Federalism As a System of Government Essay Example | Topics and Well Written Essays - 1000 words

Federalism As a System of Government - Essay Example The present research has identified that federalism promotes diversity in the system by allowing states and provinces to devise their own policies in matters related to public welfare such as education, health, and agriculture whereas at the same time it also ensures the unity among the various units of the states by giving the national responsibilities like currency, foreign affairs and defense to the central government. Federalism creates a very healthy political environment in the country which ensures political activity at the grass root level as well because the system of provincial and the system of local governments directly involve people in political activity. In this way people get to know about correct policy making and various policies can be tested in the country at the same time; better political grooming ensures better political leaders as well. Due to the disintegration of powers to various systems of governments reaching the grass root level through local and provinc ial governments, federalism provides a system in which good governance can be ensured. Each government has its own responsibility, federal government is responsible for the security of the country, provincial governments are responsible for the welfare of the public whereas local governments are responsible for providing services to the public; in this way the duties are divided and governments can work with greater efficiency and their performance is greatly enhanced. ... Federalism has turned out to be a very successful system of government however it has certain disadvantages as well. It allows certain disorderly members of the society to manipulate laws of taxation on various different commodities by purchasing and using them in different states because the government cannot impose tax or duty on interprovincial transfer of goods. The diversity in other laws which include laws related to criminal offense also allows the wrongdoers to escape punishment by moving to another state where the offense is not punishable under law. The laws related to social contract like marriage and inheritance are also exploited by people due to diversity among them in provinces and states. In certain situations the system of federal government allows interstate conflict to occur because certain projects related to natural resources and infrastructure which are beneficial for one state can affect people and the interests of any other state, in such a situation a riv alry between the states is promoted and thus the spirit of nationalism is greatly damaged. Federalism very often leads to disputes between states over the division of resources and responsibilities among the states. The federal system of government with its all system of governments is economically very costly to support because there is a large number of elected representatives and officials in the government which are salaried by tax money (Freely and Rubin). The presence of three parallel systems of government also creates complexity in the governance. The federal government is always biased towards one or another province because of the inherent attachment with a political party and thus in certain areas of governance where the provinces and

Film journal Essay Example | Topics and Well Written Essays - 5000 words

Film journal - Essay Example I learnt a lot about good direction while editing the movie. I particularly noticed how the characters’ motion or speed of motion in the frame produces rhythm in the movie. One of the main things that I learned in this term was sound recording and sound designing. While doing editing for sound, I noticed how sound can be manipulated to adjust the story’s mood and create the atmosphere in the movie. I realized that sound works as a tool to amplify the audience’s understanding of the character’s situation. I found out that I needed to learn a lot about the aesthetics of sound and improve my skills in this area in particular. Therefore, I started reading books on this subject. To incorporate sound in my movie, I went through the collection of sound effects from the library, but they all seemed quite artificial. I would rather record natural sounds for my films. To achieve that, I went to the specific location and recorded the sounds that were required. The re sults were quite naturalistic as I had anticipated. Although I did amalgamate some sound effects from the library, yet for most part of it, the sound has been recorded by myself. In order to keep the atmosphere from becoming too noisy, I made very careful and optimum use of the sound effects. I believe that quite often, silence works wonders and proves stronger in generating the required effect than sound effects do. In addition to that, I did not use any music in my film. This was one decision I took that I am sure was right since the main theme of my movie was anti-war. Through my film, I tried to show how painful experiences people go through as a result of the war. I wanted to make the effects of war the focus of audience’s attention rather than making them feel sorry for the characters. Had I used music, it would have made the audience quite sentimental and concerned about the characters’ situation which was not my objective. Besides, the harmony generated by the use of music would have been quite inconsistent with the anti-war theme of the movie, therefore, I chose not to use the music. Working in Unit D: We had already formed our unit by the time, first term ended. So we knew the members of our unit before the start of the second term. Actually, we all were close friends to one another, so we chose to work together. Our friendship helped us a lot in the unit. We felt totally committed to deliver our best in one another’s movies. As soon as we finished making the script, we started over with the schedule. As per the schedule, Shin’s and my movies were to be made in the last because both of us needed to shoot in the night. Everything went perfectly fine during shooting as we helped one another. In one movie, I was AD. Whenever I found some free time during shooting, I approached the camera’s group for assisting them. Any group that required help in any way was given due help during the shooting. Everything was everyoneâ €™s job. No one would restrict himself/herself to his/her duty. Any gap anywhere was filled as soon as it was identified. The strong teamwork that prevailed throughout the filming helped us mostly finish our work well in time except once, when we ran out of time because of make-up that took too long to be done, which was quite unexpected! We beame more careful after that and managed to complete the filming within time as planned at the outset.

