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Land Degradation In The Nile River Basin Environmental Sciences Essay

Land Degradation In The Nile River Basin Environmental Sciences Essay Per capita accessibility is commonly determined by partitioning absolute yearly sustainable water assets with populace. While this could give an exact picture to nations with no reliance on outside water assets, it doesn't give a precise delineation to nations with trans-limit water assets. Considering the reliance proportion of the nations gives a considerably more practical delineation of future water assets. For example, Uganda has a 40.9% reliance proportion for its complete yearly sustainable water assets (Rwanda, Burundi, Tanzania, DRC and Kenya contribute overflow into Lake Victoria). This will be affected when expanded water request in upstream countries brings about decreased water spillovers into Uganda. Egypt which initially had a 98% reliance proportion has had the option to cut down its reliance by expanding exchange water assets yet at the same time has a 76% reliance proportion (55.5 BCM out of 73 BCM). Section 4 Land debasement is one of the difficulties looked by a few nations in the Nile River Basin. Land debasement contains any negative or unwanted change in the surface, content, dampness of land because of a mix of characteristic perils and man-made exercises. The African mainland is portrayed by 46% of outrageous desert and 11% of land mass that is muggy. By and by, in Africa around 250 million individuals are straightforwardly influenced via land debasement while, overall 1 billion individuals in 100 nations are in danger of land corruption. The reasons for land corruption are a mix of changes in the characteristic biological system, and the effect of the human social framework, including human use and maltreatment of delicate and defenseless dry land environments. Land Degradation in the Nile River Basin In Rwanda, around 71% of absolute land territory is confronting serious debasement and about 60% of its timberland spread has been lost over the most recent two decades halfway because of slaughter, dislodging and repatriation. Thus, over 30% of Burundi is harshly or seriously corrupted. In Tanzania, far reaching land debasement is found in the good countries, particularly on the slants of Mt. Kilimanjaro. Kenya looked about 30% land corruption in 2002 and around 33% of its populace was legitimately reliant on debased land by 2008. Additionally, land corruption is across the board in Kenya, influencing 20% of every single developed zone, 30% of timberlands, and 10% of fields. Uganda faces land corruption and disintegration covering 60% of its all out land region, most of which is in the good countries of the South-west. Ethiopia likewise faces land corruption for the most part in its good countries, particularly in the Amhara area. It is assessed that Ethiopia loses 4% of its GDP because of land debasement. In Sudan, roughly 1,200,000 km2 of land has debased in shifting degrees. The most corrupted zones are the parched and semi-dry locales in the Northern portion of Sudan where 76% of the countrys populace lives. In Egypt, the North-western delta faces most elevated debasement because of tainting and expanded saltiness. Basic Causes of Land Degradation in the Nile River Basin A portion of the reasons for land corruption in the Nile River Basin are as per the following: Populace Pressure: Growing populace in the Nile River Basin nations squeezes land and its assets prompting serious debasement and decreased yields. For example, most of the populace in Egypt and Burundi, 98% and 58% individually, live in the Nile Basin. In Kenya, 70% of the populace lives in 12% of the countrys land territory which is appropriate for downpour taken care of development, in this manner putting huge weight on its assets. Deforestation: The most widely recognized reason for land debasement in the Nile River Basin is deforestation. To stick to the necessities of developing populace, woodlands are cleared and there is massive weight on its assets. In Rwanda, the woodland territory was diminished to 4700 km2 from 7000 km2 post the slaughter in 1994. Deforestation additionally occurred because of expanded requirement for wood to build stopgap covers for dislodged individuals and for cooking. Bushfires have additionally become basic particularly in the dry seasons in the Eastern and South-eastern areas of Umutara, Kibungo and Bugesera. In Burundi, the pace of deforestation in high because of expanded reliance on wood for fuel. The timberland spread declined from 11.3% in 1990 to 5.9% in 2005. In Tanzania, deforestation is extreme in zones populated with exile populaces. Additionally, out of control fire is basic in its meadows. Somewhere in the range of 1990 and 2005, Uganda lost 33% of its timberland region because of deforestation. It is assessed that in light of present conditions, Uganda won't have any timberlands by 2055. Uganda loses around $ 200 million yearly because of deforestation. Deforestation is a central point for land corruption in Ethiopia. While the timberlands once secured 65% of the nation and 90% of the good countries in Ethiopia, by 2001 they were diminished to 2.2% and 5.6% individually. The Blue Nile bowl faces such extreme deforestation