Tag: Political Science

  • [Solved] Political Science Creative Writing

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  • [Solved] Central Texas College- Phil 1304

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    **DIS 1** – Identify, discuss, and apply the six dimensions of religion as noted in the first chapter. Do not copy the explanations directly. Describe them in your own words as if you were trying to tell a friend. Then, explain how these six dimensions exist in one of the example tribes noted in the…

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    **DIS 1**
    – Identify, discuss, and apply the six dimensions of religion as noted in the first chapter. Do not copy the explanations directly. Describe them in your own words as if you were trying to tell a friend. Then, explain how these six dimensions exist in one of the example tribes noted in the second chapter. When you choose a tribe and do your analysis, provide details and examples that clearly meet the definition of the dimension you are discussing. How do you feel after being able to see an indigenous religion with these new dimensions?
    **DIS 2**
    – Explain the five cardinal virtues of Jains and compare them to key Sikh ethics. Explain at least two main differences and two important similarities in how these faithful people live. Pay particular attention to how one embraces ritual and tradition and the other one is suspicious of it. Be able to elaborate on that contrast as you draw out the different views of how one lives a meaningful life in each tradition.
    **DIS 3**
    Shintoism and Zoroastrianism have a good deal in common and also eye-opening differences the further you read about each religion. Identify the similarities between how Ahura Mazda and the sun goddess in Shinto function in each religion? Explain why each faith has such a strong emphasis on the purity of man's heart but not necessarily his conduct, and how one maintains that purity in each tradition. Be sure you are providing good examples from your reading.
    **DIS 4**
    Christianity and Islam share many similarities. First, define at least three beliefs of each faith in the most objective possible terms. In your own words, describe in detail at least two similarities between the religions and if possible the two key figures. Go beyond the obvious and really search out the faiths. Then, in contrast, identify two ways these faiths differ and why those differences exist. Finally, why does each have so many different denominations and faiths? (for example, Christianity has somewhere in the neighborhood of forty thousand separate faith groups calling themselves Christians whereas in Islam there are at least 74 different sects and at least 3-4 major divisions of those who call themselves Muslim (Islamic). Name some of the differences in denominations in each faith.
    **REFLECTION 1**
    This Reflection Paper must have a minimum of 250 words. Proofread your writing for both content and grammar, and cite the textbook using the APA format (Voorst, page number) to support your ideas.
    Hinduism and Buddhism both recognize that there is a destination humans must each reach in order to escape this earthly life. Hindus believe in many gods to help teach and guide them whereas the Buddha is seen as the best teacher but is not viewed as a god. In Hinduism, life's ultimate goal is called Moksha. In Buddhism it is called Nirvana. Hindus believe in the end the self returns to be with one great universal spirit of Brahman and return to being one. In Buddhism, one has to release the idea of self and follow a middle path of living. In your paper reflection, contrast and compare how an individual reaches either one of these destinations. Provide a clear explanation of any terms like samsara, dharma, or karma and ultimately what the right way to live is in order to achieve either of these ends.
    **REFLECTION 2**
    Contrast and compare the ideas of what makes for a good, peaceful, or well-ordered life in both Taoism and Confucianism. In addition, what causes suffering in each model in how one behaves. Give examples. Talk about how these civil religions, when followed impact society and what happens to society when they are not. Does either include any supernatural elements or explanations of possibilities of the afterlife? Why are society and faith so interconnected in these two religions? Explain.
    **REFLECTION 3**
    Describe and explain the different names (e.g. Hebrew, Israelite, Asherkaidim, Kabbalists, and Jew) that came to describe the Jewish people over the many centuries of their existence. Then, expand your explanations and get more specific in identifying the difference between a Pharisee, Sadducee, Essene, Zealot, and Jesus followers. Pay particular attention to the Essenes and why they play such a pivotal role in the Maccabean Revolt and the establishment of the holiday of Hannukah. (Interesting fact: archaeologists and many religious anthropologists believe John and Jesus and the New Testament writer John were Essenes). Again, please be as detailed as you can but remember your focus is on Judaism and not Christianity or comparing to Christianity. Judaism and its text are borrowed by Christians as part of their Bible but that comes at a later time.
    **REFLECTION 4**
    In your text, many different New Religious Movements (NRMs) are identified and there are common features listed as well in your text. Your job in this paper is to choose an NRM (any of the text and if you have one that you wish to research on your own — please ask your instructor for permission to make sure it meets the NRM criteria (and you must be able to explain this to your instructor) — and explain what the NRM is all about in terms of its origins. Identify and give examples of each of the 7 (seven) common features (see your text). Be thorough and detailed. Write in your own words, use short quotes from the reading, feel free to research more on NRMs but only use credible websites, proofread your writing, and have clear examples and explanations that give the best understanding of the NRM you have chosen.
    **Central Texas College- Phil 1304**
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  • [Solved] lpo

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  • [Solved] thesis

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    proof reading – ## ThesisProposal.docx – Thesis-template.docx **## ThesisProposal.docx** **Soft Power in Cross-Border Policing: Building Security through Cooperation and Exchange** **Table of Contents** 1. **Abstract**…………………………………………………………………………. **3** 2. **Introduction**……………………………………………………………………

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    proof reading

    – ## ThesisProposal.docx

    – Thesis-template.docx

    **## ThesisProposal.docx**

    **Soft Power in Cross-Border Policing: Building Security through Cooperation and Exchange**

    **Table of Contents**

    1.
    **Abstract**………………………………………………………………………….
    **3**

    2.
    **Introduction**………………………………………………………………….….
    **3**

    3.
    **Research Statement**………………………………………………………….….
    **4**

    4.
    **Research Objectives**………………………………………………………….….
    **4**

    5.
    **Research Questions**….……………………………………………………….….
    **5**

    6.
    **Literature Review**…….……………………………………………………….….
    **5**

    7.
    **Theoretical Framework**……………………………………………………….….
    **6**

    8.
    **Methodology / Data Collection**.……………………………………………….….
    **6**

    9.
    **Limitations of the Research**……………………………………..…………….….
    **6**

    10.
    **Initial Research Plan**….……………………………………………………….….
    **7**

    11.
    **Expected Outcomes**….…………………………………………..…………….….
    **7**

    12.
    **References**….……………………………………….………………………….….
    **8**

    **Abstract**

    The increasing complexity of transnational crime necessitates strong international policing cooperation. While hard power mechanisms such as treaties and direct enforcement are often emphasized, soft power strategies—including officer exchange programs, training initiatives, and informal diplomatic agreements—play a crucial role in fostering long-term trust and collaboration. This thesis examines how non-coercive mechanisms such as international policing summits, best practice sharing, and intelligence cooperation enhance operational coordination among law enforcement agencies. By analyzing case studies from organizations such as INTERPOL, Europol, and regional policing bodies, the research assesses the effectiveness of these soft power approaches in improving cross-border policing. It also explores the challenges associated with implementing such strategies, including political, legal, and cultural barriers. The study aims to provide policy recommendations for strengthening global policing partnerships through diplomacy, training, and voluntary cooperation.

    **Keywords:** Soft power, international policing, cross-border cooperation, training, officer exchanges, security collaboration.

