PERSONAL REFLECTION ON HAPPINESS Do My History Homework

Significance of ‘Formal education history assignment help company: history assignment help company

‘Formal education will make you a living; self-education will make you a fortune; this quote by Jim Rohn inspires my need to learn a new thing every day. Growing in a family business environment could be attributed to my entrepreneurial spirit. Growing up, I would spend my free time working with my dad at his business which I found interesting. By spending time with him, he imparted a great deal of business knowledge and, above all, the necessary qualities; patience, and hard work, which are the backbone of a successful business. My intimacy with entrepreneurship has significantly grown over the years as I set out into different entrepreneurship ventures. 

I graduated with a degree in technology with a CGPA of 7.5, worked as a trainee at Cooper Standard, India, where I became a quality and launch engineer. I then moved to ford and general motors as a senior quality resident engineer and later an assistant customer quality manager at Ford Motors, Romania. I started a cloth business in Thailand that failed, learning from my mistakes, and I tried a tour and travel agency that is now thriving through patience, hard work, and resilience. I have entrepreneurial experience from other ventures, Indovation Champ SRL, and helped with the initial phase of setting up VST technologies. Also, I have experience in quality experience gathered through voluntary work. 

 Over the years, determination, enthusiasm, passion, hard work, and patience have been my best qualities. I have been able to achieve more thanks to these qualities. However, I am a perfectionist, though it can be bidirectional. The need to have my quality and standards marched could be unrealistic due to different capabilities in people, which calls for teamwork. The need to be the best and my responsibilities in management have significantly influenced my personal development.

Creating High-Performance work systems history assignment help australia

Creating High-Performance work systems

 High-performance work systems (HPWS) are management activities to establish a working environment in the employee-centered organization. In developing high-performance work systems, the employees are involved and have a more significant organizational role. HWPS consists of the evaluation of the functions to be done, designing the processes, and employing the best employees to carry out the parts.

Creating a high-performance work system involves guaranteeing the employees their work security. Through work security, the employees develop trust in the organization and develop a high level of commitment towards ensuring the organization’s success. The employees’ attitudes and behaviors are enhanced, leading to success. Besides, the organization also conducts selective recruitment of employees. In recruitment, the management considers the skills and talents of the recruits to fit the organization’s roles. The characters of the recruits, such as respect and dedication, are considered besides their academic qualifications. Selective hiring ensures the employees are retained and are suitable for long-term organizational operations. For example, when the employees with high efficient relationship skills are hired, customer services improve, which positions the organization positively. Creating a high-performance workforce also involves sharing critical information with the employees, including the financial and strategic ambition of the company to improve the employee trust in the company to improve their performance.

The involvement of the employees in the decision-making processes improves the organization’s performance. To achieve the organizational goals and ambitions, the leaders have to involve the employees in decision-making for good results. When applying the employees in decision-making, administrative management creates high-performance teams through the support offered to them, and they enjoy the decision-making autonomy. Also, creating high-performance work systems involves rewarding the employees for high organizational performance. Through the reward systems, the employees can gain awareness, making them dedicated and committed to their roles. For example, in reward for the high performance, the organization can create value among the employees. The organization also creates the HPWS by training the employees based on the commitment, which involves developing solutions to various problems and training the employees to assume responsibility and initiatives in the organization. The HPWS helps evaluate efficient training to be used in the organization and training the employees to improve their performance and increase their performance abilities. 

Creation of the of high-performance work systems enhances productivity and organizational efficiency. Training and motivation of the employees improve their performance in the organization.  Also, high-performance working systems improve corporate competitiveness as the management employs and retains highly skilled employees.

Communication

Communication is critical in management and is closely related. Communication is defined as the processes involved in receiving information between individuals or a group of people. Communication is vital in the performance of the organization’s activities. For activities such as planning, guiding, and conducting organizational operations. Management of organizations depends on detailed information from the internal members and external community to carry out plans in the organization. The organization’s success depends on accurate communication with every member of the organization.

Communication performs various roles in the organization. For the organization’s goals to be attained, communication is vital in conveying the activities to be done, methods of conducting the activities, the process involved, and duration for completing activities. Communication plays enable the provision of clarity in the organization to promote cooperation and improve the responsibility in the organization. Also, communication promotes building effective organizational relationships among the employees and the corporate leaders. Through communication, employees can establish teamwork activities, promote trust and improve cooperation in the organization. Communication also enhances commitment in the organization as the employees would be engaged in various organizational activities and given a chance to provide feedback in the organization. Communication is also vital in elaborating the expectation required for the organization’s employees, staff, and managers. 

Communication always takes place following a process. The information process involves the sender, who is the source of communication. The sender evaluates the kind of communication used in conveying information, known as the encoding process. Encoding involves passing data in a form that the receiver can easily understand. The sender then chooses the channel of data to be used, including emails, texts, or orally. Channel used in communication ensures the recipient receives information. The receiver then decodes the data based on their understanding and interpretation. After receiving information, the receiver must provide feedback to acknowledge they received the information and give their response. 

 Various factors affect communication in the organization. Factors influencing communication include cultural diversity, which results in the lack of a common communication language. Also, the message may be misunderstood in therefore creating an organizational problem. Emotional factors also affect communication through impaired judgments. Group inclinations in the organization also affect communication in the organization. Therefore, corporate management should develop the correct communicational strategies to overcome the factors.

Effective communication in the organization is enhanced by factors such as active listening. Communication language should also be straightforward. Besides, there should be effective communication between the sender and receiver for efficient communication. The speakers should also speak clearly.

