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Tétreault, Mary Ann. 2006. “The Sexual Politics of Abu Ghraib: Hegemony, Spectacle, and the Global War on Terror.” NWSA Journal, 33–50.
Thawnghmung, Ardeth Maung, and Saw Eh Htoo. 2021. “The Fractured Centre: ‘Two-Headed Government’ and Threats to the Peace Process in Myanmar.” Modern Asian Studies, January, 1–29. https://doi.org/10.1017/S0026749X20000372.
Thomas, Claire. 2005. “Civilian Starvation: A Just Tactic of War?” Journal of Military Ethics 4 (2): 108–18. https://doi.org/10.1080/15027570510030815.
Timmons, Mark. 2013. Moral Theory: An Introduction. Second. Rowman & Littlefield.
Tønnesson, Stein, Min Zaw Oo, and Ne Lynn Aung. 2021. “Non-Inclusive Ceasefires Do Not Bring Peace: Findings from Myanmar.” Small Wars & Insurgencies 0 (0): 1–37. https://doi.org/10.1080/09592318.2021.1991141.
Townshend, Charles. 1982. “Martial Law: Legal and Administrative Problems of Civil Emergency in Britain and the Empire, 1800–1940*.” The Historical Journal 25 (1): 167–95. https://doi.org/10.1017/S0018246X00009900.
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  1. That’s 0900-1800 GMT. Generally speaking I process my inbox once a day. I may answer emails at other times, but please do not expect immediate replies at weekends.↩︎

  2. That’s 0900-1800 GMT, Monday to Friday.↩︎

  3. If circumstances mean that you can’t watch all the lecture material or do all the readings for a given week, prioritise reading the seminar reading material and skimming through the lecture material.↩︎

  4. These tasks are detailed in chapter 2↩︎

  5. KCL has a system of King’s Inclusion Plans so that students with particular learning support needs may record teaching sessions. If there is a need to record sessions to enable equal access to the course then I will do so, which should obviate the need for individual recording.↩︎

  6. This is a privilege of engaging in academic discussion. Making a pointlessly offensive comment is not covered by this privilege.↩︎

  7. Note the third point about not revealing the identity of other participants…↩︎

  8. From student feedback, this is useful when watching lectures on a mobile device, or opening up lecture slides on a separate device↩︎

  9. If the Teams seminar you are alotted does not correspond with your timetabled seminar, please contact Dr McDonald immediately to rectify the issue. Do not wait until the first seminar!↩︎

  10. From experience, starting a teaching session with a discussion is much harder online than in person.↩︎

  11. If you can’t access something online, email me and I will solve the problem asap↩︎

  12. Oxford English Dictionary definitions: “Conforming to the law or to rules.” or “Able to be defended with logic or justification; valid.”↩︎

  13. OED: “Not authorized by the law; not in accordance with accepted standards or rules.”↩︎

  14. Over the course we’ll be talking about violence beyond killing, and things like torture which some people consider to be worse than killing. We’ll also be talking about actions short of killing which some people nonetheless consider to be harmful or wrong.↩︎

  15. Like: Should the death penalty exist?↩︎

  16. This construction is taken from David Hume, who made the point better than I could a could a couple of hundred years ago. See (Cohon 2018)↩︎

  17. Sharp-eyed readers will note that we’re reading this anyway for the course this year, so it’s a fall-back position by default↩︎

  18. Hey, some people are interested in that sometimes…↩︎

  19. And that’s before you get to disagreements over the interpretation of facts…↩︎

  20. Sometimes universal pretence masks underlying power dynamics, etc.↩︎

  21. Fun fact: This emphasis is inspired by the PhD research of Dr Nick Prime, who took this course back in 2012/13.↩︎

  22. Spoiler alert: I’m going to say “After the Second World War at the earliest, and there’s a good case for starting in the 1970s.”↩︎

  23. Notably proportionality calculations↩︎

  24. To read the original and clarified methods, go to https://drive.google.com/drive/folders/1Bsne3Z-VSP0iCYkZK0-ZpRuPj6cMRKe4 which includes an example of the full note-taking method.↩︎

  25. You will be expected to have a general topic in mind by January 2022, and should be able to have a precise research question by the research project workshop in week 16↩︎

