Term Paper on "Don't Ask, Don't Tell Policy in the Military"

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ask Don't tell Policy in the Military"

"Don't ask, don't tell"

History of gay individuals in the military and the starting point for "Don't ask, don't tell"

Instances when the U.S. was either in favor or against gay individuals in the military expressing themselves freely

Reasons why the authorities presently consider that it would be inappropriate for a member of the military to put across deviant behavior

military policy in regard to domestic matters

President Clinton and his perspective on the issue of gay people who are part of the military

The general public's view on the "Don't ask, don't tell" strategy

Military personnel and why they support or reject the "Don't ask, don't tell" procedure

Debates between groups that support the movement and communities that are against it

The contemporary society and discrimination against gay people

People's support regarding freedom of speech, not considering the factors involved

2. Gay activism, its recent development, and its impact on the public

3. The relationship between the masses interested in make the most of their rights and gay individuals concerned about their overall image and their well-being as members of the society

4. The "Don't ask, don't tell" policy in the larger context involving the general public and its determination to put an end to discrimination, especially when it is related to official affairs

IV. "Don't ask, don

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't tell" and its effect on the military

1. The first gay individuals in the military to have fallen victims to discrimination on account if their sexual preferences

2. Cases of people currently experiencing distress as a result of this course of action

3. Heterosexual individuals in the military and the degree to which they are affected by the policy

V. Controversy regarding "Don't ask, don't tell"

1. The 2010 bill meant to revoke the conditions imposed by the "Don't ask, don't tell" policy

2. The military's response to the bill and its reluctance to go through with disabling the strategy

3. "Don't ask, don't tell" chances of remaining operative in the future

VI. Conclusion

Policy concerning homosexuality in the armed forces

The U.S. policy regarding homosexuality as a part of the armed forces is exacting and does not allow room for negotiations. The "Don't ask, don't tell" policy promotes the concept that "A member of the armed forces shall be separated from the armed forces under regulations prescribed by the Secretary of Defense if (…) the member has engaged in, attempted to engage in, or solicited another to engage in a homosexual act or acts (…) the member has stated that he or she is a homosexual or bisexual, or words to that effect (…)the member has married or attempted to marry a person known to be of the same biological sex" (Cornell University Law School). The U.S. Code is meant to set a clear set of values expected to be respected by members or the military, stressing the fact that one has the task of subjecting himself or herself to a particular type of behavior at the moment when the respective individual gets actively involved in serving the country by becoming a part of the armed forces.

This source is surely useful as a result of the fact that it presents matters exactly as they were implemented by the authorities. The fact that readers gain a better understanding of the exact expectation that the system has from one of its most important tools is essential in comprehending why the "Don't ask, don't tell" policy was put into practice. The information present on this website is meant to explain everything in regard to the "Don't ask, don't tell" strategy and to the exact conditions put across by the policy.

Being a member of the armed forces is a privilege, not a right. Thus, the homosexual individuals who are determined to become a part of the military are required to focus on maintaining a state of normalcy.

Don't Ask, Don't Tell: Debating the Gay Ban in the Military

Given the numerous debates generated as a result of the fact that the military is determined to keep its policy concerning gays and lesbians in the armed forces, Aaron Belkin and Geoffrey Bateman got actively engaged in contributing to improve the material already written on the matter. The authors are focused on emphasizing the fact that the military itself is unable to say whether "Don't ask, don't tell" is meant to discriminate gay individuals or whether it is simply meant to guarantee that the armed forces function at their true potential. The book emphasizes the fact that numerous superiors in the military are inclined to favor heterosexual individuals and that the military community as a whole is typically concerned about singling out individuals who put across deviant behavior. Belkin and Geoffrey further deal with cases of gay individuals who were separated from the military and with the amounts of money being directed at keeping "Don't ask, don't tell" at its present status.

