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1) Consider the 6th Amendment right to a speedy trial. What is the purpose the 6th Amendment right to a speedy trial? Is that purpose being fulfilled in the modern American legal system? Why is there argumentatively an ethical and constitutional obligation for court personnel to ensure a speedy trial for a criminal defendant?

***Use the GCU Library for sources ( )

The DQ response must be at least 200 words and should have at least one reference in APA format

2) Write a 100-word response to each student in first person as if you were writing it to the students. Talk about how you agree with their ideas and add your own thoughts. Make sure it’s respectful.

Student 1) The Sixth Amendment states that “In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.” With this, an accused person is given the right to a speedy trial for many reasons including not being stuck waiting for an answer and/or being held in pretrial detention. According to the American Bar Association, “The presumptive speedy trial time limit for persons held in pretrial detention should be [90] days from the date of the defendant’s first appearance in court after the filing of a charging instrument.” They also state that it should be 180 days who are on pretrial release. As a whole, our country does fairly well on fulfilling and upholding this. Recently, here in Albuquerque New Mexico, Fabian Gonzales, who was arrested for the murder of his girlfriend’s 10 year old daughter (who was also released on parole) had tried to file a case against the State for a violation of his right to a speedy trial; however, a judge found that it was not and he will still be facing charges. It is important to keep this in mind ethically and constitutionally because of that individual’s rights as well as their state of mind. If they are truly innocent and are held waiting, it is not ethically wrong and it would violate their rights. However, for people such as Fabian, who had tried to get his charges dropped for a very horrendous crime, it is ethically wrong for her family, herself, and the people within the community. It would also allow this man to remain off the streets and be a danger to other children.

Estrella Madrigal

(n.d.). Retrieved June 28, 2021, from…

Hayes, P. (2021, May 11). Fabian Gonzales’ right to a speedy trial was not violated, judge says. Retrieved June 28, 2021, from…

Student 2) The right to speedy trials originally dates all the way back to the Magna Carta being highly praised by the Constitution as a fundamental right secured by the sixth amendment, in which the importance of the speedy trial right has always been considered to be applied at the end of a conviction or through the sentencing process, (Saetveit, 2016). In 1974, the Congress enacted the speedy right trial act with the intention of establishing specific time limits between various stages of criminal proceedings, for example, the act requires an information or indictment to be filed within 30 days of a defendant’s arrest, (Annenberg Classroom, 2019).

The provision of the right to a speedy trial protects the rights of an accused from delaying the process, thus impairing the ability from one to defend himself as well as to prevent oppressive incarceration prior to trial, therefore, it must also serve the interests of defendants and society altogether, (Legal Information Institute, n.d). People being accused could be held indefinitely under a cloud of unproven criminal accusation and receive an unfair trial without the speedy trial, because if too much time passes by between the alleged crime and trial, then witnesses may leave the area or die, thus making relevant or physical evidence get lost, (Annenberg Classroom, 2019).

I believe that by ethically ensuring a speedy trial for a criminal defendant actually helps the prosecutor’s side to prove their accusation in which the faster and fresher the facts and evidence are in place, the better is for the revelation of the case. The system in all its fairness and integrity can also show ethical obligations to criminal defendants to maintain the dignity of the accused. In most cases, when there is ethical obligations and not abuse of authority from part of the judges or other court personnel, then the purpose of speedy trial rights to an accused can be fulfilled in modern American legal system.


Saetveit, K. (2016). Beyond Pollard: applying the Sixth Amendment’s speedy trial right to sentencing. Stanford Law Review, 68(2), 481.

Sixth Amendment – Right to speedy trial. (2019, February 27). Annenberg Classroom. Retrieved from:…

Right to a speedy and public trial. (n.d.). Legal Information Institute. Retrieved from:…

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This assignment was locked May 24 at 11:59pm.

Most San Diego museums and galleries will be closed for at least a few more weeks if not months. In order to maintain the integrity of Principles of the Humanities and be certain that the course will transfer without question, the Museum Search is transitioning to a directed search with a virtual tour and film of The Metropolitan Museum of Art . . . one of the World’s greatest museums for art and culture.

First, introduce yourself through the Great Museums film about The Metropolitan Museum of Art.