  26. Here are some good examples of this:@@↩︎

  27. Historians, strategists, political theorists, etc.↩︎

  28. For your own benefit, try to avoid those used as case studies on the course, it’s better to use this to expand your knowledge into a new area.↩︎

  29. In the context of this course, there are no shortage of key events. Often a single, infamous, war crime forms a cornerstone for ongoing discussions about key theoretical questions.↩︎

  30. Outside universities this is likely to be the other way around, but you paid to take an academic course.↩︎

  31. Gustafsson and Hagström (2018)↩︎

  32. His twitter handle is mchorowitz↩︎

  33. Bet you weren’t expecting that line.↩︎

  34. Okay, still a sprawling set of institutions, but you get the drift↩︎

  35. A good example of this is the attention paid to plagiarism in academia. In the business world, plagiarism is a normal and everyday activity. In academia, plagiarism is a serious misconduct issue.↩︎

  36. From experience, the people who excel at MA level are those who put the effort in, independent of whether or not they have a prior degree or what classification that degree was↩︎

  37. AKA an academic book, but we like our fancy names. Monographs are usually written very differently to books for public consumption↩︎

  38. A focused trawl through available academic literature and data to identify relevant material↩︎

  39. Upto 3000 words↩︎

  40. 5000-7000 words↩︎

  41. 10,000 - 15,000 words of academic writing↩︎

  42. Something equivalent to a 10 minute powerpoint presentation on a set topic/question↩︎

  43. As above, yet more work involved↩︎

  44. As above, except you were involved in selecting the research question/topic↩︎

  45. 1-2 lines for each↩︎

  46. Hopefully we think more than “Hmmm” but you get the drift↩︎

  47. We do live in the real world, but those of us who study metaphysics sometimes reject the basic assumptions of this statement↩︎

  48. The kind you get in the New York Review of Books↩︎

  49. The kind you will get in the book reviews section of journals↩︎

  50. Often the publisher’s description of the book↩︎

  51. Alternately, the review you get from colleagues - “Have you read Professor Doe’s latest book? It’s about…”↩︎

  52. You’ll want an argument that answers the question. An answer without an argument usually lacks coherence, an argument that doesn’t answer the question is missing the point. A piece of writing that contains neither is the shortcut to a failing grade.↩︎

  53. 250 words↩︎

  54. 2-3 maximum↩︎

  55. I’m not saying this approach makes for well-written books, only that it makes for coherent ones. The jump from coherence to good writing is, however, one way. There are a great many beautifully written non-fiction books in the world that lack a coherent argument and are, for academic purposes, the equivalent of popcorn (Fun to eat, but devoid of nutritional value).↩︎

  56. You don’t have to take notes, and feel free to skim↩︎

  57. This is a much more time intensive activity, so try the fast version first. It’s better to get in a high number of repetitions, until you cease to improve between repetitions↩︎

  58. This exercise is really good for understanding how a different answer/line of argument can lead to radically different structures for essays↩︎

  59. Technical sloppiness is best compared to an unforced error. Time pressures aside, there is no real explanation for it in an academic setting, and, from experience, it is the shortest path towards a case of unwitting plagiarism, which is not where you want to find yourself at any point.↩︎

  60. 1-2 hours per assessment↩︎

  61. From experience, this can cause heart attacks for students who completed their undergraduate studies in America. This is prime example of transatlantic mistranslation, because a British lecturer will say “Congratulations, that was excellent work” by giving a student the worst percentage grade that they’ve had since high school.↩︎

  62. This means no filling envelopes, no fetching coffees, or any other drudge-work associated with internships.↩︎

  63. Ones that do not require research ethics approval.↩︎

References

Cohon, Rachel. 2018. “Hume’s Moral Philosophy.” In The Stanford Encyclopedia of Philosophy, edited by Edward N. Zalta, Fall 2018. https://plato.stanford.edu/archives/fall2018/entries/hume-moral/; Metaphysics Research Lab, Stanford University.
Gustafsson, Karl, and Linus Hagström. 2018. “What Is the Point? Teaching Graduate Students How to Construct Political Science Research Puzzles.” European Political Science 17 (4): 634–48. https://doi.org/10.1057/s41304-017-0130-y.