Human Services

Only use sources provided. Make the case for why this approach should be integra

Only use sources provided.
Make the case for why this approach should be integrated into the school and how it will improve academic achievement in at-risk students. Use research, where appropriate, to support your response.


This assignment explores questions about fundamental aspects of human culture an

This assignment explores questions about fundamental aspects of human culture and guides you to evaluate the larger human need to express.
Consider the items below. Specifically, you must address the following rubric criteria:
Identify a creator from the twentieth or twenty-first century who you think made an important contribution to art and culture in the form of cultural works that impacted society.
Describe one of the cultural works they created and the medium. Mediums can include dance, literature, sculpture, visual arts, architecture, music, performance, and so forth.
What questions about human culture does this work prompt?
What big questions do you think influenced the cultural work you selected? Consider addressing how this connects with the larger human need to express.
For example, if the creator you chose were John Lennon, you could identify one of his songs and discuss how the song relates to his social activism.
Guidelines for Submission
Your submission should be a Word document, one to two pages in length, with 12-point Times New Roman font, double spacing, and one-inch margins. Any sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

Film Studies

I need to complete a research proposal about how movies can elicit positive affe

I need to complete a research proposal about how movies can elicit positive affect from the audience even though the movie plot itself is transgressive. (please read The Turn to Affect: A Critique to get the concept of affect, and also please read the following link to understand the differences between Feeling, emotion and affect
I plan to use Edger wright’s films as material( Baby Driver, late night in Soho, Shaun of The Dead, etc) and try to use elements such as musicality, editing, and camera movement in his films to understand how Edger Wright’s films elicit audience’s laughter goosebumps or any other affect.
Please notice that I’m looking for a research proposal, not a film review. I expect you to complete this assignment by following the instructions given to you below and including the requirements mentioned therein
Submit a 1-2 page Research Proposal which should include:
A paragraph synopsis, or anticipated subject of your paper.
Questions you hope to answer.
Questions for the group (see below).
A bibliography with at least 4 references.
Write a one to two page proposal for your final paper. Your proposal should keep in mind that your final paper is expected to be a 15-page paper on (positive) affect. Include a bibliography with at least 4 references. We will workshop everyone’s proposal in our last class meeting. Grading rubric:
(5 points) General outline of the project—the focus of your paper, possible thesis, possible case study(ies) (e.g., what media might you be referencing).
(5 points) Does your research complement your ideas/objectives?
(5 points) Prepared for workshop session—questions for us (how can we, as a group help you?):
An impasse that you can’t see a work-around for?
Shortage in scholarly sources?
Locating media material that might be productive?


Hello. I have attached 2 documents, which are the instruction and Q&A. If there

Hello. I have attached 2 documents, which are the instruction and Q&A. If there is any problem please tell me. I will reply as soon as possible.


would like to write outline and publish(according 3 sources) please follow file. r

would like to write outline and publish(according 3 sources)
please follow file. read and watch pg 1 to 16 and follow direction of pg 17 and 18

Criminal Justice

The conclusion may be the most important part of the project. Here you don’t re

The conclusion may be the most important part of the project. Here you don’t repeat the introduction, but explain in expert-like detail what was been learned, explained,
decided, proven, etc. You must reveal the ways in which the paper&topic might have
significance to the field of criminal justice, and/or to society as a whole. 
A conclusion should strive to answer questions that readers logically raise;Why are you
telling me this? Why do you think I need to understand your main point? The conclusion may place the research paper in a larger context, serve as a call for action, set forth a warning
or hypothesis, intentionally complicate the issues already introduced, raise a question or
questions, introduce a relevant quote, or tell an appropriate anecdote. 
You should not use the conclusion to sum up the body paragraphs; paragraphs should
flow naturally into one another and connections should be made among them. Summary can be
an important function of a conclusion, but this part must be brief; readers know what they read. Instead, you should point out the importance or implications of the research to the field of
criminal justice or the impact on societal concerns.
Here you might also choose to propose what you believe would be the natural or logical
next step to take in light of what the argument is attempting to convince. The conclusion should
not end with a quotation or statement that could very well be the subject of another paper. The
former deflects attention away from one as writer and thinker; the latter deflects attention from
what one is conveying in the paper


The final exam is not comprehensive, covering only units seven through eleven.

