially section on ‘Liberty and Equality’ Swift, Adam, Political Philosophy, esp Part 3 (Polity, 2001) Tawney RH Equality (Allen and Unwin, 1931) W hite S. , Equality (Polity, 2007) Political authority and legitimacy Dunn, J Political obligation in its historical context (CUP 1980) Flathman. , R ‘Legitimacy’ in Goodin and Pettit (eds) A companion to contemporary political philosophy (Blackwell, 1995) Flathman, R. The practice of political authority (Univ of Chicago Press, 1980) Green , L. , The authority of the state (Clarendon 1988) Green TH Lectures on the principles of political obligation and other writings (CUP, 1986) Hampton, J. , ‘Contract and consent’, Ch 16 in Goodin and Pettit (eds) Lessnoff, M. , Social contract theory (Blackwell, 1990) Morris ,C. , (ed) The social contract theorists: critical essays on Hobbes Locke and Rousseau (1998) Pateman, C Participation and democratic theory (CUP, 1970) Pateman The problems of political obligation (CUP, 1985) Plamenatz, J. Consent, freedom and political obligation (OUP, 1968) Riley P. , Will and political legitimacy: a critical exposition of social co ntract theory in Hobbes, Locke, Rousseau Kant and Hegel ( Harvard University Press, 1982) Simmons, AJ. , Moral principles and political obligations (Princeton Univ Press, 1979) Warrender, J The political philosophy of Hobbes: his theory of obligation (Clarendon, 1957) Please note: if locating material for a topic is difficult please ask your tutor for further suggestions. 19 10. SEMINAR PREPARATION SCHEDULE Week 1: Introduction to the module. Bentham’s utilitarianism Essential Reading: Jeremy Bentham, An Introduction to the Principles of Morals and Legislation, chapters I, IV, VII, XIV (in Wootton). Please bring your copy of the David Wootton volume to class with you. Questions to guide your reading and for seminar discussion: 1. What does Bentham mean when he says that mankind is governed by pain and pleasure? 2. What is the principle of utility? 3. Why does Bentham believe that it can provide an objective standard by which our actions can be judged? What type of ethical theory is utilitarianism? What is its relationship to morality? . What, if any, are the political implications of utilitarianism? Week 2: John Stuart Mill’s Liberalism Essential Reading: John Stuart Mill, On Liberty. Please bring your copy of the David Wootton volume to class with you. Questions to guide your reading and for seminar discussion: 1. Why does J. S. Mill believe that it is important to define the nature and limits of power? 2. What is J. S. Mill’s ‘one very simple principle’? How simple is it? And how can it be applied? 3. What justification does Mill provide for freedom of expression of opinion? How convincing do you find it? 4. Why does Mill believe that individuality is one of the elements of well-being? What does he mean when he says that human beings can become ‘a noble and beautiful object of contemplation’? Short in-class or post-class writing task: write some notes in answer to the following: How does Mill’s understanding of freedom differ from or develop the ideas of the thinkers we studied last semester? Week 3: Kant’s Enlightenment Essential Reading: 20 Immanuel Kant, ‘An Answer to the Question: What is Enlightenment? ’ (Wootton pp. 522-526) Please bring your copy of the David Wootton volume with you to class. Questions to guide your reading and for seminar discussion: 1. How does Kant define Enlightenment? 2. How is enlightenment attained and what is its significance? 3. What are the obstacles to Enlightenment and how can they be overcome? 4. What is the relationship of Enlightenment to freedom? Week 4: Hegel and the State Essential Reading: G. W. F. Hegel, Elements of the Philosophy of Right, (Cambridge, CUP, 1991) Part 3: Ethical life, Section 2, Civil Society, pp. 220-39) On QM+. The editor’s introduction by Allen Wood is also very useful. Please focus especially on the following sections;  §188; C. The Police and the Corporation  §230, a. The Police  §231-249; b. The Corporation ( §250-256). Section 3, The State  §257-259. Questions to guide your reading and for seminar discussion: 1. What does Hegel understand by civil society ( §188)? 2. What is the role of the police ( §231-49)? 3. What is the relationship between the family and civil society and the family and the state ( §231-256)? 4. How is the relationship between individual and civil society different from that of individual and the state ( §258)? 5. What does Hegel think the relationship is between freedom and the state ( §258)? Do not be worried if you find these questions difficult to answer when reading on your own. We will try to answer them together in the seminar. Week 5: The early Marx This is the first of three sessions on Marx. In order to understand the context of his ideas, his career and political commitments, it will help you a great deal to do some general introductory reading on Marx from the list below over the next three weeks to support your reading of the primary texts. These are all accessible and clear introductions to Marx’ work. Class discussion will focus on the primary text, and you must bring a copy of the Wootton text with you each week and prepare some answers to the questions that will form the basis of discussion. 