This book supports the belief that "Don't ask, don't tell" is essentially something that damages society, given that it obviously uses prejudice as a means to deny people the right to do what they are good at because of their sexual preferences. In addition to removing perfectly able individuals from the armed forces, the policy's ineffectiveness goes further and deals with the money being invested every year in the strategy.

In spite of the fact that it is perfectly normal for the military to maintain a strict rule of conduit in the armed forces, its approach in regard to gay individuals that are both physically and mentally qualified to serve their country is offensive and against some of the most important values in the modern world.

Don't: A Reader's Guide to the Military's Anti-Gay Policy

Janet E. Halley's book has the purpose of presenting the general public with an overall image of the "Don't ask, don't tell" strategy in the military. The writer highlights the fact that people are still unable to understand the exact impact that the policy will have on the armed forces. Halley wants her readers to ignore the military's claims on the subject of how the new policy will be less homophobic in character in favor of analyzing facts. In "Don't: A Reader's Guide to the Military's Anti-Gay Policy," Halley demonstrates that the new strategy is much more damaging toward gay individuals in the military and that it has great success in doing so as a result of its subtleness. "Don't tell" implicitly breaks down the status/conduct distinction and rejects the view that homosexual conduct (and thus homosexual status) belong to homosexuals alone. What "don't ask" leaves implicit, the propensity clauses make explicit" (Halley 56).

Halley's manuscript stands as proof that the military is primarily focused on hiding the side effects of the "Don't ask, don't tell" policy. The Clinton administration's perspective on gay individuals in the military is less inoffensive than it might appear, especially considering that it chose intricacy as a method to have the masses think that the policy was meant to benefit the military, gay individuals that were part of it, and society in general.

The authorities tend to see gay individuals in the military as a problem that needs to be removed rather than as a difficulty that needs to be carefully analyzed and treated similarly to other matters that are of great importance.

Gays and Lesbians in the Democratic Process: Public Policy, Public Opinion, and Political Representation

Ellen D.B. Riggle and Barry L. Tadlock have aimed at providing people with more information concerning the early years of the "Don't ask, don't tell" policy. The "Don't Ask, Don't Tell, Don't Pursue" (its initial name) policy was apparently meant to avoid military discharges on account of sexual preferences and to limit such operations to individuals who publicly expressed their sexual orientation. The book deals with a more general context involving homosexuals outside of the military, the public's opinion concerning their situation, and the degree to which politicians are willing to support people regardless of the sexual preferences that these respective individuals have.

This book is particularly important for the paper because of the fact that it provides me with information relating to how the masses and politicians take part in deciding the exact consequences of being openly gay in the military. It also assists the overall course of the paper because of the fact that it explains the relationship between the general public and the military, highlighting that people are in certain circumstances inclined to blindly support the decisions their leaders make.

U.S. presidents are less likely to support pro-gay movements and are particularly concerned about promoting the belief that the military is a domain where deviancy is not tolerated. Normalcy is a rather relative concept as long as it has different standards when it is used in military-related matters.

Don't Ask, Don't Tell: Is the Gay Ban Based on Military Necessity?

Aaron Belkin's article attempts to present readers with the fact that the Clinton… READ MORE

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I Need the outline if possible ASAP, the rest in 7 days!

You should generate a draft of your first paragraph and an outline of two or more pages that provides a preliminary idea of your paper*****s organization.

FORMAT FOR FIRST PARAGRAPH(S). The first paragraph(s) should be double-spaced, spell-checked and proof-read for grammar and punctuation. It should represent as closely as you can at this point the way you intend to open your paper; therefore, you may be turning in TWO paragraphs ***** a *****hook***** and then a more formal expository paragraph. Be sure that your first paragraph(s) articulates implicitly or explicitly the thesis of your paper.

FORMAT FOR OUTLINE. In general, this should be a *****sentence outline*****, in other words, where possible use complete sentences ***** see *****"outlines*****" for correct formatting. You may need to disengage the auto-outlining feature in Microsoft Word to fulfill this assignment. Be sure to include your thesis statement in your outline in the appropriate place. The outline should be a minimum of two pages in length.