Emerson concepts in ‘Kite Runner’ and ‘Giovanni’s Room’ Essay Example for Free

Emerson concepts in ‘Kite Runner’ and ‘Giovanni’s Room’ Essay â€Å"Society everywhere is in conspiracy against the manhood of every one of its members. † (Emerson. 2) Thus we live in a world, where in order to fit we must ‘conform’ but Emerson believes that â€Å"whoso would be a man must be a nonconformist,† (2) and that â€Å"nothing is at last sacred but the integrity of your own mind. † (2) Self reliance and independence of thought, which are fundamental to Emerson’s perspective, are integral to the understanding and analysis of the characters in ‘The Kite Runner’ (Hosseini, 2003) and ‘Giovanni’s Room’ (Baldwin, 1956). ‘The Kite Runner,’ is a tale of two boys in 1970’s Kabul; growing up amidst discrimination, bigotry and class structure in society – in this case Afghan society Hassan, a Hazara – a minority group of Afghanis who follow Islamic beliefs called Shi’a – although a friend and half-brother, is a lower-class servant to Amir. Amir, a Pushtun – the majority, who believe they are a better class than the Hazara and who follow the Sunn sect of Islam although raised in the same household and sharing the same wet nurse as Hassan, lives in a different sphere of existence. Amir is the legitimate son of Baba, a prominent and wealthy man, whereas Hassan is the illegitimate one and raised by Baba’s servant. Both lost their mothers – Amir at birth and Hassan a week after birth, when she ran â€Å"off with a clan of singers and dancers. † (Hosseini 4) â€Å"For nonconformity the world whips you with its displeasure,† (Emerson 4) and thus Baba, rather than be subjected to the displeasures of his society, opts to conform to its rules and customs that â€Å"loves not realities and creators, but names and customs,† (Emerson 2) and not reveal that Hassan is his son by a Hazara woman. His justice, or what Emerson characterizes as ‘compensation’ (The Internet Encyclopedia of Philosophy) is the loss of Hassan and his love. This same class difference between Amir and Hassan, largely dictates and limits their relationship. â€Å"It is easy enough for a firm man who knows the world to brook the rage of the cultivated classes,† (Emerson 4) and Hassan, the victim of such discrimination and class structure, remains completely devoted and loyal to Amir, both as his servant and as his friend. He shows his loyalty when he and Amir are terrorized by Assef, â€Å" a word for the creature that Assef was †¦Ã¢â‚¬â„¢sociopath’ (Hosseini 25-26) who admires Hitler for eliminating the Jews and with whom he aims to emulate by destroying the Hazaras. Hassan stands up to Assef and his friends. Although frightened, he holds â€Å"the slingshot pointed directly at Assef’s face† (Hosseini 28) and shouts â€Å"if you move, they’ll have to change your nickname from Assef the ‘Ear Eater’ to ‘One-Eyed Assef. † (Hosseini 29) Assef, never forgetting a slight, plots revenge. Just as Hassan makes Amirs breakfast, folds his clothes, and cleans his room, so does he cater to Amir in kite tournaments. Even though Hassan shares in the excitement of kite fighting, he does not actually have control over the kite. Hassan may help the kite lift-and-dive, but Amir is the one who claims a victory. Hassan may catch a cherished rival kite and hold it in his arms, but always to bring it back to Amir, to whom it then belongs. His joy is explicit, special, and secondary just like his experience of wealth and privilege while living in Babas household. So it is that Hassan is subjected to rape because of his nonconformity to his position as a Hazara and he relies on himself to â€Å"go alone; to refuse the good models. † (Emerson 5) Assef and his friends attack Hassan after he runs for the ‘blue kite’ but although terrified of what is going to happen to him he claims â€Å"Amir agha won the tournament and I ran this kite for him. I ran it fairly, this is his kite. † â€Å"Amir agha and I are friends. † (Hosseini 50) Hassan is brutely raped by Assef but never gives up the kite and brings it back for