1 P. Singer, Marx. A Very Short Introduction (OUP) David McLellan, Karl Marx: His life and thought Hampsher Monk, A History of Modern Political Thought (Blackwell), Chapter 10, â€Å"Karl Marx†, especially section on â€Å"Early life and influences† Francis Wheen, Karl Marx (Fourth Estate) (a lively short biography) The texts we will read this week are drawn from Marx’ early work. We will consider his critique of liberal rights and freedom, and then look in detail at his concepts of ‘species-being; and alienation, as expressed in the ‘1844 Manuscripts’, often known as the ‘Paris Manuscripts’. Essential Reading: i. Sections from ‘On the Jewish Question’: Wootton pp 742-747 (first column and top 2 lines of second column) pp750 (Bottom first column ‘According to Bauer .. )-754 (first half of column 1). ii. ‘Contribution to the Critique of Hegel’s Philosophy of Right’: Wootton pp. 758-765. You need only read the section on pp. 764-5, where Marx derives the proletariat. iii. The 1844 [Paris] Manuscripts. Section on ‘Alienated Labour’ in Wootton pp. 766-772. Questions to guide your reading and for seminar discussion: 1. Why does Marx criticise liberalism? What has he to say about ‘the rights of man’? 2. What kind of emancipation, and from what, is Marx calling for here? 3. Why is the proletariat that will be the privileged agency of emancipation, according to Marx? The Paris Manuscripts 4. What does Marx mean by alienation? What forms does it take? What is wrong with alienation? 5. Why is Marx critical of private property? What is its relation to alienation? 6. What does Marx mean by `species-being’? Do you think Marx has a theory of human nature here? 7. What does Marx mean when he claims that communism will even emancipate the human senses? Short in-class or post-class writing task: Write a few bullet points in answer to one of the following: How does Marx’s view of human nature/essence differ from other thinkers you’ve studied? What do you think freedom might consist of for Marx? Week 6: Historical Materialism and the Dialectic Essential Reading: i. The German Ideology Part 1 (Wootton pp775-787 up to ‘as the history of communism proves’) ii. Theses on Feuerbach (Wootton pp 773-4) iii. Preface to A Contribution to the Critique of Political Economy (Woottton pp. 829-831) iv. Manifesto of the Communist Party Parts 1,2,4 (Wootton pp. 98-809 and pp. 814 -815). 22 Questions to guide your reading and for seminar discussion: 1. What is materialism? 2. What makes Marx’ materialism historical? What drives history, according to Marx? 3. What is the relationship between forces and social relations of production, and between base and superstructure? What is a mode of production? 4. To what extent c an human action shape history, according to Marx? How does class struggle fit in here? 5. What is ideology and what is its function? 6. How might a revolution come about, in Marx’ view? Short in class or post-class writing task: Write a paragraph on how Marx’s view of history challenges the justifications for political authority advanced by other thinkers previously studied on the course. Week 7: Reading Week Week 8: The Analysis of Capitalism. Essential reading: Wootton contains very little of Capital. Essential reading for this week is taken from Tucker The Marx Engels Reader (Norton, 1978) and can be found on the module QM+ site. i. The Coming Upheaval Tucker pp. 218-9 ii. Capital vol. 1: Pt I ch. 1 sect. 1 (Tucker pp. 302-8); sect. 2 (Tucker pp. 308-312); sect. 4 (Tucker pp. 319-29); ch. VI (pp. 336-343); Pt III ch. VII sect. 2 (pp. 351-361); ch. X sect. 2 (pp. 364-7); Ch. XIII, esp. sect’s 4,5 (pp. 392-403); Pt V ch. XVI (pp. 417-9); ch. XXV sect. 4 (pp. 429-431); Pt VIII (pp. 431-8) iii. Capital vol. 3 (pp. 439-442) iv. Crisis Theory Final section (pp. 459-65) Questions to guide your reading and for seminar discussion: 1. What is Marx’s theory of value? What do the terms use value, exchange value and surplus value mean and how do they relate to one another? 2. What is the `twofold character of labour’? 3. What does Marx mean by the fetishism of commodities? 4. What are the contradictions and crises that Marx finds inherent in capitalism? . How does the proletariat’s exploitation occur? 6. What does the analysis of capitalism show us about the dialectical method? Is this still relevant as a way of reading the present? 7. How convincing do you find Marx’s analysis of capitalism? Short in class or post-class writing task: Write a paragraph summarising your under standing of Marx’ views on either a) morality or b) equality. 