that next to no woods spread stays in the locale. The woods inclusion tumbled from 16% to 2% during the 1980s itself. Over Grazing: The interest for animals is high in the Nile River Basin. Dairy cattle cultivating prompts over munching in prolific grounds, draining its quality and efficiency. In Rwanda, over touching is seen in go lands particularly in the North-west pieces of Umutara. In Tanzania, over brushing is seen for the most part in the Lake Victoria Zone and parts of Northern Tanzania. Over touching records for 75% of the all out corrupted land in Sudan. In Uganda, the cows hallway has a large portion of its territory corrupted due to over nibbling from Moroto and Kotido in the North-east through Luwero and South to Masaka and Mbarara. Leaving aside the North, a large portion of the Corridor is genuinely corrupted. Absence of Awareness: Improper cultivating rehearses, poor soil the executives approaches because of absence of mindfulness additionally lead to land corruption in the Nile River Basin. For example in Rwanda, just 36.6% of the all out land had soil insurance structures in 2005 when contrasted with 83% in 1998. Environmental Change: Climate change is another factor because of which there is tremendous land corruption. Expanding occasions of floods and dry seasons lead to wide spread land debasement. There are different types of land corruption. These incorporate Soil disintegration and sedimentation Surface overflow and floods Desertification and loss of normal vegetation Sand infringements Sedimentation and Soil Erosion Sedimentation has three phases. It begins with soil disintegration which is basically the evacuation of top soil which is then moved and kept in various areas relying on the progression of water or wind or gravity. A portion of the reasons for sedimentation incorporate deforestation which lessens water maintenance in this way expanding soil disintegration; floods and dry seasons; and changes in stream. Sedimentation in the Nile River Basin is seen the most in the Nile Equatorial Region, Blue Nile catchment and the seaside belts. Wide spread deforestation detrimentally affects the sedimentation levels in the Nile Equatorial Lakes and prompts expanding soil disintegration. The siltation of the Nile Equatorial Lakes whenever joined with bizarrely high precipitation could prompt an ascent in the lake levels which could thus prompt flooding. The key issue destinations for soil disintegration in the Lake Victoria Basin are the Kagera River and the Nyando River in Kenya. Because of its geography and heavy precipitation, the Blue Nile catchment faces high paces of sedimentation when contrasted with the White Nile, whose sedimentation is to a great extent held in the Equatorial Lakes and the Sudd locale. While the Nile catchment overflow is assessed at a low pace of 5.5%, the proportion of the spillover of the Blue Nile catchment all alone is 20%. Sedimentation negatively affects supplies worked along the Nile River Basin. It stops up the territory along these lines decreasing the measure of water that can be put away. Rwanda Around 40% of land in Rwanda is at high danger of disintegration, 37% requires soil maintenance gauges before development, and just 23% is without disintegration. Information from field inquire about stations report soil misfortunes between 35 246 tons for each hectare every year, adding up to misfortunes costing about 3.5% of Rwandas horticultural GDP. The Nyamitera River conveys 567,000 tons of particles in only five flood days to Rwanda, of which the greater part is the yearly suspended dregs yield of its Nile Basin area. Expanding utilization of land for tea development is additionally prompting sedimentation in Rwanda. The Mulindi tea ranch in Gicumbi locale utilizes composts that cause soil debasement, water contamination and deforestation, which thusly brings about soil disintegration, floods and sedimentation in the valley. Burundi Deforestation, over brushing and agrarian venture into peripheral grounds are the primary components prompting soil disintegration in Burundi. The dregs yield of Burundi and its commitment to the Nile bowl is by and by inaccessible. Sedimentation causes numerous issues in Burundi including blocking bay channels of siphon water system plans, stopping up hydropower turbine zones, consuming siphons among others. Tanzania The fundamental sort of disintegration saw in the Lake Victoria Basin in Tanzania is sheet disintegration where a uniform meager layer of top soil is washed away. In Tanzania, 61% of land region faces soil disintegration with a topsoil loss of 100 tons for each hectare per annum. Most noteworthy soil misfortune inside the Lake Victoria Basin is from cropland which loses 93 tons for every hectare yearly, trailed by rangeland losing 52 tons for each hectare every year. Moreover, there has been soil misfortune in Shinyanga, Dodoma, Morogoro, and Arusha. Likewise, Kagera Basin is helpless against soil disintegration and filtering of supplements because of its high populace and destitution levels. The Masalatu Reservoir developed on Simiyu River gets a yearly sedimentation yield of 406 m3/km2 or 1.43 tons per hectare. Kenya The Nyanza territory circumscribing

Essay Topics About Friendship - What Are Some Interesting Essay Topics For Students?