The primary focus of this project is to experience a formal gallery related to our study of the humanities through the arts. Spend approximately one hour exploring the Metropolitan Museum site starting with the The Med 360 Project (Links to an external site.), a series of short video tours featuring the Metropolitan Great Hall; the Met Cloisters; The Temple of Dendur; the Arms and Armor Galleries; and the Charles Engelhard Court.

After you have completed the six tours of these unique museum spaces and their contents, complete a scavenger hunt of the Metropolitan Museum art collection (Links to an external site.). Search for gems of the Metropolitan that reveal the qualities and characteristics asked for in the questions in first part of the scavenger hunt. Once you have been through the collection, you will have hopefully found at least one favorite work of art. Take time to get to know it well and then complete the project by describing, analyzing, and evaluating that work of art on the second page of the hunt, while showing off the terminology and vocabulary you have acquired during the term.

Report your experience on the form provided download and submit the project through this CANVAS assignment page. If you have any questions about the project, feel free to inquire.

Van Gogh Wheatfield with CypressesVan Gogh Wheatfield with Cypresses

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Step 1: develop a subject of interest

Step 2: find out more about the subject (preliminary research)

Step 3: develop an inquiry question/find a “They” to respond to (or both)

Step 4: find the important terms and voices in that specific topic

Step 5: develop a bibliography

Step 6: draft a bad first draft/freewriting

Step 7: revise the BFD into a full draft

Please use the library website ( for the sources. Only use sources scholarly sources between 2017-2021.

One in-text citation for every body paragraph

No plagiarism

Please write the literary theory essay on “Their Eyes Were Watching God,” which I have attached. Please be sure to carefully follow the instructions.

Title: Their Eyes Were Watching God

Author: Hurston

Edition: NA

Publisher: Amistad

ISBN: 978-0061120060

Purpose: For this assignment, we’re going to try to put it all together. In the first essay, you practiced analysis (taking the parts of the text apart, examining them, and then explaining/showing how and why they fit or matter in the way they’re made and put together). For the quizzes and discussions, I’ve been pushing you to start to think about interpretation (what, how, and why these elements create meaning in terms of the text/context/subtext/metatext) and evaluation (what we SHOULD think or judge about these in terms of worth, values, etc).

Now, we’re going to exercise our engagement in which YOU write a persuasive essay in which you present a thesis and develop a well-supported argument that interprets an author’s writings from one of the following major schools of literary criticism (new criticism/formalism, reader-response, feminism, Marxism, psycho-analytic/psychological analysis). You may choose from any of the assigned readings from this course (full list on the syllabus). You may not write about a reading that you have already used for a writing assignment in this course.

You CAN, however, focus on using this argument to direct the meaning/importance of literary or critical reading, writing, and thinking in ways OUTSIDE of just a literature class. So, if you want to use your paper to explore and argue for connections between literary theory/practice and your major, career, and/or life, then please do.

Remember, studying literature and literary theory should not exist in isolation of the “real” world. Looking at literature in these ways gives us valuable lenses into our ACTUAL worlds that we NEED to care about.

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Need help with my Economics question – I’m studying for my class.

Review the above videos, along with any other credible resources (please cite them), to answer each question below-minimum one paragraph per question:

  1. After WWII, what were the primary republics that made up Yugoslavia?
  2. Was it social, economic, and/or political similarities between the republics that facilitated uniting as one country?
  3. How was the Communist country of Yugoslavia different than other Communist countries such as China or the USSR? Did they experience similar large-scale death tolls in their pursuit of Communism? Why or why not?
  4. What major ethnic groups were present in Yugoslavia? Did some groups have more influence and numbers than others?
  5. What is “Social Ownership” and “Worker Self Management” and why did Yugoslavia opt for such a policy? Did this increase wages for workers? Where there any consequences to this enterprise form?
  6. What event, or events, mark the beginning of the end of the country of Yugoslavia?
  7. As the economy collapsed, prices increased, and government stimulus dried up, what reforms did the IMF place on Yugoslavia? Did this stabilize things? Why or why not?
  8. Based on the testimonial of the Croatian lady, what were the positive elements of Yugoslavian Socialism? What were the negatives?
  9. (OPINION) Based on your review of this Balkan history, do national boundaries appear static or dynamic over time? Are the characteristics that unify people into nations economic, social, and/or political? If the goal is stability which of these forces is the “best” way to unify people, that is should nations be grounded in culture, ethnicity, religion, race, economic policies, political leaders, or something else? If the goal is economic prosperity which is “best”? What criteria would you prefer to use if building a new nation, think about the characteristics that matter most to you in terms of creating a stable and prosperous society?