23 Week 9: Nietzsche’s Genealogy of Morality I Background to Nietzsche As a preparation for studying Nietzsche, you are advised to read K. Ansell-Pearson, The Perfect Nihilist. An Introduction to Nietzsche as Political Thinker (CUP 1994). D. Conway, Nietzsche and the Political (Routledge 1996), is a possible alternative but rather misleadingly `reconstructive’ as an introductory text. Both of these books nevertheless offer accessible introductions to Nietzsche, with particular emphasis on his political dimension. A useful introductory essay to his writings can also be found in B. Magnus K. Higgins, `Nietzsche’s Works and their Themes’ in The Cambridge Companion to Nietzsche (CUP 1996), which can be found on Moodle Wootton (ed) contains only the first essay of the Genealogy of Morality so you will definitely need access to another copy too. Key readings not in Wootton, as well as helpful supplementary readings are available on QM+. The Cambridge University Press edition of the Genealogy is a very good one if you wish to buy a copy. In addition, it would be very useful if you were to look at Beyond Good and Evil. Essential Reading: Nietzsche, Genealogy of Morality Preface; Essay 1. Please focus especially on sections 2,7,10,11,12,13 and pay especial attention to section 13. On the Genealogy of Morality: 1. How does Nietzsche distinguish between good/evil and good/bad? Explain how the latter gave way to the former and the type of persons which were classified under each heading. Which civilisations correspond to these categories? 2. What is the meaning and significance of `ressentiment’ and the `herd instinct’? How do they differ from what is `noble’ and the aristrocratic way of life? What do you think it means in this context to say `yes’ to life? 3. What has been the fate of we modern Europeans, according to Nietzsche? 4. What is Nietzsche criticising in Essay 1, section 13? Nietzsche alludes here to the will to power: what sense can you gain of it? Week 10: Nietzsche’s Genealogy of Morality II Essential Reading: Nietzsche, The Genealogy of Morality Essay 2, sections 1,2,3,7,11,12,16,17,18,24,25. Please pay especial attention to section 12, which we will read together in class. ii. Nietzsche, sections on nihilism from Will to Power [available on QM+] Questions to guide your reading and for seminar discussion: 1. What developments would have to occur before the human species is capable of entering a social contract? How does Nietzsche believe they were brought about? 24 2. In what sense can these developments be called nihilistic? 3. Explain what Nietzsche is saying about his method and about will to power, in Essay 2, section 12. What does this add to his former analysis of punishment? 4. How does bad conscience arise? What are its consequences? 5. Who is the man of the future? What sort of redemption might he permit? Short in class or post-class writing task: Write a short paragraph or a few bullet points in answer to one (or more) of the following questions. How does Nietzsche’s understanding of morality differ from that of other thinkers you have studied? How does he pose a challenge to thinking about morality as an intrinsic part of human nature? How do you think Nietzsche understands freedom? How might freedom be tied to power? Can Nietzsche’s philosophy be reconciled with the concept of equality? Again, try to think about his difference/connection with other thinkers covered on the course. Week 11: Nietzsche’s Genealogy of Morality III Essential Readings i. Nietzsche, The Genealogy of Morality Essay 3. Please focus on sections 1,8, 12 to end; ii. Sections from Thus Spake Zarathustra (Wooton only contains first two essays so both of these will be available on QM+). Questions to guide your reading and for seminar discussion: 1. What is the ascetic ideal? Why is it nihilistic? What role do philosophy and religion respectively play in its promotion? 2. What do you think Nietzsche means by `Life’? How does the ascetic ideal both threaten and preserve it? 3. What is the relationship between knowledge and will? Why is everything a matter of perspective? 4. Why does Nietzsche call man the sick animal? 5. What is the herd instinct? How does it help modern individuals to cope with their anguish? 6. What examples does Nietzsche give of modern no-sayers? 7. What is the will to truth? 8. What are the different meanings and symptoms that Nietzsche attributes to nihilism? 9. What is will to power? In what sense is it unconscious? How does it relate to the will to truth? 10. What role is played by Zarathustra and what is his relationship to the Dionysian? Why does Nietzsche suggest he has come too soon? Week 12: Research essay workshop This week’s seminar will take the form of a collaborative workshop intended to help you in preparing and drafting your research essay. By the end of the session you should have a firm title and essay structure in place, and be ready to begin writing (if you haven’t already). 5 Essential preparation: using the feedback on your essay plan, begin sketching out the structure and content of your essay in more detail. What will be your final choice of theme and thinkers? What main differences/similarities have you identified in the different thinkers’ treatment of your chosen theme? What will your final essay title be? What are the key primary and secondary texts you are using? You should be prepared to share your work and ideas with other students and to offer constructive criticism of the work of others. IMPORTANT: if for any reason you are unable to attend this workshop you MUST notify your tutor. 