    **Introduction**

    Soft power refers to a state's ability to influence other actors through attraction and persuasion rather than coercion or force. While traditionally associated with foreign policy and cultural diplomacy, soft power has gained relevance in the domain of international policing. Given the rise of transnational crime networks, terrorism, and cyber threats, there is a growing need for non-coercive approaches to enhance security cooperation across borders. Many law enforcement agencies engage in training programs, officer exchanges, and best practice-sharing initiatives to improve interoperability and trust between countries. These soft power methods complement existing legal and enforcement-based frameworks by fostering long-term collaboration and information sharing.

    This research explores how soft power mechanisms are used in cross-border policing, examining their effectiveness and potential limitations. The study investigates international policing bodies' roles in facilitating voluntary cooperation and informal agreements, which help build sustainable security partnerships.

    **Research Statement**

    Policing cooperation at the international level often relies on legally binding agreements and enforcement mechanisms. However, these approaches face challenges such as jurisdictional constraints, diplomatic tensions, and resource limitations. Soft power strategies, including knowledge exchange, training initiatives, and informal partnerships, offer alternative means to enhance cross-border policing collaboration. Existing research primarily focuses on formal treaties and legal frameworks but lacks a comprehensive analysis of soft power’s role in shaping global security partnerships. This study seeks to fill that gap by exploring how non-coercive measures contribute to effective international policing.

    **Research Objectives**

    1. To analyze the role of soft power in enhancing international policing cooperation.

    2. To evaluate the effectiveness of training programs, officer exchanges, and best practice-sharing initiatives.

    3. To examine the role of informal agreements and policing summits in fostering long-term trust and collaboration.

    4. To identify challenges and barriers to implementing soft power strategies in cross-border policing.

    5. To provide policy recommendations for improving global policing cooperation through soft power initiatives.

    **Research Questions**

    1. How do soft power strategies contribute to cross-border policing cooperation?

    2. What role do officer exchanges, training programs, and international policing summits play in fostering collaboration?

    3. What challenges hinder the effectiveness of soft power approaches in law enforcement?

    4. How do organizations such as INTERPOL and Europol leverage soft power in their security partnerships?

    5. What policy measures can enhance the role of soft power in global policing cooperation?

    **Literature Review**

    The concept of soft power, introduced by Joseph Nye, emphasizes the ability of states and institutions to influence others through attraction rather than coercion. In policing, soft power manifests through training programs, cultural exchanges, and informal networks that facilitate trust-building among international law enforcement agencies. Studies on policing cooperation highlight the effectiveness of legally binding agreements, but recent research suggests that non-coercive mechanisms play a crucial role in sustaining long-term collaborations. This section will review existing literature on soft power in international security, cross-border policing mechanisms, and case studies of organizations employing soft power strategies.

    **Theoretical Framework**

    This study is grounded in Joseph Nye’s soft power theory, which underscores the importance of persuasion over coercion. Additionally, theories of transnational policing cooperation and international relations frameworks on voluntary agreements and trust-building will be explored. By applying these theories, the research will assess how non-coercive strategies contribute to effective cross-border policing.

    **Methodology / Data Collection**

    This thesis will adopt a qualitative case study approach, analyzing data from primary and secondary sources. Primary data will include interviews with law enforcement officials, policy reports from organizations such as INTERPOL and Europol, and summit records. Secondary data will consist of academic journal articles, books, and official documents on international policing cooperation.

    **Limitations of the Research**

    1.
    **Access to Primary Data:** Some law enforcement reports may be classified or restricted.

    2.
    **Dynamic Nature of Policing Strategies:** International security cooperation constantly evolves, which may limit the study’s applicability over time.

    3.
    **Comparative Analysis Challenges:** Differences in policing structures across regions may complicate comparisons.

    **Initial Research Plan**

    ·
    **Phase 1 (Months 1-2):** Literature review and theoretical framework development.

    ·
    **Phase 2 (Months 2-4):** Data collection from primary and secondary sources.

    ·
    **Phase 3 (Months 4-6):** Data analysis and comparative evaluation.

    ·
    **Phase 4 (Months 6-7):** Writing the thesis and integrating findings.

    ·
    **Phase 5 (Month 8):** Revising and finalizing the thesis.

    **Expected Outcomes**

    This research will provide insights into the role of soft power in cross-border policing and highlight best practices for enhancing international security cooperation. It aims to contribute to policy discussions on improving voluntary policing collaborations through training, officer exchanges, and informal agreements. The findings will offer recommendations for strengthening soft power strategies in global policing partnerships.

    **References**

    1. Nye, J. S. (2004).
    _Soft Power: The Means to Success in World Politics_. Public Affairs.

    2. Wilson III, E. J. (2008).
    _Hard power, soft power, smart power_. The Annals of the American Academy of Political and Social Science, 616(1), 110-124.

    3. RAND Corporation. (2022).
    _Security Cooperation in a Strategic Competition_. RAND Research Report.

    4. Nye, J. S. (2021).
    _Soft power: the evolution of a concept_. Journal of Political Power, 14(1), 196-208.

    5. Lai, H., & Lu, Y. (Eds.). (2012).
    _China's Soft Power and International Relations_. Routledge.

    6. Hunter, A. (2009).
    _Soft Power: China on the Global Stage_. Chinese Journal of International Politics, 2(3), 373-398.

    7. Frontiers in Human Dynamics. (2023).
    _Informal Agreements and Quasi-Legal Mechanisms in EU-Africa Cooperation on Migration_.

    8. American Progress. (2023).
    _The Expanding International Reach of China's Police_.

    9. Jstor.org. (2006).
    _Does Soft Power Matter? A Comparative Analysis of Student Exchange Programs 1980–2006_.

    10. Cultural Diplomacy. (2021).
    _The New Public Diplomacy: Soft Power in International Relations_.

    11. Zaiotti, R. (2023).
    _Border Crossings as Soft Power: International Relations, Digital Diplomacy and the 'Border Control Museum Complex'_. International Journal of Migration and Border Studies.

    12. Mutz, D. C., & Simmons, B. A. (2022).
    _The Psychology of Separation: Border Walls, Soft Power, and International Neighborliness_. Proceedings of the National Academy of Sciences.

    13. Gallagher, N. A. (2022).
    _Esteem and Influence: Soft Power in International Politics_. Global Affairs.

    14. Tsourapas, G. (2020).
    _Soft Power and Cross-Border Mobility in the Middle East_. International Journal of Middle East Studies.

    15. Lacy, M. J., & Mabon, S. (2023).
    _Unlocking the Whole of Soft Power: A Quantum International Relations Approach_. Global Affairs.

