terrorism and constructivist approach. Essay

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Topic of essay: Religious terrorism from constructivist approach.

The paper is to present a critical assessment of one of the theoretical approaches to security discussed in class and to link to some of the case studies (to be chosen by students). The paper should contain a brief explanation of the theoretical approach’s main arguments followed by critical assessment of their strengths and weaknesses. The paper should have 3500 words and have a form of a scholarly paper, with proper referencing and bibliography.


Evidence & Format

Your paper has to meet all formal standards as presented in ‘IR Essay Writing Standard’ andThesis Manual available on student resources (zasoby) under course1 and course 2. These include:

  • Requirements relating to a scholarly paper, such as providing evidence that supports your theses, statements and claims, as well as proper referencing. Bibliography should have a sufficient number of academic sources (at least 20)
  • Editing rules: title page; font, Times New Roman 12; margins, 2,5 cm; double space between verses; italics for book/periodical titles; single quotation marks, etc. The paper must be logically structured (introduction; the main body subdivided into paragraphs; conclusions) and meet the minimum language standards.
  • Plagiarism: be aware that anything copied without quotation marks and references is treated as plagiarism.

Title page:

The title page should meet the criteria set up in the “IRES Essay Writing Standards” 2.1, p. 3 as well as in Appendix A. on p. 7

Structure of the essay:

The essay should be not longer than 3500-4000 words.

The structure of the essay should meet the criteria set up in the “IRES Essay Writing Standards” (Appendix B).

Papers with no references will be rejected. Fore referencing see 2.4, p. 4 of the “IRES Essay Writing Standards.”

And one more sagnificant thing is this essay should be written by harvard reference style !

No plagiarism!