The final exam is not comprehensive, covering only units seven through eleven.
The exam opens at 7:30 AM on 12/6 and closes at 11:30 PM on 12/12. There is no makeup final exam since the semester will be finished.
To ask questions about the exam, click here.
For a refresher on documenting sources, please click here.
There are four short response questions. These are worth twenty points each and require a well-developed paragraph as an answer (one per question). Please see the four points column on the grading rubric below to understand what constitutes a well-developed paragraph. Additionally, there will be ten multiple choice questions based upon the introductory pages in the anthology (both to the time periods and to the authors) as well as line identification from the primary readings (assigned works from the anthology) and interpretation questions based upon the lectures. The multiple choice questions are worth two points each.
The list of short response questions are included below, but the multiple choice questions are not posted. If you want to create answers for your short responses ahead of time and then copy/paste them into the exam, you are welcome to do so. This is more of a take home exam than a proctored exam, but there is a time limit: three hours once the exam is opened. Although you may use the material you submitted for the forums, do NOT use the work of others. It will show in the plagiarism check. NOTE: Be sure to adjust your submitted forum responses to score full points. See the grading rubric below. Do NOT share your work with others though. The Academic Honesty Policy still applies even though this is a take-home style exam.
CAUTION: Your answers will be submitted to Turnitin for a plagiarism check.
Please study the exam grading rubric. Notice that the number of analyzed quotes is important!
If you have questions or need help with any of the primary readings, please click here.
Short Response Questions Grading Rubric
0 points
5 points
10 points
15 points
20 points
The thesis is incorrect and no analyzed textual references are provided.
The thesis is correct, but there is no analyzed references.
The answer is incorrect, but there is at least one analyzed textual quotation that expresses a correct idea.
The thesis is correct, and there are two analyzed textual references.
The thesis is correct, and there are three analyzed quotes from the assigned primary source that provide clear support for the thesis. It is a well articulated response.
The thesis is correct, and there are four analyzed quotes from the assigned primary readings that provide well-developed support. Its level of textual analysis is superior to a score of three. The ideas are also well articulated and the analyzed quotes are smoothly synthesized.
CAUTION: The exam seeks to measure your ability to analyze literature and to discuss it in ways that align with the mainstream interpretation of the different assigned works. Consequently, you should not conduct outside research. However, if you do so, it is imperative you give proper in-text credit (signal phrase, parenthetical reference, and direct quotes when needed. Click here(Links to an external site.) for information regarding documentation.) so the exam does not fail due to plagiarism.
NOTE: You must use the assigned readings. Responses that use primary readings not assigned will not score points.