26 Appendix I: MPT II Assessment PLEASE NOTE THAT THERE WILL BE A BRIEFING SESSION ON THE ASSESSMENT REQUIREMENTS FOR ALL STUDENTS ON THURSDAY 18 JANUARY AT 1PM IN ROOM FB113A Overview: This semester, assessment consists of the following two pieces of work: (i) an essay proposal of max 500 words, plus working bibliography and (ii) a research essay of max. 5000 words. There is no exam for this module. The research essay is designed to allow you to demonstrate both depth and breadth in your understanding of the semester’s thinkers. It is also intended to help develop your skills of research design and independent research, in order to prepare you for the final year dissertation you will undertake next year. You are required to choose one from a selection of key themes, and to write an essay that compares and analyses the treatment of your chosen theme by at least three of the thinkers covered in this module. The choice of thinkers will depend on the theme chosen and your own interests, with one stipulation: at least two must be chosen from the Spring Semester (for Semester B associates all will be chosen from the Spring Semester). The themes from which to choose are: 1) freedom 2) human nature 3) morality/ethics 4) equality 5) political authority and legitimacy. The requirement to submit a plan and working bibliography is intended to ensure that your choice of themes and thinkers is appropriate, to help you in framing your arguments, and to give you the opportunity to receive feedback on your work in progress from your seminar tutor. Your tutors will also incorporate short writing exercises into classes to help you link themes and thinkers as we progress through the course. Suggested exercises are included in this handbook. Your work will be assessed according to the general assessment criteria set out in the Politics Student Handbook, however you should also pay careful attention to the specific requirements of the tasks set out below. Coursework 1: Research essay plan and working bibliography Deadline 9am Thursday 7 March 2013 (Week 9) 27 Title MPT II research essay plan (also give proposed title of your research essay) Word length Maximum 500 words not including bibliography. Weighting 10% of the overall course mark for MPT (15% for single semester associate students). Task Your 500 word plan must do the following: Give a working title for your essay (see end of this appendix for example title formats) Introduce your chosen theme and give a brief rationale for your choice of thinkers Set out an indicative structure for your essay Give an indication of the main similarities/differences between the thinkers in terms of your chosen theme, and/or indicate your overall argument Your working bibliography must: Contain both primary texts and secondary sources Show that you have identified sufficient relevant sources to assist in the research and writing of your essay Be properly and accurately presented, adhering to scholarly conventions MPT II Coursework 2: Research essay Deadline 9am Tuesday 23 April 2013 (revision week) Title Give the finalised title of your essay Word Length Maximum 5000 words including footnotes, excluding bibliography Weighting 50% of the overall module mark for MPT (85% for single semester associate students) Task The essay must: D emonstrate that you have read and understood a range of primary and secondary texts studied in the module. Clearly show the relevance of your chosen thinkers to the theme selected Use analytical and critical skills to explore similarities/differences/complementarities between the thinkers 28 Advance and sustain an overall argument Be properly and accurately presented and referenced, and contain a full bibliography Advice and guidance: This research essay is not simply a longer version of the ordinary undergraduate essay. It is more in the nature of a guided research project, and thus requires more of you. You contribute to the design of the topic or question, and you will need to be more independent in identifying and selecting relevant source material. The number of sources consulted will be greater than for the average 2000-3000 word essay. A longer piece of work requires you to develop your points and arguments in greater detail and depth, and it may also be more difficult to structure. Therefore please pay attention to the following suggestions, and ask your seminar tutor or course convenor for help if anything is unclear. Getting started: Do NOT leave all the preparatory work for this essay until the week before you have to hand in your plan! You need to be thinking from an early stage about what themes and thinkers interest you, and you should make notes, week by week, on how the different thinkers relate to the various themes. Some short exercises are included in this handbook to help you do this: these may be done in class with help from your tutor, but should also be used after class to help you build up a set of thematic notes. Designing your topic It is crucial that your choice of theme and thinkers is coherent. Whatever theme you choose, you should start by iden How to cite Modern Political Thought, Papers

Should Suspects Be Forced To Provide Samples For Dna Testing Essays