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1)Why is it important to evaluate sources for credibility, reliability, and bias? What are possible consequences for not evaluating sources for these items?

The DQ response must be 150-200 words and have at least one citation in APA format.

2) Write a 100-word response to the student in first person. Talk about how you agree and add your own thoughts. Make sure it’s respectful.

Students Response: All research methods such as, public speaking, philosophy, and any other course that requires college students to engage in formal writing (essay) or speaking engagement requires scholastic peer reviews (Sorenson, M. E. (2016). The rise in popularity of search engines (e.g., Google and Yahoo) and major shifts in the media scenery and literacy in a trajectory of academic research can be difficult for both students and instructors.

Many students, teachers and professionals rely on the Internet, perhaps more than a library; it is mostly quick, especially in professional demands, and easier than leg work; the internet is formatted as a believable online truth. I recently learned that websites displaying a DOI (Digital Object Identifier) is not a permalink or URL. Generally, are specific written digital thoughts convincing issues and not perhaps scholastically authenticated. A ‘permalink’ is a web address or ‘URL’ (“Uniform Resource Locator” of a worldwide web page) that can be connected with a book, article, and streaming media, having most likely scholastically examined for proof. This information can also be found by searching through GCU (Grand Canyon University) library references and or webinars.

According to Pan et al. (2007), college students are generally relying on sources that appear at the top of a list of results, regardless the significance or credibility the internet provides. These undercover habits eventually catch up determining the credibility of the one insinuating a piece to be scholastically approved. Not necessarily does this interpret one to be lazy or lacking with skills? The consequence from an instructor and university policy violations can determine a harsh outcome if dishonesty and plagiarism are gritty, alongside and near reaching the formality of a library website or other scholarly peer reviews from the Internet (Becker, 2003). Hall (2002). Thus, it is necessary that students understand how to examine all credibility and significance of more important modern-day resources, such as up-to-date data regarding the APA, 7th edition, and other organizational websites and informative blogs (Sorenson, M.E., 2016).


Sorenson, M. E. (2016). Beyond the Google Search Bar: Evaluating Source Credibility in Contemporary Research. Communication Teacher, 30(2), 82–86. Rmat

DOI: 10.1080/17404622.2016.1139150.

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Review the above videos, along with any other credible resources (please cite them), to answer each question below-minimum one paragraph per question:

  1. What historical factors helped lead to the emergence of a Communist China under Mao?
  2. Why was a North Korean victory in the Korean War so important to Mao? Was it Ideological? Tactical? Both? Explain.
  3. What tactical advantages did the Americans have over the Chinese in the Korean War? What advantages did the Chinese have over Americans?
  4. Why was General Peng upset with Communist Party Leadership?
  5. How were Chinese POWs “shamed” and why did the captors do this?
  6. What was Stalin’s interest in the War? Were Chinese relations with the Soviets stronger under Stalin or Khrushchev? Why?
  7. Explain the significance of the Geneva Accord and the Tet Offensive. Were either successful? For who?
  8. What parallels exist between the Vietnamese and Korean Wars?
  9. What did Mao mean when he said “The enemy of my enemy is my friend” and what event helped harmonize relations between China and the U.S. after years of hot and cold wars?
  10. (OPINION) Now that you have some insight into some of the most important battles in 20th century history, do you believe the clashes are economic in nature? That is, a Communist vs. Capitalist agenda or are they more a clash of culture such as religion or morality? Are they simply political power grabs by a handful of leaders or are they, rather, a combination of all of these? Which countries or ideologies do you believe had the greatest moral high ground in their battles; that is, which battles were most justified from your perspective? Do you think wars are ever justified? If so, should they be fought over economics, politics, or culture? Finally, have these battles ended or are we headed for future tumult; will it be a Communist vs. Capitalist battle or something else?

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I’m working on a political science question and need an explanation to help me study.

You have learned to be a junior literary and film critic during the course of this semester thanks to the work of Paul Fussell.. were taught to view a great historical event through an analysis of what is hidden in plain sight and to identify structured meaning when none was apparent at first glance. It is now time to test your skills.