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ESSAY WRITING STANDARD A Guide for Students and Lecturers (Updated December 2015) TABLE OF CONTENTS 1. Introduction 2. Essay Format 2.1. Title Page 2.2. Font, Spacing, Margins, and Page Numbers 2.3. Essay Length 2.4. Referencing System 3. Essay Submission and Grading 3.1. Submission 3.2. Grading Appendix A – Sample Title Page Appendix B – Page Format 2 3 3 3 3 4 4 5 5 5 8 9 1: INTRODUCTION Essay writing assignments are an important element of course assessment. They not only allow lecturers and professors to check if students have understood the material in a given course, but they also allow them to assess the students’ critical thinking and analytical skills. More importantly, essays are a good way for students to learn about a given subject, and a good means for them to test their own investigative and diagnostic abilities. There is no one way that an essay should be structured, and no one way that an argument should be presented. Essays, like novels, can be as long and convoluted as a Dostoyevsky epic, or as short and straightforward as a Hemingway novella, and still retain the same literary or academic value. Nevertheless, in order to train strong writers and successful researchers, Lazarski University has developed this “Essay Writing Standard” to be used by all students in all courses in its English-language programs. The Standard is not intended to constrain the creativity of students, but rather to enforce basic habits such as proper citation, quotation, and paraphrasing, which are essential for good academic writing. Like in any trade, whether it be painting, carpentry, or architecture, once students master the basic rules and tools required to be good academics, they will be free to experiment and demonstrate their full creative abilities. But before they can do this, they must learn the fundamentals. 2: ESSAY FORMAT As stated earlier, there is no set style for writing an essay. However, in order to ease the grading process, as well as to help students focus on the content of their essay without worrying about its format, Lazarski University has adopted uniform rules concerning title pages, font and line spacing, page numbers, bibliography, and citation, which are to be used by all students for all essay-writing assignments. 2.1 Title Page All essays should have a precise title. For long essays, the title is to be typed in capital letters on the first page. Below this comes the student’s name, their student number, the course for which the essay is submitted, the name of the course coordinator, and the date of submission. There should be no page number on the title page. An example of a proper title page is given in Appendix A. For shorter essays (below 2500 words), students may forgo the title page and simply write the title above the text of their essay, along with their name, student number, and date of submission. However, it is up to the course coordinator to designate whether or not a proper title page is required. 2.2 Font, Spacing, Margins, and Page Numbers The essay text should be double spaced, and the font ought to be in Times New Roman, size 12. A larger size and different font style may be used for headings or section titles at the student’s discretion. 3 The margins of the essay should be 2.5 cm all around and all pages in the essay must have page numbers, except for the title page. Page numbers must be written at the bottom of each page and should be centred. The text of the essay should also be ‘justified’, and the first line of each new paragraph must begin with an indentation. However, the first line at the beginning of a new section and below a section heading should not be indented, see Appendix B. 2.3 Essay Length The length of the essay assignment is dependent on the amount of coursework in a given course, as well as the year in which the course is taught. The length is also determined by the course coordinator and shall be given in terms of word-count (e.g. 3000 words). Given that the Essay Standard requires that all papers be double-spaced, with 2.5 cm margins all around, one page should fit approximately 350 words. Bibliographies are not counted in the word/page count. 2.4 Referencing System Referencing is a standardized way of acknowledging the sources of information and ideas that are used while writing the essay. In that regard, students should do their best to cite all of their sources properly and avoid plagiarism. Proper referencing also helps readers to verify quotations, allows readers to follow up on what the authors have written, and lets them locate the cited works easily. There are many different citation styles, such as the American Psychological Association (APA) style, or the Chicago Manual of Style. For essays written at Lazarski University however, the preferred referencing system is the ‘Harvard Style’. Harvard style is often referred to as an “author-date”, or “parenthetical” system. It is widely accepted in academic publications, although there are several variations in the way that it is used. The Harvard style uses parentheses instead of footnotes as a way to cite sources. In their essays, students may also use footnotes but only as a way to clarify or expand on a given point and NOT as a way to reference. For good examples of how to use and apply the Harvard style, check the following links: http://www.lib.monash.edu.au/tutorials/citing/harvard.html http://libweb.anglia.ac.uk/referencing/harvard.htm http://www.library.uq.edu.au/training/citation/harvard_6.pdf Students may also refer to the BA Thesis Manual, as well as the MA/MSc Dissertation Manual, for more details. Moreover, they may refer to the Coventry University Harvard Reference Style Quick Guide. The Quick Guide and the Manuals are available on the student resource page (zasoby) under the codes “course1” and “course2”. 