Scientific management

Scientific management, also referred to as Taylorism, was developed by Federick Taylor. Scientific management involves a theory that looks into and evaluates production series in an organization. Scientific management consists of the use of scientific techniques to improve productivity. Scientific management provides a precise and clear task hence has remained of great significance to most modern organizations. The management theory involves the belief that conducting activities in an excellent way in the organization consists in putting in place the correct methods of handling the jobs.

Principles of scientific management involve the use of experimentation to establish new methods of doing operations which makes operations more accessible and faster. Also, scientific management provides for creating a harmonious environment for the employees in the organization to improve production and management. Taylor believed that creating a peaceful environment would be beneficial to the employees and the organizational operation and minimize the conflicts involved in the processes.  Besides, the management theory stipulates cooperation in the organization. Collaboration would allow for all the members of the organization to conduct operations through mutual partnerships. Improving collaboration in the organization enhances the sense of responsibility among the employees, which would enhance more significant levels of performance in the organization. The scientific theory also advocates for the considerations of the efficiency of employees and people in the organization from individual perspectives. This involves taking care of the personal interests of the employees from the time of their recruitment. Efficiency is promoted by providing training opportunities to individuals by considering their interests and abilities, which give the employees with the feeling of being part of the organization. 

Scientific management is applied in organizations in various ways. Employees and management use scientific management through evaluation of the operational processes, which includes establishing the efficient ways of carrying out activities through experimentation of the time saving and easy technique of handling the tasks. Also, individuals should be assigned specific jobs to enable them to complete the components of the tasks efficiently. This involves assigning the employees the best task suited to their skills and talents. Examples of the company which uses scientific management include automotive companies, computers manufacturing companies, and the military, which have improved the quality of their products through the adoption of scientific management techniques.

Scientific management has played a critical role in most modern organizations by enhancing productivity. It majorly emphasizes the most appropriate way of handling activities in the organization by the members of the organization. The theory also improves the efficiency of the organizational members. Besides, it also improves the production capacity of the organization, thus facilitating the achievement of the organizational objectives and promoting the profitability of the organization, and enhancing the competitiveness, by providing better competitive opportunities.

Administrative Management

Administrative management consists of the operations involving the management of information through the human resource. Most of the functions in organizations require the application of administrative management. Administrative managers conduct various roles in the organization, such as planning activities, providing guidance and directions, and controlling the business aspects. Administrative management evaluates the roles of managers and the processes and techniques they should involve when carrying out their functions. Besides, administrative management focuses on developing an organization that is efficient and effective in its operations. Through administrative management, activities in the organization are monitored, and the structure of the organization is established.

Administrative management consists of various features. Administrative management has a formal structure that enables smooth operations at the organization. Besides, there is the division of labor in the organizational departments in which employees are assigned tasks based on their skills. There exist an efficient flow of information in the administrative management which enables elaborate decision making. In addition, roles and responsibilities in the organization are clearly described which proper records are kept and maintained.

Administrative management has various functions which include, planning of operations in the organization. The planning is aimed at providing the correct framework to be followed to achieve the organizational goals. Project management also takes place in the organization to ensure the projects are completed on time and under efficient supervision. Administrative management also involves the development of budgets in the organization to provide for activities in the organization to be taken efficiently and all the expenses outlined and ensuring cost reduction.

Administrative management also contains various principles.  Division of labor is outlined as one of the principles which involve the specialization of tasks among the employees. Also, authority and discipline are outlined as principles of administrative management. Authority involves the maintaining of the balance of power in the organization, and disciplines involve obeying laws and order in the organization. Other principles of administrative management involve order, equity, remuneration, centralization, and taking the initiative in the organization.

Different processes in the organization involve the application of administrative management. The administrative management theory is applied in the identification and setting of organizational targets. Also, performance management is evaluated to ensure the correct direction is followed for the management of tasks. Administrative management also looks into the development of leadership qualities among the members of the organization. Also, team building is enhanced through administrative management as the members operate harmoniously in the organization.

Administrative management contains much significance in the organization. The significance of administrative management includes the achievement of the organizational goals, improved financial position of the organization, increased productivity, and increased customers satisfaction in the organization. On the other hand, the limitations include a strict focus on the formal structure and minimal emphasis on the environmental changes.

Modern Management and Quantitative Management

Modern Management

Modern management is the implementation of strategies in managing endpoints in a consistent and unified way without compromising the security of endpoints. Modern management theory guides on the practices to be applied in an organization to ensure effective processes and leadership. The three approaches of modern management are the quantitative approach which applies statistics and mathematical techniques to solve problems. The contingency approach states that there’s no specific way of solving a problem but that the best leadership depends on the situation at hand. The systems approach states that an organization represents a collection of mechanisms that work together in order to attain its goals. The theories boost the productivity of an organization by applying mathematical and statistical methods to assess an organization’s performance. That aids in decision-making often by providing managers with an understanding of the factors they need to study, which is important in the evaluation of their organization or department. Modern management theories help in adapting to global changes, thinking objectively by applying scientific processes, improving employee engagement, helping in decision making, enabling adaptability, and promoting objectivity. However, the system approach cannot provide the same method of management. Management practices often shift with the changes in the environment. Other limitations of modern management theory include the lack of a defined relationship between an organization’s internal and external environment. Emphasis is on relationships without a defined nature of interdependence. They fail to provide concepts applicable to all organizations as it assumes that most organizations are complex with open systems.

Quantitative Management

Quantitative management focuses on utilizing computer devices and mathematical methods and applications to compute the financial statistics and choosing of stocks. Managers use quantitative management to choose the stocks. However, the quantitative management theory considers the experts’ opinions to establish the prediction of business performance. The views of the experts are always following their experience and education. 