You will test a hypothesis for this assignment. The hypothesis is:

The thematic observations of Paul Fussell in Wartime are evident in A) HBO’s Band of Brothers OR B) HBO’s The Pacific.

You will test this hypothesis by developing an assessment tool that summarizes Fussell’s thematic observations delineated by each chapter.

Next you will use this tool to analyze your selected mini-series, WHICH I have pointed under the chapters. Do the images, dialogue, events, etc. in the mini-series reflect the thematic observations of Fussell? Take detailed notes as you watch.

Summarize your findings in a 10-15 page paper using your applicable course readings (Paul Fussel, Atkinson) as your main supporting texts for Band of Brothers or The Pacific, respectively. Just remember that Fussell, your selected mini-series, and your main supporting text are your primary sources for this assignment and all must be used appropriately.

Note: There are 6 chapters overall 4 in Fussell and 2 others from Rick Atkinson. You must incorporate at least 6 chapters in your analysis.

You will conclude your analysis by affirming or negating the hypothesis and by offering and supporting your own original theme that you observed in the mini-series and course material.

It must be no more than fifteen pages long (10-15 target), double-spaced (single-space for quotes three lines or longer, L and R indented .5″), using a 12-point Times New Roman font. You may include images but they will not count towards your page total.


Under the chapters mini-series must be watched to collaborate (content and film scenes) them together.


  • Invasion (The Guns At Last Light, Chapter 1, Rick Atkinson)
    • HBO’s Band of Brothers, Episode 1 (Curahee), HBO Max
  • Lodgment (The Guns At Last Light, Chapter 2, Rick Atkinson)
    • HBO’s Band of Brothers: Episode 4 (Replacements) and Episode 5 (Crossroads), HBOMax
  • Chicken shit, An Anatomy (Chapter 7, Fussel)
    • HBO’s Band of Brothers: Episode 4 (Replacements) and Episode 5 (Crossroads), HBOMax
  • Unread books on a shelf (Chapter 6, Fussel)
    • HBO’s Band of Brothers, Episode 6 (Bastogne) and Episode 7 (The Breaking Point), HBOMax
  • The Real War Will Never Get in the Books
    • HBO’s Band of Brothers, Episode 8 (The Patrol), Episode 9 (Why We Fight), and Episode 10 (Points), HBOMax
  • Fresh Idiom
    • HBO’s Band of Brothers, Episode 8 (The Patrol), Episode 9 (Why We Fight), and Episode 10 (Points), HBOMax

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I’m working on a music discussion question and need a sample draft to help me study.

What do you believe is the best way forward for the Central African Pygmies in 2021? As we learned in this module, the plight of the Pygmies fits into so many preconceived tropes: simple people in touch with nature, the loss of innocence, the Noble Savage (a racist nineteenth-century concept), the destruction of paradise, etc. But while it is easy to imagine the egalitarian Pygmies as living in an idyllic Eden in balance with nature, there is nothing romantic about some facts of traditional Pygmy life: a fairly short life expectancy, occasional malnutrition, parasites, and a high child mortality rate. But traditional Pygmy life is disappearing, and Pygmy people increasingly interact with the non-Pygmy and non-forest world. But the social and political marginalization of the Pygmies, combined with their relative inexperience with urban life and diminutive size, makes it easy for some to cast them as innocent children or worse. They are not children who need to be supervised. In fact, it was a classic justification of colonial powers that so-called “primitive natives” needed to be “saved” from themselves, civilized, and to get on board with (or out of the way of) Progress. Today the Pygmies are exploited and even enslaved by their non-Pygmy Bantu neighbors, while war has made them victims of atrocities. Global demand for wood and minerals means that companies from four continents are heavily logging the Central African rain forests. Living outside the forest, some Pygmies have succumbed to alcoholism.

The Pygmies are in a difficult position with no apparent solutions. Should the Pygmies be assisted so that they can preserve their traditions? Is such an idea doomed to failure given the world around them? Instead should the Pygmies be helped to embrace urban society and gain legal rights? Should the Pygmies be allowed to do as they please to make their own choices or be taught how to exist in the high-tech “global village?” If so, how, and by whom? Or is it the way of the world that societies must evolve and change, even if a group such as the Pygmies has perfected a way of living peacefully and in balance with its environment? I do not live how my ancestors of old did; why should the Pygmies? Are Pygmy arts crucial to their survival? Think of Colin Turnbull’s reaction when he discovered that the molimo he was shown wasn’t “traditional” as he expected. Do you, like Turnbull, find yourself wishing that the Pygmies keep things traditional? (And if so, is that for their benefit or for yours?) What, if anything, do you think should or can be done?