4 3: ESSAY SUBMISSION AND GRADING 3.1 Submission All essays are to be submitted before or on the day specified by the course coordinator. Late submissions may result in penalties and lower grades. Each student MUST submit a paper copy of their essay AND an electronic copy either on disc or via email. The electronic copy will be used by the course coordinator to verify that the work has not been plagiarized by using the anti-plagiarism programs Turn-it-in-UK, as well as www.plagiat.pl. 3.2 Grading Essay grades will be given in percents ranging from 0 to 100, although students should not expect to be given perfect scores because, after all, it is impossible to define what exactly constitutes a “perfect” essay. To receive an “A” on their essays, students should aim to achieve 65 percent or above. Scores below 40 percent constitute a failing grade. The table below details the different grade scales in terms of percents, British-letter grades, and Polish grades. Percent 71-100%* 65-70% 59-64% 53-58% 47-52% 40-46% 0-39% British letter scale A+ A B C D E F Polish scale 5,5* 5,0 4,5 4,0 3,5 3,0 2 * a grade of A+ or in Polish “celujący”, is to be given only for truly exceptional work The following table specifies the characteristics of excellent, mediocre, and poor essays. Undergraduate level: Class Mark range Guidelines Class I 90 – 100% In addition to that for 70 – 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects. 80 – 89% In addition to that for 70 – 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate. 5 Class Mark range 70 – 79% Guidelines Answer entirely relevant to the assignment set. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At level 3, evidence of independent, critical thought would normally be expected. Class II : I 65 – 69% Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be mostly accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly written/presented. 60 – 64% A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence. 55 – 59% Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present. Some errors may be present and inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented. 50 – 54% Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation may be unclear at times. 45 - 49% An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured and not well-expressed/presented. Irrelevant material likely to be present. 40 – 44% Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunderstandings. Little use of material and limited reading/research on the topic in evidence. May be poorly Class II : II Class III 6 Class Mark range Marginal fail 35 – 39% Some relevant material will be present. Understanding will be poor with little evidence of reading/research on the topic. Fundamental errors and misunderstanding likely to be present. Poor structure and poor expression/presentation. Much material may not be relevant to the assignment. Fail 30 – 34% Inadequate answer with little relevant material and poor understanding of theories, concepts, issues and methodology, as appropriate. Fundamental errors and misunderstandings will be present. Material may be largely irrelevant. Poorly structured and poorly expressed/presented. 20 – 29% 0 – 19% Guidelines structured and poorly expressed/presented. Some material may be irrelevant to the assignment requirements. Clear failure to provide answer to the assignment. Little understanding and only a vague knowledge of the area. Serious and fundamental errors and lack of understanding. Virtually no evidence of relevant reading/research. Poorly structured and inadequately expressed/presented. Complete failure, virtually no understanding of requirements of the assignment. Material may be entirely irrelevant. Answer may be extremely short, and in note form only. Answer may be fundamentally wrong, or trivial. Not a serious attempt. Postgraduate level: Indicative mark A Percentage % marks 70% and above Characteristics Very high standard of critical analysis using appropriate conceptual frameworks. Excellent understanding and exposition of relevant issues. Clearly structured and logically developed arguments. Good awareness of nuances and complexities. Substantial evidence of well-executed independent research. Excellent evaluation and synthesis of source material. Relevant data and examples, all properly referenced. Distinction 70% and above B 69-60% High standard of critical analysis using appropriate conceptual frameworks. Clear awareness and exposition of relevant issues. Clearly structured and logically developed arguments. 7 Awareness of nuances and complexities. Evidence of independent research. Good evaluation and synthesis of source material. Relevant data and examples, all properly referenced. Merit 60-69% C 59-50% Uses appropriate conceptual frameworks. Attempts analysis but includes some errors and/or omissions. Shows awareness of issues but no more than to be expected from attendance at classes. Arguments reasonably clear but underdeveloped. Insufficient evidence of independent research. Insufficient evaluation of source material. Some good use of relevant data and examples, but incompletely referenced. D 49-40% Adequate understanding of appropriate conceptual frameworks. Answer too descriptive and/or any attempt at analysis is superficial, containing errors and/or omissions. Shows limited awareness of issues but also some confusion. Arguments not particularly clear. Limited evidence of independent research and reliance on a superficial repeat of class notes. Relatively superficial use of relevant data, sources and examples and poorly referenced. Pass Mark = 40% E 39-30% Weak understanding of appropriate conceptual frameworks. Weak analysis and several errors and omissions. Establishes a few relevant points but superficial and confused exposition of issues. No evidence of independent research and reliance on a superficial repeat of class notes. Relatively superficial use of relevant data, sources and examples and poorly referenced. F 29% and below Very weak or no understanding of appropriate conceptual frameworks. Very weak or no grasp of analysis and may errors and omissions. Very little or no understanding of the issues raised by the question. No appropriate references to data, sources, examples or even class notes. 