Quantitative management consists of three major divisions, management science, operations management, and information systems. Management science focuses on using mathematic applications and statistical models to make decisions. Operations management focuses on the effective and timely delivery of goods and services. The management information system involves using information in an organization to make decisions.

Quantitative management is important in decision-making activities. Various factors influencing decision-making activities in the organization are identified and evaluated. Also, the quantitative management systems ease the decision-making process with the application of decision theory to help in tough decision-making situations. Quantitative management also provides for the efficient allocation of resources in the organization. However, quantitative management is limited when focusing on human behavior. The management also does not prevent risks but minimally addresses the risks. 

“Fuel and the Battle Fleet: Coal, Oil, and American Naval Strategy history homework: history homework

PHIL 109: Final Exam (Fall 2021) Hint: It is possible to extract everything you need for the final exam from 2 pages of the essay: pages 34 and 35. (However, you may be able to find other examples elsewhere in the essay that you find easier.) Read the pages first; then, go back to them, and quote your preferred examples. Read the essay in the PDF linked below (PDF pages 31-38): Anand Toprani, “Hydrocarbons and Hegemony”, JFQ 102 (2021): pages 29-36; then upload a file answering all 20 questions below as your personal final exam: https://ndupress.ndu.edu/Portals/68/Documents/jfq/jfq-102/JFQ_102.pdf Part I: The First Action of the Mind (Conceptualization) 1. Quote a sentence from the assigned essay in which a definition is given (citing the page number for your quotation). Is your chosen example a real or nominal definition? If it is real, then is it logical, causal, or descriptive? If it is logical, then distinguish both the genus and the essential difference. If it is causal, then distinguish whether there are formal, final, material, or efficient causes involved. If it is descriptive, then state whether it uses a property or an accident. [Review: see Lessons 10–12] Part II: The Second Action of the Mind (Judgment) 2. Quote a sentence from the assigned essay in which a universal affirmative Type A proposition is given (citing the page number for your quotation). Rewrite the proposition in your chosen example in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 14–17] 3. For the Type A proposition in #2 above, state its contrary, its contradictory, and its subalternate (each in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O). [Review: see Lesson 18] 4. If we assume the Type A proposition in #2 above is FALSE, then state whether its contrary is TRUE, FALSE, or UNDETERMINED; state whether its contradictory is TRUE, FALSE, or UNDETERMINED; and state whether its subalternate is TRUE, FALSE, or UNDETERMINED. [Review: see Lesson 18] 5. Quote a sentence from the assigned essay in which a universal negative Type E proposition is given (citing the page number for your quotation). Rewrite the proposition in your chosen example in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 14–17] 6. For the Type E proposition in #5 above, state: its contrary; its contradictory; and its subalternate (each in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O). [Review: see Lesson 18] 7. If we assume the Type E proposition in #5 above is FALSE, then state: whether its contrary is TRUE, FALSE, or UNDETERMINED; state whether its contradictory is TRUE, FALSE, or UNDETERMINED; and state whether its subalternate is TRUE, FALSE, or UNDETERMINED. [Review: see Lesson 18] 8. Quote a sentence from the assigned essay in which a particular affirmative Type I proposition is given (citing the page number for your quotation). Rewrite the proposition in your chosen example in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 14–17] 9. For the Type I proposition in #8 above, state: its subcontrary; its contradictory; and its subimplicate (each in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O). [Review: see Lesson 18] 10. If we assume the Type I proposition in #8 above is TRUE, then state: whether its subcontrary is TRUE, FALSE, or UNDETERMINED; state whether its contradictory is TRUE, FALSE, or UNDETERMINED; and state whether its subimplicate is TRUE, FALSE, or UNDETERMINED. [Review: see Lesson 18] 11. Quote a sentence from the assigned essay in which a particular negative Type O proposition is given (citing the page number for your quotation). Rewrite the proposition in your chosen example in standard form, PHIL 109: Final Exam (Fall 2021) Hint: It is possible to extract everything you need for the final exam from 2 pages of the essay: pages 34 and 35. (However, you may be able to find other examples elsewhere in the essay that you find easier.) Read the pages first; then, go back to them, and quote your preferred examples. distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 14–17] 12. For the Type O proposition in #11 above, state: its subcontrary; its contradictory; and its subimplicate (each in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O). [Review: see Lesson 18] 13. If we assume the Type O proposition in #11 above is TRUE, then state: whether its subcontrary is TRUE, FALSE, or UNDETERMINED; state whether its contradictory is TRUE, FALSE, or UNDETERMINED; and state whether its subimplicate is TRUE, FALSE, or UNDETERMINED. [Review: see Lesson 18] 14. Write the inverse of the proposition in #2 above. Show all the steps involved in the inference. Write all propositions in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 19–20] 15. Write the inverse of the proposition in #5 above. Show all the steps involved in the inference. Write all propositions in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 19–20] Part III: The Third Action of the Mind (Argument) 16. Quote a passage from the assigned essay in which you find a syllogism, an enthymeme, or an epicheirema (citing the page number for your quotation). Choose only one argument type. Rewrite each proposition in your chosen example in standard form, distinguishing the conclusion’s subject term from the conclusion’s predicate term, as well as the middle term(s), by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O. Use