    2

    **Thesis-template.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thesis-template-docx)

    **Thesis-template.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thesis-template-docx)

    **## ThesisProposal.docx**

    **Soft Power in Cross-Border Policing: Building Security through Cooperation and Exchange**

    **Table of Contents**

    1.
    **Abstract**………………………………………………………………………….
    **3**

    2.
    **Introduction**………………………………………………………………….….
    **3**

    3.
    **Research Statement**………………………………………………………….….
    **4**

    4.
    **Research Objectives**………………………………………………………….….
    **4**

    5.
    **Research Questions**….……………………………………………………….….
    **5**

    6.
    **Literature Review**…….……………………………………………………….….
    **5**

    7.
    **Theoretical Framework**……………………………………………………….….
    **6**

    8.
    **Methodology / Data Collection**.……………………………………………….….
    **6**

    9.
    **Limitations of the Research**……………………………………..…………….….
    **6**

    10.
    **Initial Research Plan**….……………………………………………………….….
    **7**

    11.
    **Expected Outcomes**….…………………………………………..…………….….
    **7**

    12.
    **References**….……………………………………….………………………….….
    **8**

    **Abstract**

    The increasing complexity of transnational crime necessitates strong international policing cooperation. While hard power mechanisms such as treaties and direct enforcement are often emphasized, soft power strategies—including officer exchange programs, training initiatives, and informal diplomatic agreements—play a crucial role in fostering long-term trust and collaboration. This thesis examines how non-coercive mechanisms such as international policing summits, best practice sharing, and intelligence cooperation enhance operational coordination among law enforcement agencies. By analyzing case studies from organizations such as INTERPOL, Europol, and regional policing bodies, the research assesses the effectiveness of these soft power approaches in improving cross-border policing. It also explores the challenges associated with implementing such strategies, including political, legal, and cultural barriers. The study aims to provide policy recommendations for strengthening global policing partnerships through diplomacy, training, and voluntary cooperation.

    **Keywords:** Soft power, international policing, cross-border cooperation, training, officer exchanges, security collaboration.

    **Introduction**

    Soft power refers to a state's ability to influence other actors through attraction and persuasion rather than coercion or force. While traditionally associated with foreign policy and cultural diplomacy, soft power has gained relevance in the domain of international policing. Given the rise of transnational crime networks, terrorism, and cyber threats, there is a growing need for non-coercive approaches to enhance security cooperation across borders. Many law enforcement agencies engage in training programs, officer exchanges, and best practice-sharing initiatives to improve interoperability and trust between countries. These soft power methods complement existing legal and enforcement-based frameworks by fostering long-term collaboration and information sharing.

    This research explores how soft power mechanisms are used in cross-border policing, examining their effectiveness and potential limitations. The study investigates international policing bodies' roles in facilitating voluntary cooperation and informal agreements, which help build sustainable security partnerships.

    **Research Statement**

    Policing cooperation at the international level often relies on legally binding agreements and enforcement mechanisms. However, these approaches face challenges such as jurisdictional constraints, diplomatic tensions, and resource limitations. Soft power strategies, including knowledge exchange, training initiatives, and informal partnerships, offer alternative means to enhance cross-border policing collaboration. Existing research primarily focuses on formal treaties and legal frameworks but lacks a comprehensive analysis of soft power’s role in shaping global security partnerships. This study seeks to fill that gap by exploring how non-coercive measures contribute to effective international policing.

    **Research Objectives**

    1. To analyze the role of soft power in enhancing international policing cooperation.

    2. To evaluate the effectiveness of training programs, officer exchanges, and best practice-sharing initiatives.

    3. To examine the role of informal agreements and policing summits in fostering long-term trust and collaboration.

    4. To identify challenges and barriers to implementing soft power strategies in cross-border policing.

    5. To provide policy recommendations for improving global policing cooperation through soft power initiatives.

    **Research Questions**

    1. How do soft power strategies contribute to cross-border policing cooperation?

    2. What role do officer exchanges, training programs, and international policing summits play in fostering collaboration?

    3. What challenges hinder the effectiveness of soft power approaches in law enforcement?

    4. How do organizations such as INTERPOL and Europol leverage soft power in their security partnerships?

    5. What policy measures can enhance the role of soft power in global policing cooperation?

    **Literature Review**

    The concept of soft power, introduced by Joseph Nye, emphasizes the ability of states and institutions to influence others through attraction rather than coercion. In policing, soft power manifests through training programs, cultural exchanges, and informal networks that facilitate trust-building among international law enforcement agencies. Studies on policing cooperation highlight the effectiveness of legally binding agreements, but recent research suggests that non-coercive mechanisms play a crucial role in sustaining long-term collaborations. This section will review existing literature on soft power in international security, cross-border policing mechanisms, and case studies of organizations employing soft power strategies.

    **Theoretical Framework**

    This study is grounded in Joseph Nye’s soft power theory, which underscores the importance of persuasion over coercion. Additionally, theories of transnational policing cooperation and international relations frameworks on voluntary agreements and trust-building will be explored. By applying these theories, the research will assess how non-coercive strategies contribute to effective cross-border policing.

    **Methodology / Data Collection**

    This thesis will adopt a qualitative case study approach, analyzing data from primary and secondary sources. Primary data will include interviews with law enforcement officials, policy reports from organizations such as INTERPOL and Europol, and summit records. Secondary data will consist of academic journal articles, books, and official documents on international policing cooperation.

    **Limitations of the Research**

    1.
    **Access to Primary Data:** Some law enforcement reports may be classified or restricted.

    2.
    **Dynamic Nature of Policing Strategies:** International security cooperation constantly evolves, which may limit the study’s applicability over time.

    3.
    **Comparative Analysis Challenges:** Differences in policing structures across regions may complicate comparisons.

    **Initial Research Plan**

    ·
    **Phase 1 (Months 1-2):** Literature review and theoretical framework development.

    ·
    **Phase 2 (Months 2-4):** Data collection from primary and secondary sources.

    ·
    **Phase 3 (Months 4-6):** Data analysis and comparative evaluation.

    ·
    **Phase 4 (Months 6-7):** Writing the thesis and integrating findings.

    ·
    **Phase 5 (Month 8):** Revising and finalizing the thesis.

    **Expected Outcomes**

    This research will provide insights into the role of soft power in cross-border policing and highlight best practices for enhancing international security cooperation. It aims to contribute to policy discussions on improving voluntary policing collaborations through training, officer exchanges, and informal agreements. The findings will offer recommendations for strengthening soft power strategies in global policing partnerships.

    **References**

    1. Nye, J. S. (2004).
    _Soft Power: The Means to Success in World Politics_. Public Affairs.

    2. Wilson III, E. J. (2008).
    _Hard power, soft power, smart power_. The Annals of the American Academy of Political and Social Science, 616(1), 110-124.

    3. RAND Corporation. (2022).
    _Security Cooperation in a Strategic Competition_. RAND Research Report.

    4. Nye, J. S. (2021).
    _Soft power: the evolution of a concept_. Journal of Political Power, 14(1), 196-208.

    5. Lai, H., & Lu, Y. (Eds.). (2012).
    _China's Soft Power and International Relations_. Routledge.

    6. Hunter, A. (2009).
    _Soft Power: China on the Global Stage_. Chinese Journal of International Politics, 2(3), 373-398.

    7. Frontiers in Human Dynamics. (2023).
    _Informal Agreements and Quasi-Legal Mechanisms in EU-Africa Cooperation on Migration_.

    8. American Progress. (2023).
    _The Expanding International Reach of China's Police_.

    9. Jstor.org. (2006).
    _Does Soft Power Matter? A Comparative Analysis of Student Exchange Programs 1980–2006_.

    10. Cultural Diplomacy. (2021).
    _The New Public Diplomacy: Soft Power in International Relations_.

    11. Zaiotti, R. (2023).
    _Border Crossings as Soft Power: International Relations, Digital Diplomacy and the 'Border Control Museum Complex'_. International Journal of Migration and Border Studies.

    12. Mutz, D. C., & Simmons, B. A. (2022).
    _The Psychology of Separation: Border Walls, Soft Power, and International Neighborliness_. Proceedings of the National Academy of Sciences.