The Assignment:

FIRST PARAGRAPH(S). This is a draft, not the final version of your introduction (you even might end up discarding it all together ultimately). The goal of this assignment is for you to start thinking about the best way to initiate your argument and which strategy of development would be most effective to that end. I do, however, expect that the prose will be of good quality and that the paragraph in general will be as focused, specific, and well-written as possible. The thesis statement in your introduction should be underlined or italicized. If your thesis is implied, please write it out at the bottom of the page, underneath your introduction.

THE OUTLINE. The goal of this assignment is to help you organize your thoughts and thereby expedite the writing of your first draft. You will find that once you have been forced to write down and articulate the structure of your paper, the actual writing process will be much easier. Although your outline does not permanently commit you to any specific essay structure, it is in your best interests to try to make a serious effort at creating a viable organization for your paper.

Be aware of the placement of items in your outline/essay. Strategize: Consider what point will have the most effect in which place -- think about the *****narrative***** of your argument. If you are taking notes on note cards, consider arranging them in various orders to experiment with different outline formats.

For this assignment, you will attach an annotated bibliography for your project that will list at least six sources in MLA format. The annotated bibliography will be composed of six citations, each one followed by a two-paragraph annotation. This bibliography should contain sources documented in correct MLA form. You should include quotations from your sources accompanied by correct parenthetical documentation. your bibliography may be single-spaced, with double spaces between entries, but should follow other spacing and format rules as specified by the MLA.

The Assignment:

During the first few weeks of class, you submitted a research proposal in which you suggested a research topic, possible sources, and anticipated research problems. For this next assignment, you will formalize your topic, writing preliminary bibliography.

Annotated bibliographies are valuable resources for both readers and *****s. For a reader, they offer information about sources that can facilitate that person*****'s own research. For a *****, it is useful to annotate sources as a pre-writing strategy to help process information contained in a source and to begin to consider ways to apply that information to a paper*****'s argument.

The goals of this assignment are to give students practice in distinguishing between descriptive and evaluative annotations; to introduce them to the major citation systems in use today; and to introduce them to the practice of annotating sources as part of the research process.

THE CITATIONS. You should submit a bibliography of six sources (sources for your research project). These citations should be in correct MLA formI am not assuming that you*****ve read these sources at this point; the bibliography simply reflects the fact that you*****ve initiated the research process.

Use library resources and databases to generate a bibliography. It would be advisable to include articles as well as books in your bibliography; in addition, you may use a maximum of two on-line only sources, but not exclusively. In general, the bibliography should contain secondary as well as primary sources; for example, a preliminary bibliography should not just be a list of television shows (although one or two shows may appear there). A bibliography may contain more than ***** but not fewer than ***** six sources.

THE ANNOTATIONS. The annotations that follow each citation should consist of two paragraphs.

In the first paragraph, you should summarize the source*****'s argument, using quotes (and page references - see section 5 in the MLA Handbook for correct form) as appropriate. Be sure that you don*****'t just present the summary information as objective information: it should be clear that you are deriving this material from a specific source (i.e., Write, *****"In Uncovering the Dinosaurs, Walter Cormack investigates *****¦*****" rather than *****"The dinosaurs lived very long ago and were supposedly wiped out by a meteor shower.*****").

In the second paragraph, you should reflect on how you plan to use the source in your paper: i.e., does the source present an opposing view? Is it an expert opinion? Does it provide evidence that supports a point you are making? Do you agree or disagree with this source? The goal is to have you think about both the information contained in your source material and how you will apply it.

Finally, either at the beginning or end of your paper, please include your latest version of your thesis statement: remember, this is still a preliminary thesis and is in no way binding. Your annotated bibliography should be approximately five pages in length.

You will be graded on the correctness of your MLA form as well as the quality of your annotations.