There are only five questions on the exam, but for questions two through five, you get to choose what you will answer for that question. You do not need to answer all lettered questions. Instead, choose one lettered choice for each of the five questions, one for each module. Do NOT submit your answers to the final exam public forum. The Academic Integrity Policy applies.
Question #1 Romanticism (Be sure you underline your thesis. Remember, four pieces of separately analyzed textual evidence are needed for full points).
Analyze both “The Legend of Sleepy Hollow” and “Rip Van Winkle” as satire of fast-paced change.
Decide whether or not Brown really meets the devil and be able to support your decision with textual analysis.
Question #2 Gothic Literature Choices (choose and answer only one; include the letter and the question prior to your response. Be sure you underline your thesis. Remember, four pieces of separately analyzed textual evidence are needed for full points).
Analyze how Poe’s physical settings/descriiptions serve to heighten the terror in each story.
Analyze how the quotation attributed to Joseph Glanville comments on the action of “Ligeia” and helps to develop its theme.
Explicate the poem “The Haunted Palace” and explain why it is important in “The Fall of the House of Usher.” Note: The poem is embedded within the story itself.
Analyze the siblings as representatives of the mind and body split in “The Fall of the House of Usher.”
Question #3 Transcendentalism Choices (choose and answer only one; include the letter and the question prior to your response. Be sure you underline your thesis. Remember, four pieces of separately analyzed textual evidence are needed for full points).
Using the CRIT technique, explicate any one of the assigned Dickinson poems.
Using at least two poems, explore Dickinson’s views on death. Analyze textual evidence in support of your ideas.
Using at least two poems, explore Dickinson’s views on sanity/insanity. Analyze textual evidence in support of your ideas.
Question #4 Realism Choices (choose and answer only one; include the letter and the question prior to your response. Be sure you underline your thesis. Remember, four pieces of separately analyzed textual evidence are needed for full points).
Analyze a chosen theme for “Life in the Iron Mills.” Remember to use analyzed textual evidence to support/illustrate your chosen theme.
Analyze the mill scene when the visiting men discover the Korl woman. What aspects of it make a comment on class issues? What aspects of it make a comment on art or the impulse to create art? Remember to use analyzed evidence to support your ideas. This question requires close reading of the specific scene.
Analyze how Davis uses a frame & framed story to engage readers and help develop her theme in “Life in the Iron Mills.” Remember to use analyzed textual evidence to support / illustrate your ideas.

A Note About Analytical Theme Statements
Many aspects of the course will ask that you analyze the theme of a poem or short story. If you recently took ENGLISH 1302 and remember how to use “The Method,” this technique can work well. Additionally, CRIT is another strong heuristic to use when analyzing literature.
Remember, a theme identifies the work’s universal subject and explains what overall message it conveys about that subject. A subject alone is a topic: love, war, death, etc. The message must be included for it to be a theme. When stating the message, avoid referencing details from the poem or story. Save those for analytical support.
The _[genre]___________ ___[title]________________, by _____[author]____________, is about _[universal topic/subject]___________________________ and reveals/conveys the message _______[explain the theme].
Example: The poem “There’s a certain slant of light” by Emily Dickinson is about depression and conveys the idea that internal hurt is more powerful, more destructive than external wounds.
The next sentences would then analyze the poem’s lines and symbols to argue how they create this theme. The CRIT video walks you through how to do so, but with a different primary source example.
This differs slightly from how you analyze historical documents. For works such as Paine’s, examine the work’s purpose, audience, and rhetorical appeals, deciding which appeals are effective and why.


Read the Chapter on Marxism in the provided textbook on Literary Theories, page

Read the Chapter on Marxism in the provided textbook on Literary Theories, page 55, and complete the assignment.
Read the short story, The Gift of the Magi by O. Henry, and answer the questions below.

1. How does the literary work reflect (intentionally or not) the socioeconomic conditions of the time in which it was written and/or the time in which it is set, and what do those conditions reveal about the history of class struggle?
2. Can this work be a critique of the materialism or classicism? If so, explain how. Include details and examples to illustrate your points.
3. You need to have at least two paragraphs with a thesis statement.