Amir. Later, when the Taliban came to â€Å"investigate and interrogated Hassan† (Hosseini 149) and ordered him to leave the house Amir’s father’s house – he again shows his loyalty to Amir by protesting. The Taliban â€Å"ordered him to kneel †¦ and shot him in the back of the head. † (Hosseini 150) Hassan dies because he â€Å"accepted the divine place that providence had† found for him; (Emerson 1) he had violated the social expectations of conformity by favouring â€Å"self reliance †¦ its aversion† (Emerson 2) by standing up to his aggressors in loyalty to Amir. Amir, contrary to Hassan, lacks self trust and conforms totally to society, and although enjoying time spent with Hassan, never really calls him his friend. When confronted with Assef the first time he shows his cowardice by wanting to tell Assef that Hassan is â€Å"not my friend,† â€Å"he’s my servant. † (Hosseini 28) It is ironic that when Hassan stands up for Amir against Assef, and calls him ‘Agha,’ Amir â€Å"wondered briefly what it might be like to live with such an ingrained sense of one’s place in a hierarchy. † (Hosseini 28) Yet he himself lives in such a way as to lose himself – his self worth and reliance by conforming to society and its customs. For many years, Amir feels as though he and Hassan are adversaries for Babas love and he is envious of this, together with Hassan’s abilities: â€Å"Hassan made his stone skip eight times. The most I managed was five†¦ Baba †¦patted Hassan on the back. Even put his arm around his shoulder. † (Hosseini 8-9) Amir greatly desires his father’s acceptance and approval and very seldom receives it. He overhears his father say that â€Å"there’s something missing in that boy† and that he believes â€Å"a boy who won’t stand up for himself becomes a man who can’t stand up to anything. † (Hosseini 15) Amir decides â€Å"there was no other viable option† than to â€Å"win that winter’s tournament,† and ‘run that last kite. † (Hosseini 38) He believes that his â€Å"life as a ghost in this house would finally be over† and that he would show Baba â€Å"once and for all that his son was worthy. † (Hosseini 38) On winning the race, he experiences the â€Å"greatest moment of [his] twelve years of life, seeing Baba on that roof, proud of [him] at last. † (Hosseini 45) Following Hassan, who has gone running for the kite, Amir wants â€Å"to make a grand entrance, a hero, prized trophy in [his] bloodied hands. †(Hosseini 46) He finds Hassan â€Å"standing at the end of a blind alley† (Hosseini 49) blocked by Assef and his two friends. But rather than help Hassan, even after seeing the â€Å"look of the lamb† (Hosseini 53) on Hassan’s face Amir runs, telling himself that â€Å"I was a coward† â€Å"afraid of Assef and what he would do† â€Å"afraid of getting hurt† (Hosseini 53) but in reality it is â€Å"the price [he] had to pay, the lamb [he] had to slay, to win Baba. His reasoning â€Å"He was just a Hazara, wasn’t he? † (Hosseini 54) After the rape, Hassans very existence infuriates and irritates Amir because it reminds him of his cowardice – his guilt. He tries to forget what he has done to Hassan and treats him like a servant instead of a friend; he lies about him being ill â€Å"he’s got a cold or something,† (Hosseini 56) he hits him with ripe pomegranates, he asks his father â€Å"have you ever thought about getting new servants? ’ (Hosseini 61) Finally he frames Hassan for theft and Hassan again takes the blame rather than reveal Amir for what he is. Nothing works however, because he cannot discard his guilt as easily as he can discard Hassan himself. Even after later leaving Afghanistan for America with his father, he is never really able to forget and later he realizes you can bury the past but that it â€Å"claws its way out. † He realizes that he has been â€Å"peeking into that deserted alley† where Hassan was raped â€Å"for the last twenty six years. † (Hosseini 2) After returning to Afghanistan and learning of Hassan’s death and his orphaned son Sohrab, Amir endeavours to right his wrongs – â€Å"there is a way to be good again† (Hosseini 2) by