square brackets to enclose any unspoken premises assumed in enthymematic reasoning, if applicable. [Review: see Lessons 24–28] 17. Analyze the argument in #16 above by checking it for validity and then stating whether it is VALID or INVALID. Prove your answer by drawing a Venn diagram for the argument, labeling it according to your analysis in #16 above. If the argument is INVALID, state each one of the four rules which the argument violates. If the argument is VALID, state whether or not it is SOUND, and why. [Review: see Lessons 25–27] 18. Quote another passage from the assigned essay (different from your example in #16) in which you find a syllogism, an enthymeme, or an epicheirema (citing the page number for your quotation). Choose only one. Rewrite each proposition in your chosen example in standard form, distinguishing the conclusion’s subject term from the conclusion’s predicate term, as well as the middle term(s), by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O. Use square brackets to enclose any unspoken premises assumed in enthymematic reasoning, if applicable. If you wish, instead of citing another passage, you can paraphrase what you discern the main argument of the entire essay to be, by stating your interpretation as a syllogism, enthymeme, or epicheirema, and then formalizing that argument according to the preceding symbolization instructions for #18. [Review: see Lessons 24–28] 19. Analyze the argument in #18 above by checking it for validity and then stating whether it is VALID or INVALID. Prove your answer by drawing a Venn diagram for the argument, labeling it according to your analysis in #18 above. If the argument is INVALID, state each one of the four rules which the argument violates. If the argument is VALID, state whether or not it is SOUND, and why. [Review: see Lessons 25–27] 20. Quote a passage from the assigned essay in which you find a modus ponens argument, a modus tollens argument, a denying the antecedent fallacy, an affirming the consequent fallacy, a sorites, a hypothetical syllogism, a conjunctive syllogism, a disjunctive syllogism, a constructive dilemma, a destructive dilemma, or a reductio ad absurdum argument (citing the page number for your quotation). Choose only one argument type. Symbolize your chosen argument by using the techniques you learned in this course. State whether your chosen argument is VALID or INVALID. Is it also SOUND? [Review: see Lessons 21–22, 30–31, and 33] 34 JPME Today /Hydrocarbons and Hegemony JFQ 102, 3rd Quarter 2021 Before 1914, this last factor was most pronounced in the naval dimension, but thereafter it spread to other domains of warfare thanks to the internal combustion engine. Coal was not suitable for internal combustion, and the transition away from steam left Great Britain saddled with obsolete infrastructure around the world (coaling stations and mines—a version of the “stranded asset” problem). Finally, Britain had to restructure its naval and maritime power by converting from coal to oil during a period of financial duress. This shift occurred at a time when Britain was already under pressure from rising naval challenges from Germany, Japan, and the United States. Even though Britain managed to defeat its German rival and win Japan as an ally during World War I, it did so with U.S. oil and dollars, while the growth in U.S. naval power and dominance in oil global production meant that the United States controlled Britain’s access to oil even after British firms began developing the Middle East, where security in wartime was always questionable. Oil, therefore, in many ways created as well as sustained American hegemony. One might assume that the resurgence of U.S. domestic oil production during the “shale revolution” would presage a new era of American geopolitical dominance, but that is a short-sighted perspective that assumes the future will mimic the past. The fact of anthropogenic climate means that any future premised on hydrocarbon-fueled growth is out of the question. Unless the United States recognizes and acts on this fact, oil may end up posing a greater risk to its hegemony than coal did for British primacy. In the United States, the oil and gas industry has long enjoyed special political privileges (tax breaks and incentives) and has used them to stifle alternatives. Preserving control over the access to oil and the global oil market has also encouraged the United States to devote vast resources to the strategic sinkhole that is the Middle East.41 This status quo no longer seems tenable. Even before the recent pandemic, climate change threatened to turn the oil and gas industries’ reserves into stranded assets and therefore erode the industry’s financial and political power.42 And the opportunity costs of delaying action must not be overlooked. The United States stopped investing in battery technology after World War II because oil was so cheap and plentiful. Conversely, China currently possesses the lion’s share of minerals essential for lithium batteries and has undertaken the leading role in the latter’s construction.43 Perhaps most important, China is poised to take a decisive role in the global effort to curtail carbon dioxide emissions. On the one hand, this is welcome news from the country with the largest share of emissions. On the other hand, it is worrying because American denialism about Kuwaiti oil well control specialists direct fire control rig over oil well fire in order to complete water blasting method to extinguish fire at Rumaila Oil Field, in southern Iraq, as part of Operation Iraqi Freedom, March 27, 2003 (U.S. Army/James P. Johnson) JFQ 102, 3rd Quarter 2021 Toprani 35 climate change and China’s growing importance within the global economy are both forcing stalwart U.S. allies such as the Europeans to seek collaboration with Beijing, even as China’s foreign policy becomes more bellicose.44 Hydrocarbons were undeniably a necessary condition for Anglo-American predominance, but there is a possibility that the latter can thrive only if the world depends on the former for its energy needs. The era of Euro-American predominance was always an outlier in human history; until at least the 15th century, if not the 18th century, Asia accounted for a larger share of global economy activity because of its larger population and more efficient administrative and production techniques.45 What if the transition away from hydrocarbons accelerates the process of the world returning to a premodern economic balance of power—that is to say, an Asiadominated or even Sino-centric world order? To return to the introductory thesis, it was the combination of American industrial power and American preponderant influence over the global oil trade that served as a key pillar of U.S. hegemony after 1945. If there is indeed a close link between the control of energy and geopolitical primacy or even hegemony, then China appears well positioned to leapfrog the United States in a world that depends on renewables rather than fossil fuels for its energy needs.46 JFQ Notes 1 See, for example, G. John Ikenberry, A World Safe for Democracy: Liberal Internationalism and the Crises of Global Order (New Haven: Yale University Press, 2020). 