Part III: MyPlate (60 pts) MyPlate (found at ) is

Part III: MyPlate (60 pts)
MyPlate (found at ) is a tool that provides guidance in helping us achieve a healthy diet. In the Diet Analysis Part 2 (using Cronometer), we were able to assess our diets in terms of adequacy, balance, calorie control, and moderation. However, without looking at how well each food group is represented, we are unable to assess the variety in our diets. This portion of the diet analysis project will allow you to explore one of your documented days on your food diary and assess for variety. In addition to variety, this assignment will also provide more insight into moderation (are you getting too much or too little from a food group?).
Step 1: Finding Your MyPlate Daily Checklist
Locate your estimated calorie needs in Cronometer (Information provided in Part II uploaded). For purposes of this Part 3 Analysis, round this measurement to the nearest multiple of “200.” For example, if you needed 2289 kcal/d, you would round down to 2200 instead of rounding up to 2400. On the other hand, if you needed 2340 kcal/d, you would round to up to 2400 instead of down to 2200.
Once you have located your calorie needs from the Part 2 Analysis and rounded them to the nearest multiple of “200,” use this link to open the Calorie Level document (Uploaded in Support documents ). Save the Calorie Level document to your computer. The calorie levels in the document are for “Ages 14+.”
You will only need 2 pages from this 26-page, Calorie Level document:
Page 1 — The first page of the Checklist pages explains the information contained in the Checklist.
Page 2 — Scroll through the Calorie Level document to locate the MyPlate Daily Checklist pages that have the calorie level closest to your estimated Dietary Analysis Part 2 calorie needs value from Cronometer.
This second page is the checklist worksheet that you will complete as partial fulfillment of Dietary Analysis Part 3.
Note: there are 12 different Food Group target option pages ranging from 1000 calories to 3200 calories — be certain to choose the calorie level page closest to your estimated Dietary Analysis Part 2.
The range is from 1000 calorie level to 3200 calorie level
You can print the checklist worksheet for your calorie level or use the Adobe extract tool to save the single Checklist Worksheet page that is closest to your calorie level to a new file for you to save and print/edit.
This is the worksheet you will be using to complete the next step (Step 2) of the project. Print out a copy of this and save to your computer.
Step 2: Transferring Your Diet Diary to the Worksheet
Review your 3-day food record. (Uploaded in supporting documents) Select the day that most closely matches a typical day’s intake for you. Using those foods only, complete PAGE 2, the MyPlate Daily Checklist Worksheet.
NOTE: If you printed the Checklist Worksheet, you will be hand writing directly on this worksheet. If you are comfortable with Adobe editing or other PDF editing tools, you may type directly into this worksheet. (Important: If you type in the PDF document, submit *ONLY* the page for the Checklist that is closest to your calorie level. Do not submit all the original pages in the Calorie Level document.) For hand-written worksheets, your handwriting must be legible and clear. You may need to write it down first as part of the process to identify where all foods fit and then copy it over to another blank form as a final version. You may also want to create your own table in Word that can clearly display the information if you find the worksheet does not give you enough space. If you use a table in Word, you will still need to attach the worksheet to verify you were using the Checklist Worksheet closest to your calorie level as a guide.
Refer to the image below of an example 1,800 calorie MyPlate Checklist Worksheet to follow along with the instructions below.
Use the first column of the worksheet “Food group targets” for guidance on determining portion sizes equivalent to a serving for each food group. For example, in the red box below, we can see we need 1 ½ cups of fruit for each day and that 1 cup of fruit is either 1 cup of raw or cooked fruit, ½ cup dried fruit, or 1 cup (8 fluid ounces) of 100% fruit juice. Similar guidance is provided for the other food groups.
Some foods you have eaten may be “combination” foods, meaning they have components from more than 1 food group. You will want to split those up as ingredients or components and place each piece into the respective food group. For example, if you had 2 slices of a medium pizza with tomato sauce, vegetables, mozzarella cheese, and ground beef, we can identify 4 different food groups. You would count the crust as a starch (typically 1 ounce of grain per each slice), the tomato sauce and veggies on top count as vegetables, the mozzarella falls under dairy, and the ground beef is in the protein group. Include each ingredient in the correct group. DO NOT simply write pizza as a single food in a single category.
Write the foods or food components (ingredients) into the second column where it says “Write your food choices for each food group.” The blue box on the graphic below bounds the section where foods or food components (ingredients) would be written for the Vegetables food group. Fill this in for all foods in their respective food groups.
Next, determine if you reached your target by comparing the information in column 1 (’Food group targets’) with the information you filled into column 2 (‘food choices’). In column 3, indicated by the green oval in the graphic below, check off Y or N as appropriate. Y if you reached your target and N if you did not reach your target.
The last step in Step 2 is to assess your “limits”. Sodium, saturated fat, and added sugars are all areas that the Dietary Guidelines for Americans recommend limiting. Using your Part 2 Diet Analysis Cronometer Nutrition Report screenshot check on your milligrams of sodium and grams of saturated fat intake. If your sodium and saturated fat values from Part 2 Diet Analysis Cronometer report are below the bolded values shown in the rightmost area called “Limit” below, check Y. Otherwise, check N. Your bolded values for the saturated fat “limit” will be unique to your calorie level, so do not worry if it’s not 20 grams like in the example below. (Note: Tracking added sugar in foods is new to food labeling, and your Dietary Analysis Part 2 Cronometer results do not include this. They list total sugars, which does not differentiate between natural sugars (like those in fruit and milk) and added sugars; therefore, we will not be including this in the project.)