    13. Gallagher, N. A. (2022).
    _Esteem and Influence: Soft Power in International Politics_. Global Affairs.

    14. Tsourapas, G. (2020).
    _Soft Power and Cross-Border Mobility in the Middle East_. International Journal of Middle East Studies.

    15. Lacy, M. J., & Mabon, S. (2023).
    _Unlocking the Whole of Soft Power: A Quantum International Relations Approach_. Global Affairs.

    2

    **Thesis-template.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thesis-template-docx)

    **## ThesisProposal.docx**

    **Soft Power in Cross-Border Policing: Building Security through Cooperation and Exchange**

    **Table of Contents**

    1.
    **Abstract**………………………………………………………………………….
    **3**

    2.
    **Introduction**………………………………………………………………….….
    **3**

    3.
    **Research Statement**………………………………………………………….….
    **4**

    4.
    **Research Objectives**………………………………………………………….….
    **4**

    5.
    **Research Questions**….……………………………………………………….….
    **5**

    6.
    **Literature Review**…….……………………………………………………….….
    **5**

    7.
    **Theoretical Framework**……………………………………………………….….
    **6**

    8.
    **Methodology / Data Collection**.……………………………………………….….
    **6**

    9.
    **Limitations of the Research**……………………………………..…………….….
    **6**

    10.
    **Initial Research Plan**….……………………………………………………….….
    **7**

    11.
    **Expected Outcomes**….…………………………………………..…………….….
    **7**

    12.
    **References**….……………………………………….………………………….….
    **8**

    **Abstract**

    The increasing complexity of transnational crime necessitates strong international policing cooperation. While hard power mechanisms such as treaties and direct enforcement are often emphasized, soft power strategies—including officer exchange programs, training initiatives, and informal diplomatic agreements—play a crucial role in fostering long-term trust and collaboration. This thesis examines how non-coercive mechanisms such as international policing summits, best practice sharing, and intelligence cooperation enhance operational coordination among law enforcement agencies. By analyzing case studies from organizations such as INTERPOL, Europol, and regional policing bodies, the research assesses the effectiveness of these soft power approaches in improving cross-border policing. It also explores the challenges associated with implementing such strategies, including political, legal, and cultural barriers. The study aims to provide policy recommendations for strengthening global policing partnerships through diplomacy, training, and voluntary cooperation.

    **Keywords:** Soft power, international policing, cross-border cooperation, training, officer exchanges, security collaboration.

    **Introduction**

    Soft power refers to a state's ability to influence other actors through attraction and persuasion rather than coercion or force. While traditionally associated with foreign policy and cultural diplomacy, soft power has gained relevance in the domain of international policing. Given the rise of transnational crime networks, terrorism, and cyber threats, there is a growing need for non-coercive approaches to enhance security cooperation across borders. Many law enforcement agencies engage in training programs, officer exchanges, and best practice-sharing initiatives to improve interoperability and trust between countries. These soft power methods complement existing legal and enforcement-based frameworks by fostering long-term collaboration and information sharing.

    This research explores how soft power mechanisms are used in cross-border policing, examining their effectiveness and potential limitations. The study investigates international policing bodies' roles in facilitating voluntary cooperation and informal agreements, which help build sustainable security partnerships.

    **Research Statement**

    Policing cooperation at the international level often relies on legally binding agreements and enforcement mechanisms. However, these approaches face challenges such as jurisdictional constraints, diplomatic tensions, and resource limitations. Soft power strategies, including knowledge exchange, training initiatives, and informal partnerships, offer alternative means to enhance cross-border policing collaboration. Existing research primarily focuses on formal treaties and legal frameworks but lacks a comprehensive analysis of soft power’s role in shaping global security partnerships. This study seeks to fill that gap by exploring how non-coercive measures contribute to effective international policing.

    **Research Objectives**

    1. To analyze the role of soft power in enhancing international policing cooperation.

    2. To evaluate the effectiveness of training programs, officer exchanges, and best practice-sharing initiatives.

    3. To examine the role of informal agreements and policing summits in fostering long-term trust and collaboration.

    4. To identify challenges and barriers to implementing soft power strategies in cross-border policing.

    5. To provide policy recommendations for improving global policing cooperation through soft power initiatives.

    **Research Questions**

    1. How do soft power strategies contribute to cross-border policing cooperation?

    2. What role do officer exchanges, training programs, and international policing summits play in fostering collaboration?

    3. What challenges hinder the effectiveness of soft power approaches in law enforcement?

    4. How do organizations such as INTERPOL and Europol leverage soft power in their security partnerships?

    5. What policy measures can enhance the role of soft power in global policing cooperation?

    **Literature Review**

    The concept of soft power, introduced by Joseph Nye, emphasizes the ability of states and institutions to influence others through attraction rather than coercion. In policing, soft power manifests through training programs, cultural exchanges, and informal networks that facilitate trust-building among international law enforcement agencies. Studies on policing cooperation highlight the effectiveness of legally binding agreements, but recent research suggests that non-coercive mechanisms play a crucial role in sustaining long-term collaborations. This section will review existing literature on soft power in international security, cross-border policing mechanisms, and case studies of organizations employing soft power strategies.

    **Theoretical Framework**

    This study is grounded in Joseph Nye’s soft power theory, which underscores the importance of persuasion over coercion. Additionally, theories of transnational policing cooperation and international relations frameworks on voluntary agreements and trust-building will be explored. By applying these theories, the research will assess how non-coercive strategies contribute to effective cross-border policing.

    **Methodology / Data Collection**

    This thesis will adopt a qualitative case study approach, analyzing data from primary and secondary sources. Primary data will include interviews with law enforcement officials, policy reports from organizations such as INTERPOL and Europol, and summit records. Secondary data will consist of academic journal articles, books, and official documents on international policing cooperation.

    **Limitations of the Research**

    1.
    **Access to Primary Data:** Some law enforcement reports may be classified or restricted.

    2.
    **Dynamic Nature of Policing Strategies:** International security cooperation constantly evolves, which may limit the study’s applicability over time.

    3.
    **Comparative Analysis Challenges:** Differences in policing structures across regions may complicate comparisons.

    **Initial Research Plan**

    ·
    **Phase 1 (Months 1-2):** Literature review and theoretical framework development.

    ·
    **Phase 2 (Months 2-4):** Data collection from primary and secondary sources.

    ·
    **Phase 3 (Months 4-6):** Data analysis and comparative evaluation.

    ·
    **Phase 4 (Months 6-7):** Writing the thesis and integrating findings.

    ·
    **Phase 5 (Month 8):** Revising and finalizing the thesis.

    **Expected Outcomes**

    This research will provide insights into the role of soft power in cross-border policing and highlight best practices for enhancing international security cooperation. It aims to contribute to policy discussions on improving voluntary policing collaborations through training, officer exchanges, and informal agreements. The findings will offer recommendations for strengthening soft power strategies in global policing partnerships.

    **References**

    1. Nye, J. S. (2004).
    _Soft Power: The Means to Success in World Politics_. Public Affairs.

    2. Wilson III, E. J. (2008).
    _Hard power, soft power, smart power_. The Annals of the American Academy of Political and Social Science, 616(1), 110-124.