2 Perry Anderson, The H-Word: The Peripeteia of Hegemony (London: Verso Books, 2017). 3 This is the core of Graham Allison’s theory in Destined for War: Can America and China Escape Thucydides’s Trap? (Boston: Houghton Mifflin Harcourt, 2017). 4 Contrast Kori Schake, Safe Passage: The Transition from British to American Hegemony (Cambridge, MA: Harvard University Press, 2017); Peter J. Hugill, “The American Challenge to British Hegemony, 1861–1947,” Geographical Review 99, no. 3 (2009), 403–425. 5 Charles P. Kindleberger, The World in Depression, 1929–1939 (Berkeley: University of California Press, 1986). 6 Robert Gilpin, War and Change in World Politics (Cambridge, UK: Cambridge University Press, 1981), 186; Peter J. Hugill, Transition in Power: Technological “Warfare” and the Shift from British to American Hegemony Since 1919 (Lanham, MD: Lexington Books, 2018), chapter 1. 7 Robert E. Hannigan, The New World Power: American Foreign Policy, 1898–1917 (Philadelphia: University of Pennsylvania Press, 2013); The Great War and American Foreign Policy, 1914–1924 (Philadelphia: University of Pennsylvania Press, 2017). 8 Paul M. Kennedy, “Strategy Versus Finance in Twentieth-Century Great Britain,” The International History Review 3, no. 1 (1981), 44–61. 9 P.J. Cain and A.G. Hopkins, British Imperialism: 1688–2015, 3rd ed. (London: Routledge, 2016); Lance E. Davis and Robert A. Huttenback, with the assistance of Susan Gray Davis, Mammon and the Pursuit of Empire: The Political Economy of British Imperialism, 1860–1912 (Cambridge, UK: Cambridge University Press, 1988); Patrick K. O’Brien, “The Costs and Benefits of British Imperialism, 1846–1914,” Past & Present, no. 120 (1988), 163–200; Paul Kennedy, “Debate: The Costs and Benefits of British Imperialism 1846– 1914,” Past & Present 125 (1989), 186–192; Patrick K. O’Brien, “The Costs and Benefits of British Imperialism 1846–1914: Reply,” Past & Present 125 (1989), 192–199. 10 Barry J. Eichengreen, Golden Fetters: The Gold Standard and the Great Depression, 1919–1939 (Oxford: Oxford University Press, 1992), summarized in “The Gold Standard and the Great Depression,” NBER Reporter (Spring 1991), 5–9; Mark Metzler, Lever of Empire: The International Gold Standard and the Crisis of Liberalism in Prewar Japan (Berkeley: University of California Press, 2006). 11 Patrick O’Brien, “The Myth of Anglophone Succession,” New Left Review 24 (2003), 113–134. 12 Halford John Mackinder, “The Geographical Pivot of History,” Geographical Journal 23, no. 4 (1904), 421–437. These ideas are developed further in Paul M. Kennedy, “Mahan Versus Mackinder,” Militaergeschichtliche Zeitschrift 16, no. 2 (1974), 39–66. 13 John Brewer, The Sinews of Power: War, Money, and the English State, 1688–1783 (Cambridge, MA: Harvard University Press, 1990); Nicholas A.M. Rodger, “War as an Economic Activity in the ‘Long’ Eighteenth Century,” International Journal of Maritime History 22, no. 2 (2010), 1–18. 14 Michael Howard, The Continental Commitment: The Dilemma of British Defence Policy in the Era of the Two World Wars (London: Maurice Temple Smith Limited, 1972). 15 Patrick K. O’Brien, “Imperialism and the Rise and Decline of the British Economy, 1688–1989,” New Left Review 238 (1999), 48–80. 16 Melvyn P. Leffler, A Preponderance of Power: National Security, the Truman Administration, and the Cold War (Stanford, CA: Stanford University Press, 1992); Elliott V. Converse III, Circling the Earth: United States Plans for a Postwar Overseas Military Base System, 1942–1948 (Maxwell Air Force Base, AL: Air University Press, 2005). 17 Michael J. Hogan, A Cross of Iron: Harry S. Truman and the Origins of the National Security State, 1945–1954 (Cambridge, UK: Cambridge University Press, 2000); Aaron L. Friedberg, In the Shadow of the Garrison State: America’s Anti-Statism and Its Cold War Grand Strategy (Princeton: Princeton University Press, 2000); Benjamin O. Fordham, “Paying for Global Power: Costs and Benefits of Postwar U.S. Military Spending,” in The Long War: A New History of U.S. National Security Policy Since World War II, ed. Andrew J. Bacevich (New York: Columbia University Press, 2007), 371–404. 18 Barry Eichengreen, Exorbitant Privilege: The Rise and Fall of the Dollar and the Future of the International Monetary System (Oxford: Oxford University Press, 2011); Victoria de Grazia, Irresistible Empire: America’s Advance Through Twentieth-Century Europe (Cambridge, MA: Harvard University Press, 2009). 19 Herman Mark Schwartz, “The Dollar and Empire,” Phenomenal World, July 16, 2020, available at . 20 Rosemary A. Kelanic, Black Gold and Blackmail: Oil and Great Power Politics (Ithaca, NY: Cornell University Press, 2020). 21 Anand Toprani, Oil and the Great Powers: Britain and Germany, 1914 to 1945 (Oxford: Oxford University Press, 2019). 22 Anand Toprani, “A Primer on the Geopolitics of Oil,” War on the Rocks, January 17, 2019, available at . 23 Jay Sexton, “Steam Transport, Sovereignty, and Empire in North America, Circa 1850–1885,” The Journal of the Civil War Era 7, no. 4 (2017), 620–647. 24 Bernard Brodie, Sea Power in the Machine Age (Princeton: Princeton University Press, 1941); John H. Maurer, “Fuel and the Battle Fleet: Coal, Oil, and American Naval Strategy, 1898–1925,” Naval War College Review 34, no. 6 (1981), 60–77; Steven Gray, Steam Power and Sea Power: Coal, the Royal Navy, and the British Empire, c. 1870–1914 (London: Palgrave Macmillan, 2018). 25 Alfred T. Mahan, The Influence of Sea Power upon History, 1660–1783 (Boston: Little, Brown and Company, 1890), 25–28; Rodger, “War as an Economic Activity.”