For this assignment you should expand your research outline into a first draft of your research paper. This draft should be as polished as possible; you should consider this not a rough draft, but a first draft or first version of your paper. Accordingly, it should have an introduction, a main body and a conclusion - and it should be in complete sentences. It is recommended, but not required, that you include quotations and appropriate parenthetical citations. You do need to include your bibliography (unless you want to have it proof-read). The draft should be typed and double spaced and should have page numbers.

Assignment:

For this assignment, you should work from your notes and outlines to generate a draft of your paper, one that is as close to a finished version of your essay as you can produce at this time. Although your main goal is to flesh out the structure you created in your outline, don*****'t be afraid to reorganize or even abandon the outline structure if it seems less satisfactory once you start writing. This is a great time to experiment: with different structures (sub-headings? Transitions? Quotes?) and strategies of development (comparison/contrast? Figurative language? Definition?) since you will be receiving feedback. Remember to keep in mind the problematics of opposing opinion and to factor issues of concession, rebuttal, and qualification into your overall plan.

If you are having a hard time organizing such a large project, consider dividing it (or your notes) into sections and then writing each section independently first - leaving the task of integrating them to a later stage in the drafting (or revising) process. This strategy also might be a helpful way to subvert *****'s block - write from your strength first, rather than writing in order. You might also decide to keep a *****"supplement*****" file on your computer - instead of cutting and deleting pieces of writing that didn*****'t quite fit, save them for possible use later. In any event, use your thesis as a touchstone: as you get involved in the more intricate details of your essay, keep asking yourself: am I still proving the same thesis? Does the reader need to be reminded of my thesis at this point?

Finally, after you*****'ve finished drafting, please write a brief note to append on the front of the draft for your readers. In this note, you should reflect on the status of your draft (polished? really rough?) as well as any points you particularly want input on (i.e. Is the point in the middle of page 6 clear? Do I need to quote this source or is a paraphrase okay? Do you like the conclusion, or is it too wishy-washy?). This note will help your readers tailor their responses to your specific questions and concerns.

Your Research Paper should represent a thorough revision of your draft. It should include:

1. a title page: Be sure to use as effective a title as possible.

2. page numbers: All pages should be numbered, the only exceptions being the cover title page and the first page if you so desire.

3. no grammatical, punctuation or spelling mistakes: Use a grammar book if necessary to get rid of grammatical or punctuation mistakes. Use your computer*****'s spell-check, a dictionary, or your best friend to eliminate spelling mistakes.

4. 8-10 pages of writing: This page limit does not include the bibliography/works cited page, notes, appendices, or integrated visuals.

6. an argumentative thesis statement & convincing development of ideas: This thesis statement should be proven using concrete evidence, concise & precise language, and an organic underlying structure that includes a well-written, effective introduction, conclusion and appropriate strategies of development.

7. relevant, integrated quotes: You should use direct quotations to support your argument, taken from either primary or secondary sources. Be sure, however, only to quote relevant material; paraphrase where appropriate. And also be sure to integrate the quotes into your prose rather than simply inserting them into the text.

8. off-set quotes: If you quote passages four lines long or longer, they should be off-set from the rest of the text. You may single-space them and/or justify them, but be sure to indent the margins at least .5 inches. Remember, parenthetical documentation for off-set quotes is different from that for integrated quotes.

10. correct documentation: All quotations and paraphrasing from other people*****'s texts should be documented appropriately using parenthetical documentation.

11. works cited page: A works cited page lists only those texts that you cited in your paper. Include a minimum of 8 sources, formatted according to the MLA guidelines. Your works cited should be located at the very end of your paper. You do not need to include annotations or distinguish between primary and secondary sources in this final bibliography/works cited.

I need the outline today or tomorrow if possible! It is due today but I can probably get away with sending it in late! Thanks So much! If this works you have saved me a load that you could never imagine!

PLEASE SEND THE ADDITIONAL CHARGE FOR THE OUTLINE BEING DUE EARLIER I DID NOT SEE HOW TO DISTINGUISH THAT ON THIS ORDER FORM!

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