International Politics and Global Developments
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
International Politics and Global Developments
Write a 3–4-page paper that develops the importance of the ideas of one of the individuals listed below. Address in your writing the impact and influence of that individual upon international politics and global developments while addressing the theme associated with the person’s name below:
Emmanuel Wallerstein and World Systems Theory Samantha Power and genocide prevention Kenneth Waltz and Neorealism Joseph Nye and soft power Scott Sagan and nuclear disarmament Arne Naess and the Deep Ecology movement Paul Watson and direct action Wangari Maathai and the Green Belt Movement
Paper is to be uploaded to the website Turnitin.com by 10:00pm Wednesday
November 10, 2021
Writing guidelines for papers in this course
-Paper assignments must be 3-4 pages in length, typed and double spaced. They must follow the format shown in the sample pages on the course website link.
-Papers should have one-inch margins on top, bottom, and sides (see sample page on course website).
-Your font should be standard default (Times New Roman, Courier, Colibri, etc.) and should be unbolded. Point size should be 11-12 (see sample page on course website).
-You do not need paper titles or cover pages. Type your name in the top right corner of your paper and begin your writing after hitting the enter key once!
-Do not separate paragraphs in your paper with more than double spacing (see sample page on course website).
-Do not type the current date on your papers or include course information (AMH2020, POS 2041, etc.).
-Papers must be submitted to Turnitin.com by class time on the due date. This is not optional. Get a digital receipt for your submission so you can feel comfortable your paper has been submitted properly.
-Use a maximum of ONE quote per paper assignment.
-You should use a bare minimum of two sources in a paper for this course. Dig deeper though–you should be using more sources to learn more about your topic and differing interpretations for events.
-Your sources should be .edu and .gov sources—as well as books and journal articles about your topic. Avoid the use of .com sites (which can be created by anyone) and Wikipedia (which can be edited by anyone). These sites should be avoided in an academic course.
-Please find below a guide for finding sources for compiling biographical writing assignments:
AND a guide for accessing online history databases (including history of politics) using the MDC library… http://libraryguides.mdc.edu/ld.php?content_id=32077039.
Sample paper below
Your name here
One could assume that failure of German offensives in 1914 occurred because of lack of mobility on the battlefield against improved defensive weaponry. But the doctrine of the offensive would gain more credence because improved tanks and the concerted use of airpower tilted the scales one again by 1940 in favor of the aggressor —with devastating results for Poland and France. Heinz Guderian thought the armored tank was the difference maker.
German Panzers would allow rapid breakthroughs against infantry and crush reserves—with speed being of the essence before the enemy could effectively counterattack. The new strategic realities that plane and tanks brought to the fore essentially created a resurrection of the Schlieffen Plan by 1940 (but in France with armor through the Ardennes rather than Belgium). The German goal was an attack that scored a decisive victory—but with armor used at the decisive point (Keegan, 1989).
No matter which weapon is to be employed, uncertainty and the law of unintended consequences will continue to permeate the battlefield, attenuating the applicability of military strategy to real war. In turn, a wise commander could learn much by studying Clausewitz and the concept of friction on the battlefield.
It is unjust to blame Schlieffen for the failure of the 1914 plan that became associated with him. Being in the grave before the event, there is no way to tell for sure how he would have accounted for friction. His plan did lack strategic options and it is fair to be critical on that point. But the German High Command went forward with it in modified form and should take much of the blame for its failure.
As Obama ordered the operation against Bin Laden’s in Pakistan to go forward and had to take credit or blame for the results, Moltke Jr. faced responsibility for the Schlieffen Plan’s eventual failure or success. Ultimately as Rothenberg shows, the High Command went forward with the August offensive as they felt no better option was available. This limiting of options and lack of consideration for battlefield friction would have made Clausewitz uncomfortable.
Clausewitz’s wrote on the importance of subordinating military objectives to civilian authority. He felt that armed forces should be a tool of policy for the political leadership and be accepting of their decisions. Schlieffen did follow Clausewitz on these points and stayed generally out of politics. These suggestions remain instructive for us today.
Ignoring Clausewitz and having no real political check on their power, both Napoleon and then Hitler both pursued the goals of absolute war, requiring total mobilization of their societies. The composite of their decisions led to disastrous results. The subordination of politics to unchecked military control has also provided fertile ground for bad strategic decisions. This is clearly seen in those men ordering their armies to move deep into the Russian heartland in 1812 and 1941 respectively……
IF USING END NOTES AND/OR REFERENCES, PUT ON A SEPARATE PAGE FROM YOUR WRITING!
International Politics and Global Developments
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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