locating Sohrab, who is in fact his nephew. He finds Sohrab in the hands of Assef, now a Talib, and being used as a sexual plaything. This illustration of man’s inhumanity to man, gives evidence to Emerson’s belief, that â€Å"the differences among the members of a race are greater than the differences between races. † (The Internet Encyclopedia of Philosophy) Amir must fight and defeat Assef if he is to redeem himself and his past; thus Amir finds his strength of character, the inner strength that he had all along, but believed was somehow missing Emerson’s ‘self reliance’ and ‘trust in himself. ’ Ironically however, it is Sohrab who saves Amir in just the same way as his father Hassan had saved him before – with his slingshot. Amir’s lack of self-acceptance, his desire to win his father’s heart and his envy of Hassan causes him to live his life conforming to an unjust and class conscious society. He places blame on Hassan for the lack of his father’s love and blame on himself for his conformity and the terrible injustice he has caused on Hassan. According to Emerson, one must be able to find a â€Å"blameless living† if they are to be a â€Å"whole man,† (The Internet Encyclopedia of Philosophy) and Amir clearly illustrates his lack of living blamelessly. Just as Hassan was socially alienated, so to is David, in ‘Giovanni’s Room,’ wherein he is faced with a choice between his American fiancee (value set) and his European boyfriend, so ultimately he must grapple with being alienated by the culture that produced him. In other words, does he conform or does he not? Does he be honest with his true self and be reliant on himself? David, unlike Hassan, takes the easy way out and marries Hella. David has been running from himself since his first sexual encounter as a teenager, with Joey, and although he has a profound connection with Joey, he deserts him and spurns his friendship afterwards. In other words, like Amir he conforms rather than live with â€Å"the integrity of his own mind. † (Emerson 2). He becomes what Emerson terms as an ‘imitator’ and lives a life of deceit and denial. Although mixing with the gay crowd, he proclaims his heterosexuality. Later he meets Giovanni and they fall in love. Afraid to commit to Giovanni he has a one night stand with Sue, another American lost in Paris. As with Joey, David deserts Giovanni, whereupon Giovanni goes into a downward spiral and because of lies, false promises, abuse and humiliation he eventually kills and is sentence to death by the guillotine. Giovanni dies because of the people around him; they are envious of his beauty, openness and inward freedom; they pretend to be what they are not ‘imitators’. David remains forever trapped in his own ‘room’, closet, or hell of his irreconcilable identity. (Zaborowska, M. J. 1) He fails in his journey of self-discovery within a society where gender, race and sexuality impacts on national identity. David remains loyal to America, the land of the free but never finds happiness, becoming emotionally dead and hollow, unable to love others, but mostly himself. In summary, we can recognize the lack of Emerson’s concept of self-reliance in the pivotal characters of Amir and Baba in ‘The Kite Runner’ and David in â€Å"Giovanni’s Room,† while at the same time we see evidence of nonconformity to social standards by Hassan and Giovanni. â€Å"High be his heart, faithful his will, clear his sight, that he may in good earnest be doctrine, society, law, to himself. † (Emerson 10) References Baldwin, J. Giovanni’s Room. Dell Publishing, NY. 1956 Emerson, R. W. Essay II Self Reliance 1841 As published on http://www. emersoncentral. com/selfreliance. htm Hosseini, Khaled The Kite Runner courtesy of Shahid Riaz, 2003 http://esnips. com/UserProfileAction. ns? id+ebdaae62-b650-4f30-99a4-376c0a084226 The Internet Encyclopedia of Philosophy Ralhp Waldo Emerson (1803-1882) http://www. iep. utm. edu/e/emerson. htm December 6, 2008 Zaborowska, Magdalena J. University of Michigan. 2003 http://www. litencyc. com/php/sworks. php? rec=trueUID=4964