    3. RAND Corporation. (2022).
    _Security Cooperation in a Strategic Competition_. RAND Research Report.

    4. Nye, J. S. (2021).
    _Soft power: the evolution of a concept_. Journal of Political Power, 14(1), 196-208.

    5. Lai, H., & Lu, Y. (Eds.). (2012).
    _China's Soft Power and International Relations_. Routledge.

    6. Hunter, A. (2009).
    _Soft Power: China on the Global Stage_. Chinese Journal of International Politics, 2(3), 373-398.

    7. Frontiers in Human Dynamics. (2023).
    _Informal Agreements and Quasi-Legal Mechanisms in EU-Africa Cooperation on Migration_.

    8. American Progress. (2023).
    _The Expanding International Reach of China's Police_.

    9. Jstor.org. (2006).
    _Does Soft Power Matter? A Comparative Analysis of Student Exchange Programs 1980–2006_.

    10. Cultural Diplomacy. (2021).
    _The New Public Diplomacy: Soft Power in International Relations_.

    11. Zaiotti, R. (2023).
    _Border Crossings as Soft Power: International Relations, Digital Diplomacy and the 'Border Control Museum Complex'_. International Journal of Migration and Border Studies.

    12. Mutz, D. C., & Simmons, B. A. (2022).
    _The Psychology of Separation: Border Walls, Soft Power, and International Neighborliness_. Proceedings of the National Academy of Sciences.

    13. Gallagher, N. A. (2022).
    _Esteem and Influence: Soft Power in International Politics_. Global Affairs.

    14. Tsourapas, G. (2020).
    _Soft Power and Cross-Border Mobility in the Middle East_. International Journal of Middle East Studies.

    15. Lacy, M. J., & Mabon, S. (2023).
    _Unlocking the Whole of Soft Power: A Quantum International Relations Approach_. Global Affairs.

    2

    **Thesis-template.docx**

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  • [Solved] Passage ACA

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    – ## TheAffordableCareAct.docx – ACAarticle.pdf **## TheAffordableCareAct.docx** The Affordable Care Act Full Name: Stacie Staton Course Code: Policy Politics in Healthcare Professor’s Name: C. Harling Due Date: 09/28/2025 After reading several empirical studies and systematic reviews, here are some…

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    – ## TheAffordableCareAct.docx

    – ACAarticle.pdf

    **## TheAffordableCareAct.docx**

    The Affordable Care Act

    Full Name: Stacie Staton

    Course Code: Policy Politics in Healthcare

    Professor’s Name: C. Harling

    Due Date: 09/28/2025

    After reading several empirical studies and systematic reviews, here are some of the major concerns that people raised around the time the ACA passage (or in early implementation) and as tested by later research. One issue was that insurers wouldn’t be able to reject people with preexisting conditions. Another related concern is whether risk adjustment/ risk transfer would work well or be gamed, or whether some groups are under- compensated under the risk models so insurers might have incentives to avoid enrolling them. There was worry that insurers would avoid entering or would exit the marketplace if the risks were too high or returns too uncertain. If insurers exit, consumers will have few options and premiums might rise due to less competition. Also, it is concerned that off- market plans might have looser regulations, and that consumers might migrate to them, undermining the exchange risk pool. There were concerns that cost burdens for consumers, especially those with chronic illnesses or lower incomes even people with insurance, will have high deductibles, copays and cost- sharing might still make access difficult. People worried that coverage wouldn’t fully equate to access, especially for chronic conditions. The ACA would cause states to incur substantial costs, especially for Medicaid expansion, perhaps more than they anticipated. Concerns about long – term fiscal sustainability for both states and federal government. Due to the differing political climates, implementation (especially Medicaid expansion) might vary a lot. Some states might refuse to expand Medicaid or add restrictions. The effects on disparities and whether ACA would reduce health outcome gaps. Some were concerned that even with expanded coverage disparities (racial, ethical, geographic, income) might persist. For example, that some improvements might accrue more to those better positioned to take advantage (knowledge, resources, access), leaving others behind. A number of these concerns were borne out in some form; others have been mitigated or disproven. Thus, this concern is real: having insurance does not always eliminate financial barriers or fully equalize access. Although many states did expand Medicaid coverage there are states that did not expand and still face coverage gaps. My thoughts on the ACA passage are that the ACA was ambitious, especially in trying to address both coverage (so many uninsured) and insurance market failures (adverse selection, lack of regulation of insurers). Many of the concerns were valid, and indeed some of the predicted problems- legal resistance, insurer withdrawals, cost burdens for some- did happen. Several of the concerns predicted or raised early were directly connected to outcomes where ACA provisions got scaled back, repealed, or modified, especially in relation to state control vs. federal mandates. Some fears turned out to be less severe than feared. For example, the adverse selection problem was mitigated more than many expected, perhaps because there were multiple mechanisms (like subsides, mandate (until its penalty was zeroed), risk adjustment, etc.) that worked (to different extents) to help pull healthy individuals into coverage, thus balancing risk pools. I believe the ACA was meant to help low-income individuals and families have access and more healthcare options within their community. The ACA was implemented for lower income families, elderly and those who are under the age 25 to have access to care, mental, and other resources as needed. The ACA was designed and implemented to assist struggling families overcome the burden of receiving proper healthcare. Before the ACA was created families struggled with finding affordable healthcare within their community and the surrounding area.

    **ACAarticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/acaarticle-pdf-10409963)

    **ACAarticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/acaarticle-pdf-10409963)

    **## TheAffordableCareAct.docx**

    The Affordable Care Act

    Full Name: Stacie Staton

    Course Code: Policy Politics in Healthcare

    Professor’s Name: C. Harling

    Due Date: 09/28/2025

    After reading several empirical studies and systematic reviews, here are some of the major concerns that people raised around the time the ACA passage (or in early implementation) and as tested by later research. One issue was that insurers wouldn’t be able to reject people with preexisting conditions. Another related concern is whether risk adjustment/ risk transfer would work well or be gamed, or whether some groups are under- compensated under the risk models so insurers might have incentives to avoid enrolling them. There was worry that insurers would avoid entering or would exit the marketplace if the risks were too high or returns too uncertain. If insurers exit, consumers will have few options and premiums might rise due to less competition. Also, it is concerned that off- market plans might have looser regulations, and that consumers might migrate to them, undermining the exchange risk pool. There were concerns that cost burdens for consumers, especially those with chronic illnesses or lower incomes even people with insurance, will have high deductibles, copays and cost- sharing might still make access difficult. People worried that coverage wouldn’t fully equate to access, especially for chronic conditions. The ACA would cause states to incur substantial costs, especially for Medicaid expansion, perhaps more than they anticipated. Concerns about long – term fiscal sustainability for both states and federal government. Due to the differing political climates, implementation (especially Medicaid expansion) might vary a lot. Some states might refuse to expand Medicaid or add restrictions. The effects on disparities and whether ACA would reduce health outcome gaps. Some were concerned that even with expanded coverage disparities (racial, ethical, geographic, income) might persist. For example, that some improvements might accrue more to those better positioned to take advantage (knowledge, resources, access), leaving others behind. A number of these concerns were borne out in some form; others have been mitigated or disproven. Thus, this concern is real: having insurance does not always eliminate financial barriers or fully equalize access. Although many states did expand Medicaid coverage there are states that did not expand and still face coverage gaps. My thoughts on the ACA passage are that the ACA was ambitious, especially in trying to address both coverage (so many uninsured) and insurance market failures (adverse selection, lack of regulation of insurers). Many of the concerns were valid, and indeed some of the predicted problems- legal resistance, insurer withdrawals, cost burdens for some- did happen. Several of the concerns predicted or raised early were directly connected to outcomes where ACA provisions got scaled back, repealed, or modified, especially in relation to state control vs. federal mandates. Some fears turned out to be less severe than feared. For example, the adverse selection problem was mitigated more than many expected, perhaps because there were multiple mechanisms (like subsides, mandate (until its penalty was zeroed), risk adjustment, etc.) that worked (to different extents) to help pull healthy individuals into coverage, thus balancing risk pools. I believe the ACA was meant to help low-income individuals and families have access and more healthcare options within their community. The ACA was implemented for lower income families, elderly and those who are under the age 25 to have access to care, mental, and other resources as needed. The ACA was designed and implemented to assist struggling families overcome the burden of receiving proper healthcare. Before the ACA was created families struggled with finding affordable healthcare within their community and the surrounding area.