Essay Topics About Friendship - What Are Some Interesting Essay Topics For Students?If you are struggling with essay topics about friendship, I have some information that may help. In this short article, I will be discussing the most common questions asked by students in this regard and what to expect from your essays on this topic.There are many aspects of our world that affect how we view one another. For instance, we are used to seeing advertisements where two or more people are vying for a product, feeling a passion to protect their loved ones, or simply showing compassion for others. By talking about these types of feelings and emotions, students will be forced to think more carefully about the choices they make in their own lives.For most students, essay topics about friendship do not usually come up. In fact, most students do not have much patience for any type of relationship. Instead, they often consider them to be 'one-sided' and not worthy of writing about. However, even i f a student has a low opinion of friendships, it is still worth discussing how they are different from other relationships because all relationships are different.One thing to consider in essay topics about friendship is that friendships are not limited to a single relationship. It is not uncommon for people to see friends, family, classmates, and co-workers as an extension of themselves. In fact, some people find themselves trying to maintain relationships that are not necessarily related in any way.In this regard, the concept of 'friendship' can be expanded beyond just someone 'being' close to you because you have the same values and ideals as them, which is often the case in a free relationship. Although friends can be different in age, race, gender, and cultural background, all friendships should be able to interact in an open and honest manner.With this in mind, many students may not be able to write about a friendship without at least having a strong basis in fact. Therefore, your essay will need to outline some characteristics of a strong friendship. Your main purpose is to show how a relationship provides benefits to the person involved, whether or not the two parties agree.In addition, when writing essay topics about friendship, make sure to avoid any references to love and romance. This is because love and romance are commonly used to discuss romance and attraction, which are not appropriate for discussing friendships. The main idea of essay topics about friendship is not to provide an intellectual argument, but to create a situation that is based on real life.Because friendships tend to be more intimate than romantic relationships, students are often left wondering if this is really a healthy way to feel. If you do not know how to approach this topic, I encourage you to visit your local university to speak with a student who can help you in writing the essay of your dreams.

Sigmund Freud The Father Of Freudian Psychology

Layton Fitch Literary Theory Paper Sigmund Freud is the father of Freudian Psychology. He is considered a founding father of psychoanalysis and came up with the verbal psychotherapy. Sigmund Freud change the way we view childhood, personality, memory, sexuality and therapy. Throughout history, other doctors have added on to Freud s theories but at the same time remembering whose theories they are. Freuds theory of psychoanalysis focuses on the unconscious aspects of personality. His theories consist of unconscious mind, dreams, infantile sexuality, libido, repression, and transference. All of these are still used in todays degrees and still taught in schools. Freud s account of the mind structure consists of id, ego and superego.†¦show more content†¦Not so much the shape or specifics but the statistics of an iceberg to Freud was pictured as a mind. To explain, when you see an iceberg, the only part you can see is the top. But what most people don t know is that only 10% of the iceberg sticks above the water and the rest is under the water where you can t see it. In Freud s image, the conscious world is the ten percent that we know and can see and the unconscious world is what we do not know and can not see. The unconscious mind, as Freud would call it, is locked away in your mind and limits what you see and believe to be conscious. In the theory if you could access your unconscious mind, there would be no end to what you could learn, what you could do and it would enhance everyday life all together. Freuds theory has three parts within it. These parts are the id, ego and superego. id is for someones personality. It also in other terms its considered a persons instincts and their immediate reactions. This means that the id, is the part of a person that works off of pleasure and strives for immediate gratification. The id is the only thing in a person that you have a birth, nobody is born without it, and is also the most unorganized part of the three ( id, ego, superego). The id is what makes you anxious, nervous, act on your instincts and many more. And as a child your id is what completely controls your mind, its what makes you make decisions to avoid pain or

Comparing the Books a Raisin in the Sun and the Great...