British Colonialism and its Linguistic Consequences

British Colonialism and its Linguistic Consequences Background Colonization (and more recently globalization) certainly accounts for the drastic changes in the linguistic landscapes of the world over the centuries. Conceptualized as as the directing control of politics, society and people by foreign states, colonization has imposed to the colonized several harmful challenges. The compulsory necessity of engaging with a language ascribed to oppression, exploitation and slavery stands out, though. Moreover, colonialism, in many territories meant also an imposed mosaic of different ethnic groups and human types that prior to European penetration, had different political, cultural and social structures which were randomly obliged to coexist in that space. Such impositions regarding language and life styles reflected and altered the identity of the colonized people and, according to TÃ ¼rkmen (2003), played an important role essential to colonialism to be successful: Identity is one of the indispensable components of colonialism, if we consider colonialism as a body; identity constitutes its spirit while the economic exploitation is its corporal body. The colonizer coming to the virgin lands with the feeling of colonial desire and obsession to have cheap profit in his heart finds himself ready to defame the inhabitants, regard them as the other. And he starts his policy by deterritorializing and reterritorializing (p.189). In that sense, people were forced to be what they are not. This is evident by the fact that the colonizers used to call the colonies new lands, as if they were virgin lands, uninhabited before their arrival. TÃ ¼rkmen (2003) stresses that the colonizers did not perceive their actions over the colonies as reconstruction because they did not consider the institutions and cultures established in the colonies as valuable. The colonizers also imposed their culture and language as a way to legitimize their power: In the colony what is asymmetrical, rather than merely different proves to be pathological. In order to legitimize their maltreatment, the colonizer tries to project the other not only different but also dangerous, primitive, aggressive, lazy, etc. The aim is making people feel that colonialism is not an unfair perpetration, rather, it is a necessary drive, for, and these people do not deserve these lands by virtue of their notorious traits. Also, the drive, after all, will promote their life standards. This is for their interest. (Robert Young in Colonialism and Desiring machine as cited in TÃ ¼rkmen (2003), p.190) As shown, the colonized is forced to internalize a new identity through the reinforcement of stereotypes by the colonizer, which is easily understandable if one thinks that the colonized finds him/herself in a circumstance they have never experienced before, after having been obliged to abandon all what constitutes his/her world. The colonized then has no option other than emulate the colonizer as a sole model in front of him. However, his attempt is rejected by the colonizer. Motivated by his urge for exploitation, he makes sure to set hard limits to the difference, as to them the difference is what feeds the colonial system, what legitimize and postulates it (TÃ ¼rkmen, 2003). So the colonized loses his former identity but he is also not supported in building a new one. As TÃ ¼rkmen (2003) puts, it, he will neither be like the colonizer nor himself. Thus, he lives in a complete oblivion. All at once, he is casted out from his history, memory and citizenship. Nonetheless, through colonialism identity is not totally lost, but set in the unknown ground temporally placed between prior and after the colonizers came. Identity and language Identity and the cognate terms in other languages have a long history as technical terms in Western philosophy from the ancient Greeks through contemporary analytical philosophy. They have been used to address the perennial philosophical problems of permanence amidst manifest change, and of unity amidst diversity. Wide spread vernacular and social-analytical use of identity and its cognates, however, is of much more recent vintage and more localized provenance. The introduction of identity into social analysis and its initial diffusion into social sciences and public discourse occurred in the United States in the 1960s (with some anticipation in the second half of the 1950s). The most important and best-know trajectory involved the appropriation and popularization of Erik Erikson (who was responsible, among other things, for coining the term identity crisis). But there were other paths of diffusion as well. The notion of identification was pried from its original, specifically psychoanalytic context (where the term had been initially introduced by Freud) and linked to ethnicity on the one hand and to sociological role theory and reference group theory. The term identity proved highly resonant in the 1960s diffusing quickly across disciplinary and national boundaries, establishing itself in the journalistic as well as the academic lexicon, and permeating the language of social and political analysis. (Davis, 2004, p.61) Stuart Hall, one of the well-known scholars specialized on identity, points that identity is dynamic, not stable and is in constant flux: Perhaps instead of thinking as identity as an already accomplished historical fact, which the new cinematic discourses represent, we should think, instead, of identity as a production, which is never complete, always in process, and always constituted within, not outside, representation (ibid 210), (Davis, 2004, p.184). Therefore, cultural identity can be considered as a historically located set of experiences that need to be recovered in order to fulfill the desire to become one nation or one people, hence, happens to the language. As it expresses beyond what its words signifies, language also reveals the way individuals situate themselves in relationship to others, the way they group themselves, the powers they claim for themselves and the powers they stipulate to others (Sterling, xxx). People use language to indicate social allegiances, that is, which groups they are members of and which groups they are not. In addition, they use language to create and maintain role relationships between individuals and between groups in such a manner that the linguistic varieties used by a community form a system that corresponds to the structure of the society. Therefore, a speaker uses language not only to express but to create a representation of him/herself in relation to others with whom s/he is interacting. The issue of respect is an aspect of the broader relationship between power and language. Power is the degree to which one interlocutor is able to control the behavior of the other. S/he then uses the language of intimacy and familiarity as they used it in greetings, communicating about family, and leave-takings. In talking about their jobs and other external acquaintances, they use the colonizers language, which possibly signs distance. Sterling (xxx) also argues that within a society or a culture, speech patterns become tools that speakers manipulate to group themselves and categorize others with whom they are interacting: Because of the relationship between language use and group membership, language can inspire deep group loyalties. It can serve as a symbol of unification on several levels. On the national level, language loyalty can serve an important political function. Many people in the United States are threatened by the use of languages other than English. To speak a language other than English is thought to be un-American. This is because English is promoted as the one and only possible language of a unified and healthy nation. On a local level, language is a symbol of loyalty to a community. (Sterling, xxx, p.xx). For the community as a whole, socialization through language learning creates conformity to social norms and transmits the culture of the community. As s/he learns language, a child learns the social structure of the culture, learning the appropriate linguistic form for each kind of person. This is part of communicative competence. Communicative competence is not only knowing how to speak the specific language(s) used in the speech community but also knowing how to use language appropriately in any given social situation in the community. And the ability to know that is closely related to the identity that one holds. Speech patterns become tools that speakers manipulate to group themselves and categorize others with whom they are interacting and that is only shared with those sharing a certain identity, whether in a community or a culture.