Should Suspects Be Forced To Provide Samples For Dna Testing? Police forces consider DNA testing to be the biggest break through of the century in solving crime. They have lobbied for legislation to give them the right to take samples from violent suspects and store them in a central Data Bank. In 1995, the Government had drafted a bill that would permit police to take blood, hair, or saliva samples from uncooperative suspects of violent crimes. The Justice Minister then had announced plans to introduce another statute that would favor a data bank of DNA samples. Many safe guards were sset up to avoid the abuse of collecting DNA from suspects. Police must have reasonable grounds and obtain a warrant from a provincial judetge before any samples are taken. Also, a trained person must obtain the sample; all samples must be used for a specific offence. If the accused is acquitted then the sample must be destroyed DNA evidence should not be collected from suspects as a matter of routine unless the information is relevant to a specific crime in question. For example, it would appropriate to obtain a DNA sample from a suspect where DNA evidence is left at the scene of a crime and the suspects DNA in needed to prove the suspects involvement. DNA evidence should not be colvcslected from suspects as a matter of routine. To do so will cause unnecessary privacy intrusion; in the vast majority of criminal cases DNA evidence will contribute nothing to the investigation. Thus, it would not be appropriate for Parliament to give blanket authority to collect DNA samples from all persons suspected of indictable offences. DNA should also not be collected from a suspect if investigators have no DNA evidence with which to compare the suspects sample. Nor would a DNA sample be necessary if the suspect admitted guilt. The analysis of the samples should be used only to confirm or negate match between the sample taken from the crime scene fgand the sample taken from the suspect. That is, it should sdfremain as an identifgication tool only. There should be no further analysis of the DNA to suggest psychological characteristics that would make the suspect more likely to have cdfommitted the crime. This rule should apply also to samples taken from convicted dfdoffenders for a data vor dagta bank. The pros for having suspects forced to provide samples for DNA testing are few. One is that if DNA is left at the scene of a crime, then if they can get a sample from a suspect and compare, it is a much faster process. DNA will determine the guilt of innocents of the suspect. 88 percent of Canadians support the use of DNA evidence in court. In 1995, DNA law argued that forcing criminals to provide samples for DNA evidence infringes upon the Charter of Rights s right to protection from unreasonable search and seizure is violated when the suspect is forced to provide samples against his or her own will. The suspect has the right to Due Process. Scientists can never say with absolute certainty that the samples are from the same DNA. They can only determine a statement of probability. Critics feel that mored work needs to be done to improve reliabilityes of the testing. They fear that the positive scientific evidence of gDNA tests may persuade juries and they may fail to consider other evidence that points to innocents of the accused. The bottom line is thrat no doubt DNA is a very powerful tool, but what about the proposals to test arrestees? Arrest does not equal guilt and an individual should not suffer the consequences of guilt until after he or she has been convicted. To equate arrest with guilt and to empower officers, rather than judges and juries, with the power to force persons to provide the province with the evidence that harbors many of their most intimate secrets and those of their blood relatives. Indeed, programs to collect DNA from arrestees are likelyr to result idn unnecessary arrests solely for the purporse of justifying a DNA test. What do you think should suspects be forhced to provide samples for DNA testing? In my opinion, I think that suspects should

buy custom Alexander Dumas essay

buy custom Alexander Dumas essay Alexandre Dumas was a conservative and anti feminist author. This could help in formulating a thesis that describes him as an immoral man. Dumas were one of the French writers whose earliest forms of plays showed how he dealt with the issue of prostitution. This was seen in the play The Lady of the Camellias, 1882, whereby he aired out social issues in life. Many more authors that came after him also emulated his roots of writing. His life also had an effect towards his character. The reason for this is that since he was born as one of the illegitimate child, he learnt to live with his mother Marie-Laure-Catherine, who was just a dress maker, but struggled and provided for the family. He was, however, not happy with the reappearance of his father when he joined college named Bourbon, after when his father had realized the he had a talent in literature work (Hopkins, 23). The law at this time was brutal and biased; hence his father was allowed to take him from his mother, something that left her mother in pain and suffering due to gender biases. In his writings, he emphasized on the moral values throughout, and also he espoused his belief that whenever a man fathers an illegitimate child, he should take responsibility of legitimizing the child and marrying the woman. In the boarding school where Dumas went to school, he was taunted constantly following his lifes situation. One; therefore, can conclude that it is these issues that profoundly influenced his thoughts, behavior characteristics and writing (Lewis, 48). 