    **ACAarticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/acaarticle-pdf-10409963)

    **## TheAffordableCareAct.docx**

    The Affordable Care Act

    Full Name: Stacie Staton

    Course Code: Policy Politics in Healthcare

    Professor’s Name: C. Harling

    Due Date: 09/28/2025

    After reading several empirical studies and systematic reviews, here are some of the major concerns that people raised around the time the ACA passage (or in early implementation) and as tested by later research. One issue was that insurers wouldn’t be able to reject people with preexisting conditions. Another related concern is whether risk adjustment/ risk transfer would work well or be gamed, or whether some groups are under- compensated under the risk models so insurers might have incentives to avoid enrolling them. There was worry that insurers would avoid entering or would exit the marketplace if the risks were too high or returns too uncertain. If insurers exit, consumers will have few options and premiums might rise due to less competition. Also, it is concerned that off- market plans might have looser regulations, and that consumers might migrate to them, undermining the exchange risk pool. There were concerns that cost burdens for consumers, especially those with chronic illnesses or lower incomes even people with insurance, will have high deductibles, copays and cost- sharing might still make access difficult. People worried that coverage wouldn’t fully equate to access, especially for chronic conditions. The ACA would cause states to incur substantial costs, especially for Medicaid expansion, perhaps more than they anticipated. Concerns about long – term fiscal sustainability for both states and federal government. Due to the differing political climates, implementation (especially Medicaid expansion) might vary a lot. Some states might refuse to expand Medicaid or add restrictions. The effects on disparities and whether ACA would reduce health outcome gaps. Some were concerned that even with expanded coverage disparities (racial, ethical, geographic, income) might persist. For example, that some improvements might accrue more to those better positioned to take advantage (knowledge, resources, access), leaving others behind. A number of these concerns were borne out in some form; others have been mitigated or disproven. Thus, this concern is real: having insurance does not always eliminate financial barriers or fully equalize access. Although many states did expand Medicaid coverage there are states that did not expand and still face coverage gaps. My thoughts on the ACA passage are that the ACA was ambitious, especially in trying to address both coverage (so many uninsured) and insurance market failures (adverse selection, lack of regulation of insurers). Many of the concerns were valid, and indeed some of the predicted problems- legal resistance, insurer withdrawals, cost burdens for some- did happen. Several of the concerns predicted or raised early were directly connected to outcomes where ACA provisions got scaled back, repealed, or modified, especially in relation to state control vs. federal mandates. Some fears turned out to be less severe than feared. For example, the adverse selection problem was mitigated more than many expected, perhaps because there were multiple mechanisms (like subsides, mandate (until its penalty was zeroed), risk adjustment, etc.) that worked (to different extents) to help pull healthy individuals into coverage, thus balancing risk pools. I believe the ACA was meant to help low-income individuals and families have access and more healthcare options within their community. The ACA was implemented for lower income families, elderly and those who are under the age 25 to have access to care, mental, and other resources as needed. The ACA was designed and implemented to assist struggling families overcome the burden of receiving proper healthcare. Before the ACA was created families struggled with finding affordable healthcare within their community and the surrounding area.

    **ACAarticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/acaarticle-pdf-10409963)

    – 1
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  • [Solved] Healthcare policy

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  • [Solved] Political Science homework

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    – [\ \ Screenshot_20250112_151037_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-20250112-151037-samsunginternet-jpg "Screenshot_20250112_151037_SamsungInternet.jpg") – [\ \ Screenshot_20250112_151024_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-202501…

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    – 2 years ago

  • [Solved] SCMT500 week 2

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    Read attachment for assignment – 2 years ago **files (1)** – ## SCMT508Assignment1.docx **## SCMT508Assignment1.docx** Assignment 1 – Faulty Screening Practices Write a paper that discusses the contributing factors of negligent hiring and retention an employer can face by using weak or faulty screen…

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    – 2 years ago

    **files (1)**

    – ## SCMT508Assignment1.docx

    **## SCMT508Assignment1.docx**

    Assignment 1 – Faulty Screening Practices

    Write a paper that discusses the contributing factors of negligent hiring and retention an employer can face by using weak or faulty screening practices.

    **Technical Requirements**

    · Your paper must be at a minimum of 1-2 pages (the Title and Reference pages do not count towards the minimum limit).

    · Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.

    · Type in Times New Roman, 12 point and double space.

    · Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.

    · Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.

    · All submissions will be graded using the assignment rubric.

    **## SCMT508Assignment1.docx**

    Assignment 1 – Faulty Screening Practices

    Write a paper that discusses the contributing factors of negligent hiring and retention an employer can face by using weak or faulty screening practices.

    **Technical Requirements**

    · Your paper must be at a minimum of 1-2 pages (the Title and Reference pages do not count towards the minimum limit).

    · Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.

    · Type in Times New Roman, 12 point and double space.

    · Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.

    · Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.

    · All submissions will be graded using the assignment rubric.

  • [Solved] Political Science homework

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    – 2 years ago **files (6)** – ## Week2WritingAssignmentinstrucions.docx – ## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx – M2Graphingactivity–SOLUTIONlearningactivity4.xlsx – M1Excelprep–SOLUTIONlearningactivity1.xlsx – M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx – M1Datacleanandsort–…

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    – 2 years ago

    **files (6)**

    – ## Week2WritingAssignmentinstrucions.docx

    – ## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx

    – M2Graphingactivity–SOLUTIONlearningactivity4.xlsx
    – M1Excelprep–SOLUTIONlearningactivity1.xlsx
    – M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx
    – M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx

    **## Week2WritingAssignmentinstrucions.docx**

    Writing Assignment #1

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/political-science-homework-20876905)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | This is a comparitive writing assignment.<br>You are to take one song covered in the Native American Music Class ( <br>**Devil come down Sunday by derek miller**) and compare it to one song from the African Music Class (<br>**Yekatit – Mulatu Astatke, 1974**)<br> <br>The writing should be no less than 3 pages (750 or so words)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's on line collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials. |

    Bottom of Form

    Rubric

    This is a super basic rubric – I don't make you jump through a bunch of hoops but what I do expect is that you take the time to engage with the material and write thoughtfully and clearly.

    Overall, I'm looking for you to show me that you understand the things that we are discussing and can apply those concepts to your own understanding of music and music listening.