Step 3: Assessing Your Intake for Variety and Moderation
It is possible that although your Part 2: Diet Analysis Cronometer Nutrition report showed your diet was adequate in nutrients, met calorie goals, and balanced in terms of nutrients, your diet is lacking variety and not showing moderation in terms of the food groups (one is too high or too low, resulting in too much or too little of another food group). This portion of the diet analysis project will focus on your critical analysis of your intake for one day as compared to recommendations from MyPlate for variety and moderation in the food groups.
You will provide this analysis as a written paper. The paper should include an introduction paragraph, one paragraph for each of the 5 food groups, one paragraph on the “limits” (sodium and saturated fat), and a conclusion–Eight (8) paragraphs in total.
Introduction: This should tell the reader what they will expect to read about in your paper. The main focus here is that you are introducing a review of your diet in terms of variety, moderation, and how well it matches up to recommendations about food groups.
Body of the paper: Aim for one complete paragraph (3-5 sentences is a good goal to aim for) addressing each food group and the limits. This means you will have six (6) paragraphs in total for the body of the paper.
For each food group support the determination you made (Y or N) in column 3 of your worksheet- Did you reach your target? Clearly state if you believe you did/did NOT meet the recommendation and how you came to this conclusion. Which foods did you classify in this food group and how did you come up with the total number of servings? Do this for each of the 5 food groups.
Once you have this for all food groups, write an analysis for the limits. If you exceeded sodium and/or saturated fat, identify which foods in your diet for the day resulted in being over the limit(s). If you were under for one or both, comment on how you made choices to keep those to a minimum. In the event no decisions were made specifically with awareness of sodium and saturated fat content, that is fine, however you will want to comment on this still and not skip over a critical analysis of your intake impacting those values.
Conclusion: This is the last paragraph (#8) of the paper. Here is where you present your final argument using the preceding evidence presented in the body of the paper to support whether or not your diet for that one-day was varied and exhibited moderation. The key aspects to address here are specifically variety and moderation as presented in An Introduction to Nutrition chapter 2 using MyPlate as your set of guidelines.
Step 4: Submission
You will need to submit 2 files to the Dietary Analysis Part 3 assignment folder in LEO. The first item to submit to the assignment folder is either a PDF version or a scanned version of your worksheet. Even if you feel your handwriting is not clear, you must be able to show that you worked through this activity. This must be included to be eligible for full credit. The second file to include is your paper (Step 3). This must be submitted as a Word, PDF, or .txt document. If you are a Mac user and have Pages, please “Save As” a Word, PDF, or .txt file. If the file cannot be opened, you risk getting a ‘0’ for the assignment. If you have completed the Worksheet as a Word doc to make reading it more clear, include this as an appendix in your Dietary Analysis Part 3 paper. Do not submit as a third file.