Hydrocarbons and Hegemony history assignment help

PHIL 109: Final Exam (Fall 2021) Hint: It is possible to extract everything you need for the final exam from 2 pages of the essay: pages 34 and 35. (However, you may be able to find other examples elsewhere in the essay that you find easier.) Read the pages first; then, go back to them, and quote your preferred examples. Read the essay in the PDF linked below (PDF pages 31-38): Anand Toprani, “Hydrocarbons and Hegemony”, JFQ 102 (2021): pages 29-36; then upload a file answering all 20 questions below as your personal final exam: https://ndupress.ndu.edu/Portals/68/Documents/jfq/jfq-102/JFQ_102.pdf Part I: The First Action of the Mind (Conceptualization) 1. Quote a sentence from the assigned essay in which a definition is given (citing the page number for your quotation). Is your chosen example a real or nominal definition? If it is real, then is it logical, causal, or descriptive? If it is logical, then distinguish both the genus and the essential difference. If it is causal, then distinguish whether there are formal, final, material, or efficient causes involved. If it is descriptive, then state whether it uses a property or an accident. [Review: see Lessons 10–12] Part II: The Second Action of the Mind (Judgment) 2. Quote a sentence from the assigned essay in which a universal affirmative Type A proposition is given (citing the page number for your quotation). Rewrite the proposition in your chosen example in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 14–17] 3. For the Type A proposition in #2 above, state its contrary, its contradictory, and its subalternate (each in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O). [Review: see Lesson 18] 4. If we assume the Type A proposition in #2 above is FALSE, then state whether its contrary is TRUE, FALSE, or UNDETERMINED; state whether its contradictory is TRUE, FALSE, or UNDETERMINED; and state whether its subalternate is TRUE, FALSE, or UNDETERMINED. [Review: see Lesson 18] 5. Quote a sentence from the assigned essay in which a universal negative Type E proposition is given (citing the page number for your quotation). Rewrite the proposition in your chosen example in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 14–17] 6. For the Type E proposition in #5 above, state: its contrary; its contradictory; and its subalternate (each in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O). [Review: see Lesson 18] 7. If we assume the Type E proposition in #5 above is FALSE, then state: whether its contrary is TRUE, FALSE, or UNDETERMINED; state whether its contradictory is TRUE, FALSE, or UNDETERMINED; and state whether its subalternate is TRUE, FALSE, or UNDETERMINED. [Review: see Lesson 18] 8. Quote a sentence from the assigned essay in which a particular affirmative Type I proposition is given (citing the page number for your quotation). Rewrite the proposition in your chosen example in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 14–17] 9. For the Type I proposition in #8 above, state: its subcontrary; its contradictory; and its subimplicate (each in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O). [Review: see Lesson 18] 10. If we assume the Type I proposition in #8 above is TRUE, then state: whether its subcontrary is TRUE, FALSE, or UNDETERMINED; state whether its contradictory is TRUE, FALSE, or UNDETERMINED; and state whether its subimplicate is TRUE, FALSE, or UNDETERMINED. [Review: see Lesson 18] 11. Quote a sentence from the assigned essay in which a particular negative Type O proposition is given (citing the page number for your quotation). Rewrite the proposition in your chosen example in standard form, PHIL 109: Final Exam (Fall 2021) Hint: It is possible to extract everything you need for the final exam from 2 pages of the essay: pages 34 and 35. (However, you may be able to find other examples elsewhere in the essay that you find easier.) Read the pages first; then, go back to them, and quote your preferred examples. distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 14–17] 12. For the Type O proposition in #11 above, state: its subcontrary; its contradictory; and its subimplicate (each in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O). [Review: see Lesson 18] 13. If we assume the Type O proposition in #11 above is TRUE, then state: whether its subcontrary is TRUE, FALSE, or UNDETERMINED; state whether its contradictory is TRUE, FALSE, or UNDETERMINED; and state whether its subimplicate is TRUE, FALSE, or UNDETERMINED. [Review: see Lesson 18] 14. Write the inverse of the proposition in #2 above. Show all the steps involved in the inference. Write all propositions in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 19–20] 15. Write the inverse of the proposition in #5 above. Show all the steps involved in the inference. Write all propositions in standard form, distinguishing the subject term from the predicate term by using single uppercase letters to define your terms. [Review: see Lessons 19–20] Part III: The Third Action of the Mind (Argument) 16. Quote a passage from the assigned essay in which you find a syllogism, an enthymeme, or an epicheirema (citing the page number for your quotation). Choose only one argument type. Rewrite each proposition in your chosen example in standard form, distinguishing the conclusion’s subject term from the conclusion’s predicate term, as well as the middle term(s), by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O. Use square brackets to enclose any unspoken premises assumed in enthymematic reasoning, if applicable. [Review: see Lessons 24–28] 17. Analyze the argument in #16 above by checking it for validity and then stating whether it is VALID or INVALID. Prove your answer by drawing a Venn diagram for the argument, labeling it according to your analysis in #16 above. If the argument is INVALID, state each one of the four rules which the argument violates. If the argument is VALID, state whether or not it is SOUND, and why. [Review: see Lessons 25–27] 18. Quote another passage from the assigned essay (different from your example in #16) in which you find a syllogism, an enthymeme, or an epicheirema (citing the page number for your quotation). Choose only one. Rewrite each proposition in your chosen example in standard form, distinguishing the conclusion’s subject term from the conclusion’s predicate term, as well as the middle term(s), by using single uppercase letters to define your terms, and labelling each proposition Type as A, E, I, or O. Use square brackets to enclose any unspoken premises assumed in enthymematic reasoning, if applicable. If you wish, instead of citing another passage, you can paraphrase what you discern the main argument of the entire essay to be, by stating your interpretation as a syllogism, enthymeme, or epicheirema, and then formalizing that argument according to the preceding symbolization instructions for #18. [Review: see Lessons 24–28] 19. Analyze the argument in #18 above by checking it for validity and then stating whether it is VALID or INVALID. Prove your answer by drawing a Venn diagram for the argument, labeling it according to your analysis in #18 above. If the argument is INVALID, state each one of the four rules which the argument violates. If the argument is VALID, state whether or not it is SOUND, and why. [Review: see Lessons 25–27] 20. Quote a passage from the assigned essay in which you find a modus ponens argument, a modus tollens argument, a denying the antecedent fallacy, an affirming the consequent fallacy, a sorites, a hypothetical syllogism, a conjunctive syllogism, a disjunctive syllogism, a constructive dilemma, a destructive dilemma, or a reductio ad absurdum argument (citing the page number for your quotation). Choose only one argument type. Symbolize your chosen argument by using the techniques you learned in this course. State whether your chosen argument is VALID or INVALID. Is it also SOUND? [Review: see Lessons 21–22, 30–31, and 33] 34 JPME Today /Hydrocarbons and Hegemony JFQ 102, 3rd Quarter 2021 Before 1914, this last factor was most pronounced in the naval dimension, but thereafter it spread to other domains of warfare thanks to the internal combustion engine. Coal was not suitable for internal combustion, and the transition away from steam left Great Britain saddled with obsolete infrastructure around the world (coaling stations and mines—a version of the “stranded asset” problem). Finally, Britain had to restructure its naval and maritime power by converting from coal to oil during a period of financial duress. This shift occurred at a time when Britain was already under pressure from rising naval challenges from Germany, Japan, and the United States. Even though Britain managed to defeat its German rival and win Japan as an ally during World War I, it did so with U.S. oil and dollars, while the growth in U.S. naval power and dominance in oil global production meant that the United States controlled Britain’s access to oil even after British firms began developing the Middle East, where security in wartime was always questionable. Oil, therefore, in many ways created as well as sustained American hegemony. One might assume that the resurgence of U.S. domestic oil production during the “shale revolution” would presage a new era of American geopolitical dominance, but that is a short-sighted perspective that assumes the future will mimic the past. The fact of anthropogenic climate means that any future premised on hydrocarbon-fueled growth is out of the question. Unless the United States recognizes and acts on this fact, oil may end up posing a greater risk to its hegemony than coal did for British primacy. In the United States, the oil and gas industry has long enjoyed special political privileges (tax breaks and incentives) and has used them to stifle alternatives. Preserving control over the access to oil and the global oil market has also encouraged the United States to devote vast resources to the strategic sinkhole that is the Middle East.41 This status quo no longer seems tenable. Even before the recent pandemic, climate change threatened to turn the oil and gas industries’ reserves into stranded assets and therefore erode the industry’s financial and political power.42 And the opportunity costs of delaying action must not be overlooked. The United States stopped investing in battery technology after World War II because oil was so cheap and plentiful. Conversely, China currently possesses the lion’s share of minerals essential for lithium batteries and has undertaken the leading role in the latter’s construction.43 Perhaps most important, China is poised to take a decisive role in the global effort to curtail carbon dioxide emissions. On the one hand, this is welcome news from the country with the largest share of emissions. On the other hand, it is worrying because American denialism about Kuwaiti oil well control specialists direct fire control rig over oil well fire in order to complete water blasting method to extinguish fire at Rumaila Oil Field, in southern Iraq, as part of Operation Iraqi Freedom, March 27, 2003 (U.S. Army/James P. Johnson) JFQ 102, 3rd Quarter 2021 Toprani 35 climate change and China’s growing importance within the global economy are both forcing stalwart U.S. allies such as the Europeans to seek collaboration with Beijing, even as China’s foreign policy becomes more bellicose.44 Hydrocarbons were undeniably a necessary condition for Anglo-American predominance, but there is a possibility that the latter can thrive only if the world depends on the former for its energy needs. The era of Euro-American predominance was always an outlier in human history; until at least the 15th century, if not the 18th century, Asia accounted for a larger share of global economy activity because of its larger population and more efficient administrative and production techniques.45 What if the transition away from hydrocarbons accelerates the process of the world returning to a premodern economic balance of power—that is to say, an Asiadominated or even Sino-centric world order? To return to the introductory thesis, it was the combination of American industrial power and American preponderant influence over the global oil trade that served as a key pillar of U.S. hegemony after 1945. If there is indeed a close link between the control of energy and geopolitical primacy or even hegemony, then China appears well positioned to leapfrog the United States in a world that depends on renewables rather than fossil fuels for its energy needs.46 JFQ Notes 1 See, for example, G. John Ikenberry, A World Safe for Democracy: Liberal Internationalism and the Crises of Global Order (New Haven: Yale University Press, 2020). 