    All of my grading is reductive — I assume everybody will get 10/10 before I start reading and then take points off if needed.

    Starting Points

    You do what’s asked –2 songs, one from each lecture , at least 3 pages long, bibliography, both compare and contrast the songs, offer equal opinion and insight into both songs, offer proper support for information =10 pts before deductions.

    Miss major elements –only one song, songs aren't from the lectures , no bibliography, 1.5 pages or less = 5 points before deductions.

    Examples of deductions include –unsupported/wrong information— incorrect citations — obviously poor effort — repeating the same thing over and over— etc, etc.

    Remember,  any amount of plagiarism including using AI to generate text is unacceptable – remember – your opinions and understanding of music have value even if you struggle expressing yourself.

    Of course don't hesitate to contact me with any questions and if you have trouble with writing and would like some help, please contact the
    [Writing Centre](https://www.nu.edu/student-services/writing-center/)

    **Personal info to help with the paper:**

    I love jazz and how it got me through difficult times growing up in Queens New York and through my 17 and a half years in the navy.

    ## image1.gif

    **## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx**

    ## Sheet1

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | EarthMover Project |

    | "Current project has a critical path of 30 weeks. You must complete the job by at least week 26!" |

    | | | NORMAL | | | CRASH |
    | | Activity | Time (weeks) | Cost | | Best Time (weeks) | Activity Crash Cost ($) | Time reduction (weeks) | Crash Cost ($/week) |
    | | A | 6 | $ 80,000 | | 5 | $ 15,000 | 1 | $ 15,000 |
    | | B | 4 | $ 100,000 | | 4 | $ – 0 | 0 | |
    | | C | 3 | $ 50,000 | | 2 | $ 50,000 | 1 | $ 50,000 |
    | | D | 6 | $ 150,000 | | 3 | $ 150,000 | 3 | $ 50,000 |
    | | E | 3 | $ 180,000 | | 2 | $ 70,000 | 1 | $ 70,000 |
    | | F | 10 | $ 300,000 | | 7 | $ 180,000 | 3 | $ 60,000 |
    | | G | 2 | $ 100,000 | | 2 | $ – 0 | 0 | |
    | | H | 6 | $ 450,000 | | 5 | $ 350,000 | 1 | $ 350,000 |
    | | I | 8 | $ 350,000 | | 4 | $ 300,000 | 4 | $ 75,000 |

    | | | Goal to complete by: | 26 | weeks | <—- Change this goal from the currect 30 weeks to the new 26 week target! |
    | Objective Function | | | | | Then run SOLVER to find the least expensive way to reach your goal !!! |
    | | Min cost to CRASH | | $ 195,000 | | <—- Your answer will be shown here! |
    | Xi = earliest finish time for activity i | | | EF-limit | | Yi = the amount of time activity i is crashed | | | Max crash available | | New time |
    | A | 5 | = | 5 | weeks | A | 1 | <= | 1 | A | 5 | weeks |
    | B | 9 | = | 9 | weeks | B | 0 | <= | 0 | B | 4 | weeks |
    | C | 8 | = | 8 | weeks | C | 0 | <= | 1 | C | 3 | weeks |
    | D | 15 | = | 15 | weeks | D | 0 | <= | 3 | D | 6 | weeks |
    | E | 12 | = | 12 | weeks | E | 0 | <= | 1 | E | 3 | weeks |
    | F | 16 | = | 16 | weeks | F | 3 | <= | 3 | F | 7 | weeks |
    | G | 18 | = | 18 | weeks | G | 0 | <= | 0 | G | 2 | weeks |
    | H | 24 | = | 24 | weeks | H | 0 | <= | 1 | H | 6 | weeks |
    | I | 26 | = | 26 | weeks | I | 0 | <= | 4 | I | 8 | weeks |
    | | | Note: | EF = EF of previous + t | | | | Non-negativity constraints |
    | | | | New t = Original t – Crash |
    | | New Finish time | | Goal |
    | H | 24 | <= | 26 |
    | I | 26 | <= | 26 |

    **M2Graphingactivity–SOLUTIONlearningactivity4.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2graphingactivity-solutionlearningactivity4-xlsx)

    **M1Excelprep–SOLUTIONlearningactivity1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1excelprep-solutionlearningactivity1-xlsx)

    **M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2porta-vac-solutionlearningactivity5-xlsx)

    **M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1datacleanandsort-solutionlearningactivity2-xlsx)

    **M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx**

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    **## Week2WritingAssignmentinstrucions.docx**

    Writing Assignment #1

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/political-science-homework-20876905)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | This is a comparitive writing assignment.<br>You are to take one song covered in the Native American Music Class ( <br>**Devil come down Sunday by derek miller**) and compare it to one song from the African Music Class (<br>**Yekatit – Mulatu Astatke, 1974**)<br> <br>The writing should be no less than 3 pages (750 or so words)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's on line collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials. |

    Bottom of Form

    Rubric

    This is a super basic rubric – I don't make you jump through a bunch of hoops but what I do expect is that you take the time to engage with the material and write thoughtfully and clearly.

    Overall, I'm looking for you to show me that you understand the things that we are discussing and can apply those concepts to your own understanding of music and music listening.

    All of my grading is reductive — I assume everybody will get 10/10 before I start reading and then take points off if needed.

    Starting Points

    You do what’s asked –2 songs, one from each lecture , at least 3 pages long, bibliography, both compare and contrast the songs, offer equal opinion and insight into both songs, offer proper support for information =10 pts before deductions.

    Miss major elements –only one song, songs aren't from the lectures , no bibliography, 1.5 pages or less = 5 points before deductions.

    Examples of deductions include –unsupported/wrong information— incorrect citations — obviously poor effort — repeating the same thing over and over— etc, etc.

    Remember,  any amount of plagiarism including using AI to generate text is unacceptable – remember – your opinions and understanding of music have value even if you struggle expressing yourself.

    Of course don't hesitate to contact me with any questions and if you have trouble with writing and would like some help, please contact the
    [Writing Centre](https://www.nu.edu/student-services/writing-center/)

    **Personal info to help with the paper:**

    I love jazz and how it got me through difficult times growing up in Queens New York and through my 17 and a half years in the navy.

    ## image1.gif

    **## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx**

    ## Sheet1

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | EarthMover Project |

    | "Current project has a critical path of 30 weeks. You must complete the job by at least week 26!" |

    | | | NORMAL | | | CRASH |
    | | Activity | Time (weeks) | Cost | | Best Time (weeks) | Activity Crash Cost ($) | Time reduction (weeks) | Crash Cost ($/week) |
    | | A | 6 | $ 80,000 | | 5 | $ 15,000 | 1 | $ 15,000 |
    | | B | 4 | $ 100,000 | | 4 | $ – 0 | 0 | |
    | | C | 3 | $ 50,000 | | 2 | $ 50,000 | 1 | $ 50,000 |
    | | D | 6 | $ 150,000 | | 3 | $ 150,000 | 3 | $ 50,000 |
    | | E | 3 | $ 180,000 | | 2 | $ 70,000 | 1 | $ 70,000 |
    | | F | 10 | $ 300,000 | | 7 | $ 180,000 | 3 | $ 60,000 |
    | | G | 2 | $ 100,000 | | 2 | $ – 0 | 0 | |
    | | H | 6 | $ 450,000 | | 5 | $ 350,000 | 1 | $ 350,000 |
    | | I | 8 | $ 350,000 | | 4 | $ 300,000 | 4 | $ 75,000 |