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Please watch the movie The Caine Mutiny (1954),  directed by Edward Dmytryk. I would suggest reading the questions here  first and taking notes while watching the movie. You can find the  questions to guide you below, and you are required to answer all of them  in your essay. You are free to emphasize any other important point you  observe in the movie. You will write an essay with an introduction, main  body, and conclusion section and incorporate the questions into your  essay. Please do not forget to use the formal  language that is required in an essay.

The essay will be  double-spaced, written in font size 12, minimum three, maximum four  pages (excluding the bibliography page) in length. No cover letter is  needed.

You must answer all questions provided to you for the assignment.

If you use sources, please cite  them properly (Chicago or APA styles are accepted)  and have a  bibliography page at the end of your essay. Your submissions must be in  DOC or DOCX format.

The submission deadline is December 5, 2021 (11.59 pm).

You can access the movie through the link provided below: (Links to an external site.)

Please answer the following questions:

Does the captain get carried away sometimes? How does he cover up  the mistake of cutting the towline by circling? Does he admit mistakes  or blame the others? Why does he not want his ship to be the last ship  arriving at Pearl Harbor after the exercise?

What happens when the USS Caine assists the landing craft  to the beach? Does the captain’s behavior change under stress? Why does  Lieutenant Steve Maryk, the executive officer, argue with the captain?  How do the officers and crew interpret the captain’s behavior?

Does Captain Quegg try to gain the respect of his officers and make  peace in the wardroom meeting? Why does he fail? Do the officers trust  him? How does Lieutenant Keefer, the communications officer, explain the  captain’s mental status?

Can people be led only by relying on position power, fear, and the threat of punishment?

Considering the Managerial Grid theory, how can you define Captain  Queeg’s leadership? What is the impact of his leadership on the morale  and motivation of the crew?

What happens on the night of the typhoon? Is the captain able to give orders

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Learning Goal: I’m working on a science project and need an explanation and answer to help me learn.

Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.

Start by reading and following these instructions: 

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.


Identify an older adult age 65 +, use a 1st and last initial. Execute a therapeutic assessment interview with them for at least two interview sessions assessing their self-identified:

  • Demographics, life time education and career/employment
  • Two most significant (positive) times in their lives
  • What past hardship or loss has the client successfully negotiated in the past?
  • Two personal strengths
  • Engage them in identifying what is healthy versus non-healthy coping skills
    • Inquire of 2 healthy coping skills they have used in the past and/or now
  • Three (3) pieces of advice they would give to their younger self if they could?
  • Support the client in taking the Geriatric Depression Scale.pdf
  • Support the client in taking the Fulmer SPICES Assessment.pdf
  • Read Mini Mental State Exam.pdf and Patient_Stress_Questionnaire.pdf
  • Read Hall, Hall, and Chapman Article.pdf
  • Report the findings from the Geriatric Depression Scale, Fulmer Spices, Patient Stress Questionnaire, and the Mini-Mental Status Exam
  • Discuss your older adult’s level of ego integrity vs. despair as described by psychoanalyst Erik Erikson. If you had to rate them on a scale of 1-10, with 1 representing a full state of despair and 10 representing full ego integrity, what rating would you give your older adult?
  • Describe at least two nursing diagnoses for this client.
  • Create a plan of care for the client to include at least three nursing goals with two nursing interventions each.

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Second essay: topics and instructions

Do not include a title page or works cited page.

Your task is to write an imaginary speech given by either Thomas Hobbes or by John Locke at the Putney Debates (see the minutes of the debate on pages 61-104 of the assigned edited volume, titled “Extracts from ‘the Putney Debates’”).

In addition to writing a speech, you can and should frame it within the occurrence of the events at Putney as you see fit. You are free to imagine any specific reason why your author was at Putney Debates and began to speak, as well as any outcome following the speech. For example, whether Hobbes or Locke were invited, brought in as a prisoner or as an expert scholar, were forced to testify or rudely interrupted the debate, whether they managed to persuade both sides of the philosophical correctness or political utility of their ideas or took a definite position in favor of one against the other; whether their words incited a riot between the two factions, whether they were tarred and feathered, rudely ejected from the meeting, or lifted up in triumph, etc. etc. – all of these choices are entirely up to you.