2) Critical Review of the Play La Tour de Nesle by Alexander Dumas The Tour de Nesle was a guard tower in Paris old city that was constructed in the beginning of the 13th century. The tower is located to the south bank , and it was constructed by Phillip II of France. Later on in the 19t century, the tower was used by Alexandre Dumas as the setting for his romance play titled La Tour de Nesle . According to the play, the tower represented the place where, in the 14th century, the queen of France was murdered. Alexandre based this story on a legend that had existed in the 15th century that was titled Tour de Nesle Affair. The play revolves around the events that transpired in the year 1314 when the daughters in law of Phillip IV were accused of committing adultery. Because of these accusations, their alleged lovers were executed after days of being tortured and flayed. Thus, the tower was a symbol of mystery and fear. It was believed that each morning, bodies of young men would be found floating with their bodies slaughters either by sword or spear. Legend has it that the queen was on a mission to revenge all men. Thus, she would invite men into her chambers for a romantic night only for her to kill them and throw them into the river. La tour de Nesles is a rare French movie because it is a color movie. Te tower is gloomy , and its horrors are represented in the blue, green waters of the Seine. This is because the queen usually threw her one night lovers into the waters after their overnight endeavors. However, this was just a legend that was never proven true. It is in this tower where the queen awaits her young lovers to arrive before they were ruthlessly murdered by henchmen. Characterization The story is made up of several characters. Silvana Pampanini plays the role of Marguerite de Bourgogne the queen while Pierre Brasseur takes the part of Jehan Buridan. There are two princesses namely; princess Jeanne and Blanche acted by Christine Grado and Lia Di Leo respectively. The rest of the characters include: Paul Guers (Gaultier dAulnay), Jacques Toja (Philippe dAulnay), Andr Gabriello (Le grand mnestrel), Nelly Kaplan (Alice), Rellys (Archer), Cadet Rivers (Le tavernier), Louis Viret (Le chef des assassins), Constant Rmy (Landry), Marcel Raine (Orsini) and Michel Bouquet (Louis X). In the story, Margaret of Burgundy, the queen of France at the time was an unfaithful woman. She is depicted as a heartless woman who killed her lovers without a second thought. Moreover, she is witty , and this helps her to keep her affairs a secret. One night, two noble men, were lured into the tower. They had gone with the expectations of a romantic evening filled with passion but instead they were met by a vengeful woman who had a grudge against all men. Later in the evening, the queen manages to kill Phillippe but Buridan, the second man manages to escape. He begins to blackmail the queen by threatening to expose her to the king unless she makes him a prime minister. Buridan, on the other hand, is depicted as a tricky man who manages to escape the queens clutches, hence saving his life. When he decides to blackmail the queen, he is seen as an opportunistic man who takes advantage of any available opportunity to benefit himself. Although initially a victim, the expected reaction would be to report the queen for her wrong doings and get his dead friend the justice he deserves. However, he opts to use the information he has to benefit himself, thus he is greedy and self centered. Moreover, he is immoral and promiscuous because he went to the tower with the expectation of a passionate night , yet it was common knowledge that the queen was a married woman. However, it should be noted that the story is not an accurate representation of French history. However, the story is an entertaining and highly emotional play. Color and shade have been used to give the story an expressionists touch in order to add emphasize on the dark, sinister plot. The dark shade also gives the film a sense of historical realism. The story revolves around two major themes. These are revenge and politics. However, sex,, death, greed and betrayal are also evident in the plays. The queen is driven by her desire to avenge all men. She is beautiful and used her wits and beauty to lure young, clueless men to her chambers. She then kills them and throws hem into the river. Politics, on the other hand, is very dominant in the story. For instance, when Buridan escapes, instead of reporting the queen so that she could be punished for a murder, he decided to use the knowledge he had to further his political aspirations. This shows that to him, political power outweighs justice. Betrayal in the story is evident throughout. For instance, the queen betrays the king when she has affairs with other men. Also, she betrays her lovers when she has then killed to quench her thirst for revenge. So many people betray and blackmail each other in exchange for political power throughout the play. Death is also prevalent in the film, making it extremely sad to watch. For instance the death of the male nobles men who were killed by the queen. It was said that everyday, bodies would be found floating on the Seine. This shows that death was a normal occurrence in that society. The drama has played the role of passing the influential antifeminist message to the world. The message rocked the stages in Europe