Freudian Perspectives of Shakespeares Hamlet Essay -- GCSE Coursework

Freudian Perspectives  of  Hamlet  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The term consciousness refers to "one’s awareness of internal and external stimuli. The unconscious contains thoughts, memories, and desires that are well below the surface of awareness but that nonetheless exert great influence on behavior."(Weiten) The core of the Freudian perspective is centered around Hamlet’s relationship with his mother, and the relationship of Hamlet and King Claudius. According to the Freudian view, Hamlet is driven by unconscious sexual desire and aggravation. This sexual aggression is directed towards his mother and Claudius. The mystery of Shakespeare’s Hamlet is a phantom of literary debate that has haunted readers throughout the centuries. Hamlet is a complete enigma; a puzzle scholars have tried to piece together since his introduction to the literary world. Throughout the course of Hamlet, the reader is constantly striving to rationalize Hamlet’s odd behavior, mostly through the play’s written text. In doing so, many readers mistakenly draw their conclusions based on the surface content of Hamlet’s statements and actions. When drawing into question Hamlet’s actions as well as his reasons for acting, many assume that Hamlet himself is fully aware of his own motives. This assumption in itself produces the very matter in question. Take for example Hamlet’s hesitation to kill the king. Hamlet believes that his desire to kill King Claudius is driven by his fathers’ demand for revenge. If this were true, Hamlet would kill Claudius the moment he has the chance, if not the moment he knows for sure that Claudius is guilty of murdering his father. Why does Hamlet hesitate? One must call into question what Hamlet holds to be true. If Hamlet’s g... ...n personality, and that he cannot kill Claudius without killing himself. As a result Hamlet’s only solution is to die along with Claudius. Thus, by digging into Hamlet’s unconscious, his true unconscious motives have been unveiled. In overlooking the obvious, the true force behind Hamlet’s actions and inaction has been revealed, resulting in a final product that is an extensive comprehension of Hamlet’s character, and is, as Gertrude would say "more matter than art".      Works cited: Shakespeare, William. The Tradegy of Hamlet Prince of Denmark.   New York: Washington Square Press, 1992 Hall, Calvin s. A Primer of Freudian Psychology   New York: Harper and Row, 1954 Jones, Ernest. Hamlet and Oedipus. Newyork: W W Norton and company, 1976 Weiten, Wayne. Psychology: Themes and Variations, Fourth Editon. Boston: Brooks/Cole Publishing Co., 1998