Respond to this POST!!!!!Anthony Semprun ThursdayDec 1 at 5:08pm Discussion Thre

Respond to this POST!!!!!Anthony Semprun
ThursdayDec 1 at 5:08pm
Discussion Thread 3: Lockean Liberalism and Nationhood

Yoram Hazony, the author of The Virtue of Nationalism, is an Israeli political theorist and advocate for nationalism. In his book, Hazony articulates his fundamental disagreement with John Locke’s theory about nationalism. John Locke, a political theorist, shared this vision in his writing of the Second Treatise of Government in 1689. However, in contrast to Hazony’s view, Locke’s enlightenment liberal views are not harmonious with a nationalistic base. Locke maintained that all humans are equal and are born with the right to life, liberty, and property. He vigorously promoted consent. Consent in this context means that an “individual becomes a member of a human collective only because he has agreed to it, and has obligations toward such collectives only if he has accepted them” (Yoram Hazony, 2018, pg 16). While consent is essential, the concept of individualism surpasses that of nationalism, failing to see a community’s communal significance and history. Consequently, Locke’s view widely ignores the impact of common collectives that help to reinforce patriotism, loyalty, family, and nationality.
Although Locke wrote about individual freedom, Hazony argued that Locke regarded individual consent over plural ties such as religious tradition, families, and nationhood. Hazony contends that Locke saw no value in these groups because it bound them unnecessarily to something of more importance. John Locke, Hazony claims, believes that property and self-preservation are the most important. Locke writes in his 1689 Treatises that “mankind are one community” within the confines of the law of nature (Locke & Laslett, 1689/2012). While this sounds reasonable, it does not most notably put limits on the boundaries of states. For this reason, according to Locke, maintaining individual freedom and supporting the heritage of religion, family, and other traditions is impossible.
In this author’s opinion, both make strong arguments for limited government. John Locke contends that universal rights are essential and given to every individual. He also points out that government should not force its will upon individuals. Locke’s opinion of self-determination is correct that individuals have rights, albeit, in this author’s opinion, they are God-given. These rights allow individuals to pursue life, liberty, and property without impediment. Furthermore, it allows citizens the autonomy to select the type and limit of government. Therefore, the determination of authority limits the opportunity for tyranny.
Contrarily, Hazony encourages religious tradition, families, and other groups to carry on seeking independence from other nations. Borders exist to encapsulate customs and inheritance in bounded existence to something more significant. These institutions are under assault and need defense. These motivations originate during biblical times and appear to be generationally diluted. Cato Institute writer Alberto Mingardi describes the liberal elite as “disdainful of the habits and affections of localism, and thus lack understanding of history and peoples” (Mingardi, 2018). A strong nation requires individual freedom however insists upon allowing inherited tradition to continue.
REspond to this post!!!!Michael Stutzman
FridayDec 2 at 11:28pm
Hazony starts his argument about Locke’s contractual obligation by first stating a broad overview of the Lockean theory that ties individuals to a collective group. Hazony says that Locke’s foundation for the Second Treatise of Government is based on the “assertion that all human individuals are born in “perfect freedom” and “perfect equality,” and the pursuit of life, liberty, and property in a world of transactions is based on consent” (Hazony, 2018). Based on Locke’s understanding of human nature and attempting to theorize how the first human society started, I feel that Hazony accurately described the core element of Locke’s overall contract theory. However, Hazony encounters a significant flaw in his argument when he tries to discredit Locke’s version of consent which is better described as a personal choice. Hazony states that Locke’s utopian idea of the collective group, which empowers the individual overlooks aspects of humanity that removes the element of choice. The primary example used in Hazony’s argument points to the idea that humans cannot decide which family we are born into or who are siblings are. To the extent of family lineage, Hazony seems to be correct. However, he fails to recognize that element of personal choice; despite being born into a family, individuals ultimately have the choice to remain connected to that family or tribe, which determines the trajectory of our loyalty.