8 APPENDIX A – SAMPLE TITLE PAGE The Role of Intellectuals in Contemporary Politics By: John F. Awesome Student Number: 100 500 Course: Advanced Political Theory Module Leader: Prof. Knows-A-Lot Date of Submission: February 31, 2052 9 APPENDIX B – PAGE FORMAT 10 A Short Guide to the Coventry University Harvard Reference Style The Coventry University’s Harvard Reference Style is the recommended format for documenting all the sources you use in your academic writing. The golden rule when documenting sources is to be transparent. Ask yourself whether you could find the passage/image/publication/web site address with the information you have provided. To download a full guide on using the CU Harvard Reference Style, visit www.coventry.ac.uk/caw and follow the ‘CU Harvard Style’ links. The Harvard Reference Style is a simple referencing system used internationally by scholars and researchers. There are two elements: I. In-text citations: In the body of your paper, give the surname of the author and the date of publication. (For a web site, give the organisation as the author). Also give the page number if you quote or paraphrase. II. List of References: At the end of your paper, give full publication or internet information, arranged alphabetically by (sur)name of author so that a reader can easily locate every source. Some tutors and subject groups may require you to use an alternative referencing style. If you are unsure, ask your module tutor. It is your responsibility to find out whether your tutor requires you to use a different referencing style. Harvard Reference Quickstart Style Guide by Coventry University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Lanchester Library Learning, Research and Information Excellence Part I. How to Write In-text-Citations Cite every source which you refer to in the main body of your writing. Your in-text citations must state the surname of the author and the year of publication. Also give the page number if you quote a passage directly or if you paraphrase (put the idea into your own words). For example: Concern about climate change is becoming a ‘force for good’ in international politics (Kennedy 2004: 88). If you borrow an image, figure, or statistics from a printed source, you must provide an in-text citation. In-text citations of internet sources Give the organisation that produced the web-site as the author (this is known as the corporate author). If you can locate it, also give the date when the site was produced or last updated. If the document is not dated, in order to be accurate, write ‘n.d.’ in brackets, i.e. ‘no date’. For example: Manufacturing is the Midlands’ biggest industry (Coventry University 2005). If you borrow an image, figure, or statistics from a web site you must provide an in-text citation. In-text citations of secondary sources If you cite from a book or article which gives a useful quotation from another book or article, try to find the original book or article. Option 1 If you can find the original source, read it and cite the material from the original. Option 2 If you cannot find the original source, complete your in-text citation of the quote in this way: Give the surname of the author whose original work you have not read and its original year of publication. Then write ‘cited in’ and give the surname of the author whose work you have read (in which the reference to the first author appears). Then give the date and page number. For example: Coventry boasts the ‘finest modern cathedral in Britain’ (Shah 2004 cited in Padda 2005: 8). Lanchester Library Learning, Research and Information Excellence Part II. How to Write a List of References Make an alphabetical list (according to the author or corporate author) containing all the citations in your academic writing. This is called the List of References. Give full publication or internet details of every source you have cited. This list goes on a separate page at the end of your assignment. Leave a line of space between each entry and indent every line after the first like this: A book with one author: Biggs, G. (2000) Gender and Scientific Discovery. 2nd edn. London: Routledge A book with multiple authors: Ong, E., Chan, W., and Peters, J. (2004) Advances in Engineering. 2nd edn. London: Routledge A chapter or essay by a particular author in an edited book: Aggarwal, B. (2005) ‘Has the British Bird Population Declined?’. in A Guide to Contemporary Ornithology. ed. by Adams, G. London: Palgrave, 66-99 A printed journal article: Padda, J. (2003) ‘Creative Writing in Coventry’. Journal of Writing Studies 3 (2), 44-59 A web site Centre for Academic Writing (2005) The List of References Illustrated [online] available from http://home.ched.coventry.ac.uk/caw/harvard/index.htm [20 July 2005] An electronic journal article Dhillon, B. (2004) ‘Should Doctors Wear Ties?’. Medical Monthly [online] 3 (1), 55-88. available from http://hospitals/infections/latest-advice [20 April 2005] To learn more about citing and referencing your sources, contact the Centre for Academic Writing. Email: writing.caw@coventry.ac.uk Tel: 024 7688 7902 Website: www.coventry.ac.uk/caw Lanchester Library Frederick Lanchester Annexe Coventry University Gosford Street COVENTRY CV1 5DD Telephone: 024 7688 7575 Fax: 024 7688 7525 This document is available in other formats. Please contact Karen Elliston k.elliston@coventry.ac.uk or 024 7688 7537 Leaflets\Havardstyle.pub October 2011 Lanchester Library Learning, Research and Information Excellence
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Explanation & Answer