There are many similarities involving the main characters in the books The Great Gatsby and A Raisin in the Sun. For example, they are similar because their entire lives revolve around money. Also, they define their lives by determining what social class they live in. Another main likeness between the two is that they reside in large cities. Which leads to problems that people in rural communities wouldn’t have. On the other hand, they also have major differences. One is wealthy, the other lives in poverty. Jay Gatsby lives in a paradise-like community in New York, while Walter Younger and his family live in the slums of Chicago. Another difference between them is their race. Jay, being a white, is a well respected individual in his part†¦show more content†¦These examples support the idea that both Jay Gatsby’s and The Younger Family’s minds revolve around money. Social classes play a massive part in society today, just like it has throughout history. Mr. Gatsby, being an entrepreneur and bootlegger, was an upper-class individual with tons of wealth. Because he was so wealthy, he could afford a mansion and an expensive car (unheard of in the 1930’s). Respect came in droves for him because of his social class. He had parties for which some he did not even attend, he took people out to fancy restaurants, and many other things that people of that class do. Walter younger and the rest of his family were poor nonetheless. Because of their life in poverty, they are part of the lower class in the city of Chicago. Although they have a few friends, such as Bobo, they are not of the same â€Å"caliber† of the friends Jay Gatsby has the pleasure of knowing. Because of the Youngers’ poverty, they also have certain conflicts with people of their same social class. For example, Walter was â€Å"in on a great deal† with an busine ssman. Although it sounded like an amazing deal with amazing wealth in store for him, Walter was cheated out of the deal and was left without the ten thousand dollars his father left him. Living in big cities also lets problems arise. As seen in The Great Gatsby, Nick Carraway is subject to many problems people living in rural parts of the country wouldn’t have such as family issues and unnecessary drama. In A Raisin inShow MoreRelatedThe American Dream By Lorraine Hansberry1741 Words   |  7 Pageseven during the beginning of our wonderful country, and it was relatively the same as it is now. More than a century after the Declaration of Independence, the American Dream was still alive and well. In the 1950s, Lorraine Hansberry wrote A Raisin in the Sun. This play is about a financially troubled African-American family and the problems they face as they try to achieve all of their versions of the American Dream. The play itself is centered around the American Dream and how hard it can be to

Mandatory Continuing Professional Development MyAssignmenthelp.com

Question: Discuss about the Mandatory Continuing Professional Development Requirements. Answer: Introduction: Continuing profession development of CPD is the means to improve, maintain and increase professional knowledge, expertise, qualities and skills required to excel in chosen profession. The paper discusses continuing professional development in the context of Nursing. For nursing professionals, the CPD is the cycle of identifying learning needs, monitoring practice, and career planning, engaging in learning activities, and reflecting on the values of these activities. CPD is the platform for lifelong foundation that helps the nurses to meet their obligations to provide safe, effective and ethical care (Katsikitis et al., 2013). In Australia, The Nursing and Midwifery Board or NMB regulate the nursing practice. It key role is to protect the public by developing professional guidelines, code of ethics, registration standards for nurses. It establishes the professional requirements and ensures safe practice for nurses in Australia. The board mandates the nurses to complete minimum number of continuing professional development hours related to nursing practice. It is the registration standard of the board. The nurses are required to engage in activities that are a part of their professional development each year and maintain a record of them and the hours of CPD (Katsikitis et al., 2013). As per the NMB board the CPD requirements for registration of nurses are at least 20 hours for registered nurses, enrolled nurses (division 2), and registered midwifes. For the registration of nurse practioners there is a need of at least 20 hours of work as nurse or midwifes and further 10 hours for endorsement. Midwifes who are eligible require at least 20 hours of registration as midwife or nurse and 20 hours of endorsement. Prior to registration, the CPD hours can be counted any time within 12 months period (Pool et al., 2015). The nurses must prepare a portfolio of number of CPD activities performed and number of hours every year. The recordkeeping can be made as per the guidelines or the template provided by the concerned organisation. After, completing the CPD, it is mandatory for the nurses to submit the declaration of the completed hours. The nurses must reflect on their learning to evaluate the outcomes. Reflection is the part of giving careful thought on the work related e xperiences and to identify ways to improve. Nurses must reflect on areas of strength, collect feedback on their performance and work towards eliminating weak areas (Moon, 2013). In certain situations, the nurses are required to submit the evidence of CPD. In case of audit, the nurses might have to provide the CPD attendances such as number of hours, dates, payments and enrolment forms, score sheets, and certification of participation. The nurses must retain these records at least for three years in case of audit. Every year, in case of audit the board reserves the right to randomly select a number of their registered nurses. Therefore, it is necessary to take control of CPD as it is the evidence of the achievement. It is basis to plan next stage of career. Thus, CPD is the evidence of the progress of career. It is the source of inspiration to maintain commitment towards professional development (Ross, Stevens, 2013). References Katsikitis, M., McAllister, M., Sharman, R., Raith, L., Faithfull-Byrne, A., Priaulx, R. (2013). Continuing professional development in Nursing in Australia: Current awareness, practice and future directions.Contemporary nurse,45(1), 33-45. Moon, J. A. (2013).Reflection in learning and professional development: Theory and practice. Routledge. Pool, I. A., Poell, R. F., Berings, M. G., ten Cate, O. (2015). Strategies for continuing professional development among younger, middle-aged, and older nurses: A biographical approach.International journal of nursing studies,52(5), 939-950. Ross, K., Barr, J., Stevens, J. (2013). Mandatory continuing professional development requirements: what does this mean for Australian nurses.BMC Nursing,12(1), 9.