    | | | Goal to complete by: | 26 | weeks | <—- Change this goal from the currect 30 weeks to the new 26 week target! |
    | Objective Function | | | | | Then run SOLVER to find the least expensive way to reach your goal !!! |
    | | Min cost to CRASH | | $ 195,000 | | <—- Your answer will be shown here! |
    | Xi = earliest finish time for activity i | | | EF-limit | | Yi = the amount of time activity i is crashed | | | Max crash available | | New time |
    | A | 5 | = | 5 | weeks | A | 1 | <= | 1 | A | 5 | weeks |
    | B | 9 | = | 9 | weeks | B | 0 | <= | 0 | B | 4 | weeks |
    | C | 8 | = | 8 | weeks | C | 0 | <= | 1 | C | 3 | weeks |
    | D | 15 | = | 15 | weeks | D | 0 | <= | 3 | D | 6 | weeks |
    | E | 12 | = | 12 | weeks | E | 0 | <= | 1 | E | 3 | weeks |
    | F | 16 | = | 16 | weeks | F | 3 | <= | 3 | F | 7 | weeks |
    | G | 18 | = | 18 | weeks | G | 0 | <= | 0 | G | 2 | weeks |
    | H | 24 | = | 24 | weeks | H | 0 | <= | 1 | H | 6 | weeks |
    | I | 26 | = | 26 | weeks | I | 0 | <= | 4 | I | 8 | weeks |
    | | | Note: | EF = EF of previous + t | | | | Non-negativity constraints |
    | | | | New t = Original t – Crash |
    | | New Finish time | | Goal |
    | H | 24 | <= | 26 |
    | I | 26 | <= | 26 |

    **M2Graphingactivity–SOLUTIONlearningactivity4.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2graphingactivity-solutionlearningactivity4-xlsx)

    **M1Excelprep–SOLUTIONlearningactivity1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1excelprep-solutionlearningactivity1-xlsx)

    **M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2porta-vac-solutionlearningactivity5-xlsx)

    **M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1datacleanandsort-solutionlearningactivity2-xlsx)

    **## Week2WritingAssignmentinstrucions.docx**

    Writing Assignment #1

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/political-science-homework-20876905)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | This is a comparitive writing assignment.<br>You are to take one song covered in the Native American Music Class ( <br>**Devil come down Sunday by derek miller**) and compare it to one song from the African Music Class (<br>**Yekatit – Mulatu Astatke, 1974**)<br> <br>The writing should be no less than 3 pages (750 or so words)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's on line collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials. |

    Bottom of Form

    Rubric

    This is a super basic rubric – I don't make you jump through a bunch of hoops but what I do expect is that you take the time to engage with the material and write thoughtfully and clearly.

    Overall, I'm looking for you to show me that you understand the things that we are discussing and can apply those concepts to your own understanding of music and music listening.

    All of my grading is reductive — I assume everybody will get 10/10 before I start reading and then take points off if needed.

    Starting Points

    You do what’s asked –2 songs, one from each lecture , at least 3 pages long, bibliography, both compare and contrast the songs, offer equal opinion and insight into both songs, offer proper support for information =10 pts before deductions.

    Miss major elements –only one song, songs aren't from the lectures , no bibliography, 1.5 pages or less = 5 points before deductions.

    Examples of deductions include –unsupported/wrong information— incorrect citations — obviously poor effort — repeating the same thing over and over— etc, etc.

    Remember,  any amount of plagiarism including using AI to generate text is unacceptable – remember – your opinions and understanding of music have value even if you struggle expressing yourself.

    Of course don't hesitate to contact me with any questions and if you have trouble with writing and would like some help, please contact the
    [Writing Centre](https://www.nu.edu/student-services/writing-center/)

    **Personal info to help with the paper:**

    I love jazz and how it got me through difficult times growing up in Queens New York and through my 17 and a half years in the navy.

    ## image1.gif

    **## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx**

    ## Sheet1

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | EarthMover Project |

    | "Current project has a critical path of 30 weeks. You must complete the job by at least week 26!" |

    | | | NORMAL | | | CRASH |
    | | Activity | Time (weeks) | Cost | | Best Time (weeks) | Activity Crash Cost ($) | Time reduction (weeks) | Crash Cost ($/week) |
    | | A | 6 | $ 80,000 | | 5 | $ 15,000 | 1 | $ 15,000 |
    | | B | 4 | $ 100,000 | | 4 | $ – 0 | 0 | |
    | | C | 3 | $ 50,000 | | 2 | $ 50,000 | 1 | $ 50,000 |
    | | D | 6 | $ 150,000 | | 3 | $ 150,000 | 3 | $ 50,000 |
    | | E | 3 | $ 180,000 | | 2 | $ 70,000 | 1 | $ 70,000 |
    | | F | 10 | $ 300,000 | | 7 | $ 180,000 | 3 | $ 60,000 |
    | | G | 2 | $ 100,000 | | 2 | $ – 0 | 0 | |
    | | H | 6 | $ 450,000 | | 5 | $ 350,000 | 1 | $ 350,000 |
    | | I | 8 | $ 350,000 | | 4 | $ 300,000 | 4 | $ 75,000 |

    | | | Goal to complete by: | 26 | weeks | <—- Change this goal from the currect 30 weeks to the new 26 week target! |
    | Objective Function | | | | | Then run SOLVER to find the least expensive way to reach your goal !!! |
    | | Min cost to CRASH | | $ 195,000 | | <—- Your answer will be shown here! |
    | Xi = earliest finish time for activity i | | | EF-limit | | Yi = the amount of time activity i is crashed | | | Max crash available | | New time |
    | A | 5 | = | 5 | weeks | A | 1 | <= | 1 | A | 5 | weeks |
    | B | 9 | = | 9 | weeks | B | 0 | <= | 0 | B | 4 | weeks |
    | C | 8 | = | 8 | weeks | C | 0 | <= | 1 | C | 3 | weeks |
    | D | 15 | = | 15 | weeks | D | 0 | <= | 3 | D | 6 | weeks |
    | E | 12 | = | 12 | weeks | E | 0 | <= | 1 | E | 3 | weeks |
    | F | 16 | = | 16 | weeks | F | 3 | <= | 3 | F | 7 | weeks |
    | G | 18 | = | 18 | weeks | G | 0 | <= | 0 | G | 2 | weeks |
    | H | 24 | = | 24 | weeks | H | 0 | <= | 1 | H | 6 | weeks |
    | I | 26 | = | 26 | weeks | I | 0 | <= | 4 | I | 8 | weeks |
    | | | Note: | EF = EF of previous + t | | | | Non-negativity constraints |
    | | | | New t = Original t – Crash |
    | | New Finish time | | Goal |
    | H | 24 | <= | 26 |
    | I | 26 | <= | 26 |

    **M2Graphingactivity–SOLUTIONlearningactivity4.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2graphingactivity-solutionlearningactivity4-xlsx)

    **M1Excelprep–SOLUTIONlearningactivity1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1excelprep-solutionlearningactivity1-xlsx)

    **M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2porta-vac-solutionlearningactivity5-xlsx)

    **M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1datacleanandsort-solutionlearningactivity2-xlsx)