Obligation to a nation also follows a similar trajectory; one cannot personally choose which nation we are born in, but an individual can decide loyalty to a particular nation. Hazony articulates the power of personal choice earlier in the book when discussing his two visions of the world. “The book of Exodus teaches that many Egyptians attached themselves to the Hebrew slaves in fleeing Egypt and that they received the Ten Commandments at Sinai with the rest of Israel” (Hazony, 2018). Hazony overlooks the importance of Locke’s presupposition of inalienable natural rights and the human power of choice within his overall social contract theory. Instead, Hazony seems to support the idea that humans are not primarily individuals; they are born into a social collective such as families, tribes, religious groups, and national identity. These groups bind the individual to the collective through traditions, language, beliefs, and customs, producing unity and mutual loyalty among collective members (Yaffe, 2021). For Hazony, self-interested consent conveyed by Locke lacks adequacy to bind individuals together in a political society; instead, he believes that loyalty binds individuals to their collective. “Then the loyalty that binds the individual to his tribe and nation will also bind him to the national government, so that he obeys its laws, pay taxes to it, and serves in its military when summoned” (Hazony, 2021). The alarming issue with Hazony’s loyalty presumption is that it creates an idea of a blinding unquestionable loyalty to an individual’s social collective, removing the responsibility of personal choice of actions and placing it at the altar of political society.
In my own personal view, Hazony’s argument for Lockean philosophy lacks credible evidence to support the idea that loyalty is the key that binds individuals to their social collective. In contrast, Locke’s perspective of consent and the power of personal choices seems more logical. We find within society that individuals pursue transactions based on consent to improve their own life; everyone within a capitalistic society strives to work not out of loyalty to the nation or company but rather to gain finances to prove their current condition through repetitive transactions. Although Hazony presented a well-thought-out argument using the Torah to prove binding loyalty, he failed to recognize that even in biblical times, loyalty had its limits. However, Hazony failed to mention that societal and biblical laws prevented such abuses of loyalty during biblical times. “Biblical law would punish patriarchal heads of families, clans or tribes who might somehow invoke loyalty to their sub-political communities in order to justify their residual (if morally blameworthy) habits of, for instance, injuring slaves, sacrificing children, or failing to investigate homicides on the outside fringes of their patriarchal jurisdiction” (Yaffe, 2021). Finally, Hazony fails to recognize the correlation between personal actions and personal choices. Every action conducted by individuals requires a justification for that action, this power to determine our actions is rooted in the divinely given right to choose. “If it is disagreeable in your sight to serve the Lord, choose for yourselves today whom you will serve, whether the gods which your fathers served which were beyond the river or the gods of the Amorites in whose land you are living; but as for me and my house, we will serve the Lord” (Josh 24:15). However, there is a caveat for our choices we are all responsible for our life decisions despite how we ultimately justify them. God has given us the power and ability to make decisions that extend past the weight of loyalty. Human beings have the power to decide and consent to follow Jesus or not; why would God limit power when regarding human social groups? For this reason, I found that Locke’s argument better explained the formation of social groups and the inherent rights we all possess.
Barton, D., Cummings, B., & Wubbels, L. (2017). The founder’s Bible: The Origin of The Dream of Freedom. Shiloh Road Publishers.
Hazony, Y. (2018). The Virtue of Nationalism. Hachette. to an external site.
Hazony, Y. (2021). Realism in Political Theory. Perspectives on Political Science, 50(1), 24-31. to an external site.
Yaffe, M. D. (2021). Defending National Loyalty: Yoram Hazony on Nationalism. Perspectives on Political Science, 50(1), 10-14.!!!!!!!!!he student
must then post two replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned
Module: Week. In Module 8: Week 8 replies will be due on Friday. For each thread, students
must support their assertions with at least three scholarly citations in current APA format. Each
reply must incorporate at least one scholarly citation in current APA format. Any sources cited
must have been published within the last five years. Acceptable sources include the class reading
material, peer-reviewed sources, authoritative works, government data, and the Bible.