Night By Elie Wiesel Essays (1247 words) - Holocaust Literature

Night By Elie Wiesel Night, By Elie Wiesel is a devastatingly true story about one man's witness to the genocide of his own people. Living through the horrifying experiences in the German concentration camps of Auschwitz and Buchenwald, Elie sees his family, friends and fellow Jews starved, degraded, and murdered. In this essay I will address three important topics expressed throughout the course of the book. First, I will discuss the struggle and eventual loss of religious faith by Elie in his battle to maintain humanity in this de-humanizing environment, and what ultimately enabled him to survive. Second, I will show the established relationship between Elie and his father, and the impact life in the camp had upon it. And finally, give my personal opinion on why Elie Wiesel wrote this book. One of the main topics in this book is how Elie, a boy of strong religious faith, as well as many Jews lose their faith in God because of the atrocities that take place in the concentration camps. Elie Wiesel lived his early childhood in the town of Transylvania, in Hungary, during the early 1940's. At a young age Elie took a strong interest in Jewish religion as he spent most of his time studying the Talmud. Eventually he comes across Moshe the Beadle, who would take him under his wing and instruct him more in depth of the ways of the Talmud and cabbala. Through Moshe's instruction, he is taught to question God for answers. Later Moshe is sent away to a camp and upon his return to Sighet presents the reader with a foreshadowing of what will soon come in the book. Elie recalls, "Moshe had changed....He no longer talked to me of God or the cabbala, but only of what he had seen."(4) Thus right away the reader is exposed a loss of religious faith in Moshe, the same loss that will soon plague Elie. When Elie arrives at Birkenau, the reader sees the first evidence of his loss of faith as he questions God during the selection process. Amid the selection many Jews are separated from their loved ones who are immediately sent to the crematory or burned in large fire pits. Although unaware to him at the time, this is the last Elie will ever see of his mother and sister. For this reason, many Jews are grieving and begin to recite the Kaddish, a Jewish prayer for the dead. Here Elie questions, " Why should I bless his name? The Eternal, Lord of the Universe, the All-Powerful and Terrible, was silent. What had I to thank Him for?"(31) Shortly after, as he marches toward the barracks, Elie witnesses a load of children being dumped into a pit of flames which he labels the "Angel of Death". At this point the reader sees the diminishing effects the first night of camp life is already having on Elie as he vows, "Never shall I forget those flames which consumed my faith forever... Never shall I forget these moments which murdered my God and my soul and turned my dreams to dust....Never."(32) Each day at the German concentration camp further and further deteriorates Elie's belief in God. The final moment, where he renounces all belief in the existence of God comes at the funeral of three Jewish males who were hung the day before, one of which was merely a child so light in weight that he hung struggling for nearly an hour before he died. Elie states, "This day I ceased to plead....My eyes were open and I was alone-terribly alone in a world without God and without man....I ceased to be anything but ashes, yet I felt myself to be more powerful than the Almighty, to whom my life had been tied to for so long."(65) Here the reader can sense the immense loss that Elie is overcome by having spent most of his childhood seeking salvation only to conclude it was all a waste of time. With the loss of his religion, Elie's only will to survive lies solely in the love for his father and hope, a hope that some day he will see an end to the nightmare of concentration camp life forever. Before forced evacuation into the concentration camps, Elie and his father were not very close emotionally. In fact, his father rarely showed emotion or concern toward family matters at all. Elie's father was one of the leading men that the community held in great esteem. Yet Elie's father did not approve of him