when it had premiered for the first time. The general concepts depicted in the play lie in addressing the key issues in society, such as the gender imbalance, political influences and unprincipled traditions where murder seems to be the norm. The play is criticizing the political influence that the old generations had been used to posing it as a challenge to the new generation through sensitizing it. According to the book, political power is greatly valued, and those in high political positions are willing to do anything to maintain them or move higher. This will indeed help in ensuring that the next generations will become much more sensitized and can make some visualized judgments. Immorality will also be termed as the historical functions, which still have grounds in the new and future generations. In conclusion, such plays have the main aim of educat ing and sensitizing the new and future generations, with the purpose of making the future generations more aware of the dangers of living immorally and the consequences that arise as a result of immorality. Alexandre, in this play, shows the role of women as promiscuous and insensitive, contrary to what women ought to be in the society. According to his bibliography, he had little family values since his father was not a part of his life when he was very young. In this life, he had several illegitimate children and got married once although he was still having an affair with an actress at the time. Thus, the play is a representation of women as he perceives them, and is not necessarily a true description of women, especially in that century. Buy custom Alexander Dumas essay

Generalization Definition

Generalization Definition Generalization is the ability to use skills that a student has learned in new and different environments. Whether those skills are  functional  or academic, once a skill is learned, it needs to be used in multiple settings. For typical children in a general education program, skills that they have learned in school are usually quickly used in new settings. Children with disabilities, however, often have difficulty transferring their skills to a different setting from the one in which it was learned. If they are taught how to count money using pictures, they may be unable to generalize the skill to real money. Even though a child may learn to decode letter sounds, if they are not expected to blend them into words, they may have difficulty transferring that skill to actual reading. Also Known  As:  Community-based  instruction, learning transfer. Examples:  Julianne knew how to add and subtract, but she had difficulty  generalizing  those skills to shopping for treats at the corner store. Applications and Learning Exercises Clearly, special educators need to be sure that they design instruction in ways that facilitate generalization. They may choose to: Teach in different settings in the school.Use real coins to teach money.Take students into the community and give them tasks that require that they use their skills. How about a scavenger hunt at a grocery store? There, you can have students find prices for products on the hunt list.Play store. It gives your students opportunities to read, to add and subtract with a calculator, and to make change and count mixed coins.

Writing assignment Research Paper Example | Topics and Well Written Essays - 500 words - 2

Writing assignment - Research Paper Example It has often been said that the best way to end up with the worst people in your firm or business is to announce that the firm is laying off people. This ensures that the best people make an exit for the door and as Pfeffer points out, many firms rehire them simply because they cannot afford to lose those people. This is the morale factor. However, there are other factors as well which include the effect on a firm’s profitability (not profits) and its attitude towards its customers (particularly for service sector companies). All these factors make laying off people not that much of an attractive proposition and as Pfeffer points out, there might be other ways to beat the downturn apart from laying off people. Given the fact that the article was written in 2010 (at the peak of the Great Recession), there are some points in the article and Pfeffer’s recommendations that can be implemented by the firms and businesses. However, this is not to say that the entire set of recommendations are realistic when one takes into account the fact that many firms, in order to simply survive in the current economic climate need to cut jobs. The reason for downsizing becoming attractive is that the share of the service sector in the overall economy has gone up drastically in the last few decades. Since the service sector primarily relies on people and the costs of payroll and perks are the major chunk of the overall costs, there is indeed a case to be made for layoffs. Though as Pfeffer says when people are our main assets, why lose them. The point here is that one needs to take a nuanced approach towards Pfeffer’s recommendations and take those among them that make business sense. Without re sorting to emotional factors, Pfeffer has convincingly shown that layoffs do not make business sense as well. Maybe it is time for firms to look at financial optimization