Although you have creative freedom over the paper, please exercise it judiciously. Originality, a sense of humor, and dramatic flair will be much appreciated. But the main purpose of the paper is still to convey a sense of your understanding of the political ideas of the speaker (Hobbes or Locke), in relation to the debate that took place at Putney. The speaker should express your best understanding of his actual ideas, as explained in either Leviathan or the Second Treatise of Government, as well as your best understanding of the tense and complex debate between the Levellers and their opponents at Putney.

Title and introduction

The essay should begin with a title, one that is imaginative and inviting to the reader. You should not include a separate title page, but make sure to number all the pages in the essay.

You should consider setting the stage for the speech by means of an introduction that explains the basic division at Putney between the Levellers and their opponents, as well as why the debate took place in the first place and its place in the process of the English Civil War. Here you can refer to other Leveller pamphlets you have read in order to flesh out the issues you intend to pick up on in the rest of the paper. For example, if you are going to give voice to Hobbes, you can talk about the grim realities of the Civil War (the timeline handout and my lectures should help here), what had happened to monarchy at the time of the debate, and the causes and consequences of the politicization and radicalization of the New Model Army. If you are going to give voice to Locke, you could also discuss economic issues (if you plan on focusing on those in the speech), such as the class basis of the different factions of the Civil War or more specifically in the New Model Army, the economic dimension and likely consequences of the male universal suffrage proposal put forth by the Levellers in their “Agreement of the People,” etc.

Quoting and citing from the texts

Although most of the paper will take the form of a speech, you should still carefully provide page references for the two texts you will engage – EITHER Hobbes’ Leviathan OR Locke’s Second Treatise of Government AND the Leveller pamphlets found in the assigned edited volume.

Since in this essay you will deal with more than one text, you should include references that indicate the title of the text, as well as the page number(s).

For example: “The law of nature and the civil law contain each other, and are of equal extent.” (Leviathan, 314).

The titles of the texts can be too long and unwieldy to repeat too often. Moreover, continuously repeating the titles of the texts can be tiresome and takes up space that you need to develop your argument. Therefore, after the first time you refer to a text by its full title – for example, (Second Treatise of Government, 30) – you should use a suitable abbreviation, such as: (STG, 30).

In the case of the Levellers make sure to refer to the specific pamphlet or text you are quoting, rather than the book in general. For example, “Parliaments are to receive the extent of their power and trust from those that betrust them.” (An Agreement of the People, 56)

Try to avoid long quotations unless absolutely necessary. If you must include quotations that are longer than three lines, be sure to indent, single-space them, and remove the quotation marks, as illustrated here:

The cause of our misery is upon two things. We sought to satisfy all men, and it was well; but in going about to do it we have dissatisfied all men … we have gone to support an house which will prove rotten studs – I mean the Parliament, which consists of a company of rotten members. (Extracts from ‘the Putney debates,’ 62)

As usual, even when you do not directly quote the text, but make a statement that can be substantiated by referring to specific page numbers, you should try to do so.

For example:

Locke seems to be obsessed with hypothetical scenarios in which thieves and robbers come to steal his possessions. (STG, 15, 91, 94, 95, 97, 105, 115)

These are the formal parameters you should use to quote and cite from the texts. However,

since much of the essay will have specific form of speech given by either Hobbes or Locke, you should take care and find ways to integrate the quotes as part of that speech.

If in his speech Hobbes includes a direct quote from Leviathan, for example, you could have him say something like: “As I already had the occasion to explain in my famous work, ‘… though of so unlimited a Power, men may fancy many evill consequences, yet the consequences of the want of it, which is perpetuall warre of every man against his neighbor, are much worse.’” (Leviathan, 260)

Alternatively, you could have Hobbes make the same point, paraphrasing the same passage, expressing it in a dramatic vein, but still taking care to include the appropriate page reference at the end of the sentence.

You can also quote directly the speakers at Putney or paraphrase their ideas. Locke, for example, could respond in his speech to a point made earlier during the debate by the Levellers in this manner: “Mr. Petty told us earlier that poor people should have the right to vote, and Mr. Rainborough hastened to add that, if this was not the case, no one should expect the poor to obey a government they had no voice in electing.” (Extract from the Putney Debates, 69)

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