5 Tips on How to Improve Your APA English Essays

5 Tips on How to Improve Your APA English Essays 5 Tips on How to Improve Your APA English Essays The American Psychological Association has developed a formatting style that is used in several fields of study. It can be rather complex and if you have ever been given or seen the guide, you have probably had to pick yourself off of the ground. It is a very particular format; however, the majority of it deals with the citation process. Most instructors will level down your grade for improper formatting and there is no point in losing points for that. Here is how you can improve and get a good grade for your writing with these five easy tips. Utilize a Downloadable Format One of the easiest ways to make sure that your paper is formatted correctly is to download an APA formatted document. You can find them right on the internet and then you just download them to your computer. Once you open the document, you will see that it is already formatted perfectly for you. It may include sections that you don’t need, like a section for an abstract. If this is the case, then just delete what your paper doesn’t require. Input your information for the data in the document in the right places and you have a completely formatted document ready to turn in. Check out the Guide When you see the extensive APA format guide, you are going to think that it is crazy to use it. However, you have to realize that the majority of that guide is about the citations. Apart from rules and exceptions, it includes samples that can be helpful as well. So, before you count the guide out, give it a read. Make Use of the Writing Lab Take advantage of the free resource that you can find right at your school. You will be able to get one-on-one help with your paper right in your writing lab. And, for those of you who are taking classes online, you should know that online schools have writing labs too. It may not be the same because you won’t be sitting right next to someone. However, it has proven to be a helpful method for many students throughout the years and it can help you as well. Check out Examples This method may not be used by itself if you don’t find an example with notes that tell you about margin sizes, font sizes, and other characteristics. But, it is a vital way to ensure that you are correctly formatting your paper. Get a well written and properly formatted example and you will 100% benefit from it. You can actually see what all of the technical directions even mean. However, you want to make sure that you get it from a credible source. The best way to ensure that is to get the sample from a professional service and that brings us to the final place to find help with APA formatting. 5. Hire a Professional Helper Professional writers have mastered the various formats because they need to know how to do them properly and have had a lot of practice. Over the years, they have learned what the format should look like and what exactly needs to be done. And they know the most important parts of formatting so that they can help you make the necessary corrections. It is the ideal solution for students. When it comes to determining how to master the formatting process, these tips can be used together or by themselves. You can learn what you need to do, so that you can complete it every time and gradually make the process a lot quicker. All in all, you can buy APA essays written from scratch by experts from our certified custom writing service.