2 Perry Anderson, The H-Word: The Peripeteia of Hegemony (London: Verso Books, 2017). 3 This is the core of Graham Allison’s theory in Destined for War: Can America and China Escape Thucydides’s Trap? (Boston: Houghton Mifflin Harcourt, 2017). 4 Contrast Kori Schake, Safe Passage: The Transition from British to American Hegemony (Cambridge, MA: Harvard University Press, 2017); Peter J. Hugill, “The American Challenge to British Hegemony, 1861–1947,” Geographical Review 99, no. 3 (2009), 403–425. 5 Charles P. Kindleberger, The World in Depression, 1929–1939 (Berkeley: University of California Press, 1986). 6 Robert Gilpin, War and Change in World Politics (Cambridge, UK: Cambridge University Press, 1981), 186; Peter J. Hugill, Transition in Power: Technological “Warfare” and the Shift from British to American Hegemony Since 1919 (Lanham, MD: Lexington Books, 2018), chapter 1. 7 Robert E. Hannigan, The New World Power: American Foreign Policy, 1898–1917 (Philadelphia: University of Pennsylvania Press, 2013); The Great War and American Foreign Policy, 1914–1924 (Philadelphia: University of Pennsylvania Press, 2017). 8 Paul M. Kennedy, “Strategy Versus Finance in Twentieth-Century Great Britain,” The International History Review 3, no. 1 (1981), 44–61. 9 P.J. Cain and A.G. Hopkins, British Imperialism: 1688–2015, 3rd ed. (London: Routledge, 2016); Lance E. Davis and Robert A. Huttenback, with the assistance of Susan Gray Davis, Mammon and the Pursuit of Empire: The Political Economy of British Imperialism, 1860–1912 (Cambridge, UK: Cambridge University Press, 1988); Patrick K. O’Brien, “The Costs and Benefits of British Imperialism, 1846–1914,” Past & Present, no. 120 (1988), 163–200; Paul Kennedy, “Debate: The Costs and Benefits of British Imperialism 1846– 1914,” Past & Present 125 (1989), 186–192; Patrick K. O’Brien, “The Costs and Benefits of British Imperialism 1846–1914: Reply,” Past & Present 125 (1989), 192–199. 10 Barry J. Eichengreen, Golden Fetters: The Gold Standard and the Great Depression, 1919–1939 (Oxford: Oxford University Press, 1992), summarized in “The Gold Standard and the Great Depression,” NBER Reporter (Spring 1991), 5–9; Mark Metzler, Lever of Empire: The International Gold Standard and the Crisis of Liberalism in Prewar Japan (Berkeley: University of California Press, 2006). 11 Patrick O’Brien, “The Myth of Anglophone Succession,” New Left Review 24 (2003), 113–134. 12 Halford John Mackinder, “The Geographical Pivot of History,” Geographical Journal 23, no. 4 (1904), 421–437. These ideas are developed further in Paul M. Kennedy, “Mahan Versus Mackinder,” Militaergeschichtliche Zeitschrift 16, no. 2 (1974), 39–66. 13 John Brewer, The Sinews of Power: War, Money, and the English State, 1688–1783 (Cambridge, MA: Harvard University Press, 1990); Nicholas A.M. Rodger, “War as an Economic Activity in the ‘Long’ Eighteenth Century,” International Journal of Maritime History 22, no. 2 (2010), 1–18. 14 Michael Howard, The Continental Commitment: The Dilemma of British Defence Policy in the Era of the Two World Wars (London: Maurice Temple Smith Limited, 1972). 15 Patrick K. O’Brien, “Imperialism and the Rise and Decline of the British Economy, 1688–1989,” New Left Review 238 (1999), 48–80. 16 Melvyn P. Leffler, A Preponderance of Power: National Security, the Truman Administration, and the Cold War (Stanford, CA: Stanford University Press, 1992); Elliott V. Converse III, Circling the Earth: United States Plans for a Postwar Overseas Military Base System, 1942–1948 (Maxwell Air Force Base, AL: Air University Press, 2005). 17 Michael J. Hogan, A Cross of Iron: Harry S. Truman and the Origins of the National Security State, 1945–1954 (Cambridge, UK: Cambridge University Press, 2000); Aaron L. Friedberg, In the Shadow of the Garrison State: America’s Anti-Statism and Its Cold War Grand Strategy (Princeton: Princeton University Press, 2000); Benjamin O. Fordham, “Paying for Global Power: Costs and Benefits of Postwar U.S. Military Spending,” in The Long War: A New History of U.S. National Security Policy Since World War II, ed. Andrew J. Bacevich (New York: Columbia University Press, 2007), 371–404. 18 Barry Eichengreen, Exorbitant Privilege: The Rise and Fall of the Dollar and the Future of the International Monetary System (Oxford: Oxford University Press, 2011); Victoria de Grazia, Irresistible Empire: America’s Advance Through Twentieth-Century Europe (Cambridge, MA: Harvard University Press, 2009). 19 Herman Mark Schwartz, “The Dollar and Empire,” Phenomenal World, July 16, 2020, available at . 20 Rosemary A. Kelanic, Black Gold and Blackmail: Oil and Great Power Politics (Ithaca, NY: Cornell University Press, 2020). 21 Anand Toprani, Oil and the Great Powers: Britain and Germany, 1914 to 1945 (Oxford: Oxford University Press, 2019). 22 Anand Toprani, “A Primer on the Geopolitics of Oil,” War on the Rocks, January 17, 2019, available at . 23 Jay Sexton, “Steam Transport, Sovereignty, and Empire in North America, Circa 1850–1885,” The Journal of the Civil War Era 7, no. 4 (2017), 620–647. 24 Bernard Brodie, Sea Power in the Machine Age (Princeton: Princeton University Press, 1941); John H. Maurer, “Fuel and the Battle Fleet: Coal, Oil, and American Naval Strategy, 1898–1925,” Naval War College Review 34, no. 6 (1981), 60–77; Steven Gray, Steam Power and Sea Power: Coal, the Royal Navy, and the British Empire, c. 1870–1914 (London: Palgrave Macmillan, 2018). 25 Alfred T. Mahan, The Influence of Sea Power upon History, 1660–1783 (Boston: Little, Brown and Company, 1890), 25–28; Rodger, “War as an Economic Activity.”