Attached.

Constructivist Approach

RELIGIOUS TERRORISM FROM CONSTRUCTIVIST APPROACH
Name:

Course:
Institution:
Date:

1

Constructivist Approach

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Religious Terrorism from Constructivist Approach
In the process of evaluating the position of constructivism international relation theories
in research on terrorism, the constructivist theory is best suited to examine how interest and
identities change after a period. Importantly, it is essential to understand the continually
evolving and diverse state response to religious terrorism. Specifically, following case studies of
Japanese and German counter-terrorism policies and metaphoric studies, it is evident that
constructivist plays a critical role in identifying the emerging facets of terrorisms.
Constructivism is an approach that attempts to take the originality of thoughts and idea
as the basis of formation of social phenomena with the elimination of pure materialism for the
social studies area and with systemic and totalistic view of political, social , and international
aspect in demonstrating that social phenomena nature is different for that of the monotonous
creatures and things (Meyer, 2009, p. 23). Essentially, constructivism is explicitly classified as a
philosophical view that according to which, all human phenomena and sciences have been
integrated, and this integration is social and subject to inter-intellectual interaction. According to
the philosophical point of view of structuralism, science and everything known to human and
social phenomena are not primarily the reflection of the determined or divine realities. But also
the conditional and related to the intellect of human’s traditions, conventions, and social
experiences.
The quality and amount of regulations and creation of analytic frameworks such as
paradigm, theory, or law are one of the results in every field of research. There is no agreement
on the status of constructivism, and as such, it cannot be explicitly mentioned as a theory.
Moreover, it is not clear whether it is a paradigm, theory, ontological theory, sub-theory, or even
a methodology for studying international relationships or both (Bakker, 2006, p. 13). However,

Constructivist Approach

3

most scholars believe that constructivism is more of an approach than a theory and it is concord
with the processes but not outcomes. Notably, it is disagreement among the theoretician and
scholars over comprehensive classification of constructivism that has resulted in the mentioning
that cannot be implicitly classified as a theory (Jackson and Sørensen, 2016, p. 84). But can still
be compatible with other methods to achieve a detailed definition of the status and role of
constructivism in the international relationships it is imperative to have an agreed concept of its
ontology.
Contrary to critical approaches, one of the characteristics of constructivism s the
transition for the philosophical topic and abstracts to the socialistic ones. Though the critical
theory incorporates constructivism in its general sense because constructivism took an
intermediate approach between the echoic and rationalists later, critical theory has been
subjected to critics from both sides (Waltz, 2010, p. 103). However, constructivism from the
scientific approach believes it may be impossible to represent an experimental and pragmatic
approach without regarding the foundations of human sciences and acknowledging some of its
principles.
In front of the materialistic and explanatory, conceptual and meta-positivistic or
positivistic, analytical echoic and rationalistic spectrums that believes constructivism in
developing a link and establishing an intermediate approach. The structuralism thinks that their
differences with rationalist is systematic and avoid contradictions. Pragmatism, on the other
hand, is the fundamental principle for the structuralists (Burchill et al., 2013, p. 44). Therefore,
researchers need to resolve international relationship issue theoretically and not philosophically
or methodologically.

Constructivist Approach

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According to the language games speech acts, deconstruction, sympathetic relations,
identification necessity, and great emphasis on the social reality structure and mutual
8understanding, constructivism do away with the dualities by stating its purpose on
reconstruction that is a practical process (Wendt, 1999, p. 79). From this perspective, the
international system is more of a distribution of concepts that a distribution of distribution of
capabilities and in the debate of real thoughts it gives precedence to thoughts and ideas which
emphasizes on inter-intellectual belief that is common to every individual in an extensive level.
Additionally, the aspect of ontology which is one of the constructivism Meta proposition
incorporates three fundamental plans; the mental structure which is as critical as the material
structures, the proposal of identities that form the reactions and interests, and the structures and
actors that builds bilaterally with each other.
Moreover, the formation of identit...


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