Write a Great First Sentence and Introductory Paragraph

Write a Great First Sentence and Introductory Paragraph The introductory paragraph of any paper, long or short, should start with a sentence that piques the interest of your readers.   In a well-constructed first paragraph, that first sentence leads into  three or four sentences that provide details about the  subject you address in the body of your essay. These sentences should also set the stage for  your thesis statement. Writing a good thesis statement is the subject of much instruction and training, as its the driver of your research and the subject of your paper. The entirety of your paper hangs on that sentence, which is generally the last sentence of your introductory paragraph and is refined throughout your research and drafting phases. Writing an Intro Paragraph Its often easier to write the introductory paragraph after youve written the first draft of the main part of the paper (or at least sketched out a detailed outline, section by section or paragraph by paragraph). After the drafting stage, your research and main points are fresh in your mind, and your thesis statement has been polished to gleaming. Its typically honed during the drafting stage, as research may have necessitated its adjustment. At the start of a large writing project, it can also be intimidating to put those first words down, so its often easier to begin composing in the middle of the paper and work on the introduction and conclusion after the meat of the report has been organized, compiled, and drafted. Construct your introductory paragraph with the following: An attention-grabbing first sentenceInformative sentences that build to your thesisThe thesis statement, which makes a claim or states a view that you will support or build upon Your First Sentence As you researched your topic, you probably discovered some  interesting anecdotes, quotes, or trivial facts. This is exactly the sort of thing you should use for an engaging introduction. Consider these ideas for creating a strong beginning. Surprising fact: The Pentagon has twice as many bathrooms as are necessary. The famous government building was constructed in the 1940s when segregation laws required that separate bathrooms be installed for people of African descent. This building isn’t the only American icon that harkens back to this embarrassing and hurtful time in our history. Across the United States, there are many examples of leftover laws and customs that reflect the racism that once permeated American society. Humor: When my older brother substituted fresh eggs for our hard-boiled Easter eggs, he didn’t realize our father would take the first crack at hiding them. My brother’s holiday ended early that particular day in 1991, but the rest of the family enjoyed the warm April weather, outside on the lawn, until late into the evening. Perhaps it was the warmth of the day and the joy of eating Easter roast while Tommy contemplated his actions that make my memories of Easter so sweet. Whatever the true reason, the fact remains that my favorite holiday of the year is Easter Sunday. Quotation: Hillary Rodham Clinton once said, â€Å"There cannot be true democracy unless womens voices are heard.† In 2006, when Nancy Pelosi became the nation’s first female Speaker of the House, one woman’s voice rang out clearly. With this development, democracy grew to its truest level ever in terms of women’s equality. The historical event also paved the way for Senator Clinton as she warmed her own vocal cords in preparation for a presidential race. Finding the Hook In each example, the first sentence draws the reader in to find out how the interesting fact leads to a point. You can use many methods to capture your reader’s interest. Curiosity: A duck’s quack doesn’t echo. Some people might find a deep and mysterious meaning in this fact†¦ Definition: A homograph is a word with two or more pronunciations. Produce is one example†¦ Anecdote: Yesterday morning I watched as my older sister left for school with a bright white glob of toothpaste gleaming on her chin. I felt no regret at all until she stepped onto the bus†¦ Supporting Sentences The body of your introductory paragraph should fulfill two functions: It should explain your first sentence and it should build up to your thesis statement. Youll find that this is much easier than it sounds. Just follow the pattern you see in the above examples. During the revision stage for the paper as a whole, you can make further refinements to the introduction as needed.

Intorduction to Communication-I Don't Want to Fight about it Assignment

Intorduction to Communication-I Don't Want to Fight about it - Assignment Example The conflict prolonged for one month. The supervisor withheld some important information on the requirements of the task to be taken. All this time the task I undertook was always rejected by the manager. On asking the supervisor, he always insisted on incompetency on the job. This led to a major conflict between the both of us that I could not even take instructions from the supervisor (Shapiro & Ebrary, 2004). 2). The use of covert conflict behavior hindered the efficiency of communication largely. Instructions for the task of the day always came from the manager through the supervisor. Due to the existence of the covert conflict behavior, I always got partial information on the performance of the task. Due to the feeling of being betrayed, communication had to be cut off between us. Repercussion of the communication breakdown came hard on the institution in performance and profitability. In addition, the relationship between us went sour hence slowing down the efficiency of the job and the respect of employees. For these reason sales in our department reduced due to prolonged conflict within the department (Shapiro & Ebrary, 2004). The issue at stake was insecurity of positions. For this reason, the supervisor intensions were to make me look bad on performance to eliminate competition. The conflict between us did not stop until the management and fellow workers jumped in the situation. The fall in sales of the institution could not be taken lightly and other individuals including the manager had to help with solving of the problem. The most important issue that led to solving the conflict was to improve the sales as well as maintain the quality of the products. Secondly, the efficiency of the employees had to be maintained as well as maintain proper communication in the institution. After the intervention, the conflict was resolved and everything went back to normal (Shapiro & Ebrary, 2004). 3) As communication remain a vital tool in

Tort Assignment 2 Example | Topics and Well Written Essays - 1500 words

Tort 2 - Assignment Example y have different types of compensation schemes and laws for injured employees, but they are all intended to guard against the negative consequences of inability to earn an income caused by injury. Most industrialised states are exhibiting a renewed interest in their systems of personal injury litigation, which can be viewed as an inclination towards responding to personal injury through legal redress. For example, in the United Kingdom, there is the Workers Compensation Act, of which the entire Part 3 and several provisions of Part 1 are applicable to occupational safety and health (IIDB, 2014). Sections of Part 4 are applicable to safety and health decisions appeals. Therefore, workers’ compensation is a scheme where employers must either pay or provide insurance that will pay medical expenses and lost wages of workers who get injured while performing their jobs. This paper will show that Tom, Dick and Harry have different rights and compensation levels from a dry cleaner the y worked for before being retired on health grounds after developing different diseases caused by a chemical they used at work. Under the Workers’ Compensation Act, an employer is defined as anyone with one or more workers who work for them in an industry by either a hiring or apprenticeship contract which is implied, expressed, oral or written. On the other hand, a worker is defined from multiple perspectives, but the most suitable in the case of Tom, Dick and Harry would be anyone under apprenticeship or contract of service whether implied, expressed, oral or written. Tort law defines a duty of care as a legal obligation owed by an individual to others, whereby a reasonable standard of care must be exercised while performing acts that are potentially harmful (Bagshaw & McBride, 2008). It also requires that the harm must be foreseeable. In the case of Squeakyclean, the company had known for 10 years that Blastoff, a chemical fluid used in the process of dry cleaning, causes a

Affirmative Action :: Affirmative Action Essays

Affirmative action, is it still needed in this day and age? Has it accomplished what it was supposed to? Many people say that if America concentrated on programs that provided assistance to the most needy then they would have the opportunities that affirmative action is trying to provide. By going into the ghettos of our cities and stimulating business, thereby, promoting economic growth, the disenfranchised will reap the benefits. Have they been reaping the benefits of affirmation action? As a nation devoted to equality, the United States must do away with unproductive race-dividing policies. By eliminating them, Americans can take major steps in promoting competition and overcoming the color barrier. In his famous march in 1963, Martin Luther King Jr. longed for a society where "people would not be judged by the color of their skin but by the content of their character." Moreover, skin-color and social status should be irrelevant in hiring employees. Whereas, judging peo ple by the "content of their character" and their capabilities will create a thriving country. The emergence of Louis Farrakhan and the O.J. Simpson verdict have aroused American awareness regarding the extent to which race relations in this country have deteriorated. While Martin Luther King Jr. preached unity and equality in America, Farakahan supports segregation. Any organization or individual promoting a particular race diminishes uniformity. The existence of affirmative action and quotas further segregates American society by characterizing people by race and distinguishing between skin color. In order to bring people together, these classifications must yield. In employment situations, when the employer is bound to affirmative action policies, an individual of race A will receive a job before a better qualified individual of race B. These results are unfortunate. It’s discouraging to think that a company may not reach its greatest economic Affirmative Action 3 potential because it is forced to hire the less qualified of two individuals. How can we, as Americans, possibly promote policies that give preferential treatment to one person over another, based on something as irrelevant as the color of their skin? We can’t. Maintaining the role of one of the most competitive countries in the world, I would like to think that, as Americans, we have more pride in our country than that which is hampered by affirmative action. Furthermore, affirmative action and quotas play a very similar role in education. Unfortunately, many exceptional young students may not reap the benefits a well-respected college has to offer because someone with a possible, lesser degree of potential may be granted admission on the basis of their skin color.

Modern Political Thought

School of Politics and International Relations Modern Political Thought II POL206 2012-13 Module Convenor: Dr Madeleine Davis Email: m. j. [email  protected] 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 as 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 i deas 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 2Bentham, John Stuart Mill and Immanuel Kant. These figures represent the continued elaboration and sophistication of the modern foun dations 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 St ate 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-consci ous 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 doctor’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 importan t 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 the m! 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 c oncepts 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 covered 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 i s 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 f rom 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 assign ments. 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 de adline 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 AdviceReferencing 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 Enlighte nment (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 GUIDESEMESTER 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) Ma cpherson, 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). Plamenatz, 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 Utilitarianis m 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 Rya n, 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 Pre ss, 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. Beiner (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 Dicti onary, 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. (2003 [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) ‘Subjectiv ity 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] Hegel 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 Introduc tion’, 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. (ed s) (1985) ‘Between Kant and Hegel’, Albany: SUNY Press Harris, H. S. (1995) ‘Hegel: Phenomenology 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] Raymon d 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 Conce pt 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, T he 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 Political 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 M orals 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 R edemption.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 nature (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) White S. , Equality (Polity, 2007) Political authority and legitimacy Dunn, J Political obligation in its historical context (CUP 1980) Flathman. , R ‘Legitim acy’ 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 contract 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 Lib eralism 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, â €˜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 c ivil 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 o f 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 t he 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 can 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 understanding 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: Nietzsc he, 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 understandi ng 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: u sing 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 exa m 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 tit le 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: Demonstrate 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 28Advance 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 suggestion s, 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