Internet Essay -- essays papers

Internet Speech to Motivate a. Speech title (Tip - Should have a literary quality): â€Å" The Lungs of the Earth† b. Topic (Tip - narrow and adapt to audience, see ch. 5 in text): The Amazon Forest c. Purpose Statements (See sample W.O.R.M.S. and ch. 5 in text): 1. General Purpose: To persuade my audience. 2. Specific Purpose: To persuade my audience to do one of these things to help preserve the Amazon Forest: write a letter, recycling, form and support a organization, or/and give financial support to preserve the Amazon Forest. 3. Central Idea (thesis): â€Å"The Amazon Forest is of Global Importance† d. Audience Analysis/Adaptations (Tip - see Chapter 4 in text; refer to student samples, answer all questions in complete sentences): 1. As you think of strategies to try to persuade this audience, what demographic variables in this class are you making a conscious effort to address? Explain. In preparing my speech, I have considered that 75% of them are between 19-23 and that they will suffer the consequences in a recent future if the amazon forest is destroyed I have also considered that nearly all my audience lives far from the amazon forest and that they maybe disinterested because they may think that the consequences of the destruction of the Amazon Forest won't affect them. Therefore I will address carefully that the consequences of the destruction of the amazon forest affects the entire world. Therefore I will address carefully this topic. 2. What does the audience already know about your topic that helps you form the appeals you will make? What new knowledge should this audience have by the end of your speech that you feel will help motivate them to do what you ask? (Tip - Answer all questi... ... However, still 65% of the Amazon forest is preserved. Therefore, not only one of us, but each one of us can still do something to help preserve what remain of the biggest biodiversity of the world, the Amazon Forest.† Bibliography (Tip - follow rules in Handbook: "Bibliography Tips," p. 27-28; three (3) credible sources minimum; attach sources): Bode, Thilo.â€Å"Greenpeace Launches Global Campaign to Save Amazon†. The Planet Ark Page. 02 of Jun. of 1999. * http://www.planetark.org/dailynewsstory*. Faeth, P. â€Å"Briefing on Solutions for the Amazon†. The Greenpeace Homepage.15 of Septemper of 1998. * http://www.greenpeace.org/~forests/brazil/amabrief1.html* Miller, K. and L. Tangley. 1991. Trees of Life: Saving Tropical forests and Their Biological Wealth. Beacon Press, Boston. Sizer,N.1996. The future of Rain Forests: A Global Issue.WRI, Washigton ,D.C.

History 1302

The mind set of Americans during the decade prior to the Spanish American war, the influence of the Americans during the war. Expansionism and imperialism and the causes of the war and what did the Americans gain and lose. The Americans had a long history of imperialism from the expulsion of the native Americans, the Mexican American war, the Spanish American war, the control of cuba and the Philippine, the annexation of Hawaii and Samoa and also the occupation of much of latin America between 1890 and 1930.Their tendencies were outgrowth of ethnocentrism which was the belief in manifest destiny. Expansionism was the control of another country’s market or political system through the use of trase and diplomacy and imperialism was the control of another country’s market or political system through the use or threat of use of force. The causes of the American Spanish war, united states had little interest in economic cuba and the south had yet to regain its stature.The Cu ban rebels began to attack Americans owned properties, McKinley sent the battleship maine to Havana to protect the American interests, the battleship blew up due to coal dust or the magazine too close to the boiler room, Theodore Roosevelt also wanted war, he dispatched dewey to the Philippines with out the knowledge of the secretary of navy or the president of united states. America was in the mood for war to demonstrate its strength, and what better nation to go to war with, manifest destiny, racism and imperialism were also cause to the war.The United States gained almost all of Spain's colonies, including the Philippines, Guam, and Puerto Rico. Cuba was granted independence, but the United States imposed various restrictions on the new government, including prohibiting alliances with other countries, and reserved for itself the right of intervention. Cuba remained technically independent but was required to submit its foreign policy to American approval. By gaining these territo ries it helped America gain some more resources.3.The conditions and causes of the progressive era, how it affected people, where did the reforms begin and why, who were the three of the most famous national leader. The causes were the deplorable state of america’s cities including the boss system with it’s corruption, graft and the resulting high taxes which fell on the middle class. Uncontrolled monopolies which ran roughshod over small business and the interest of the people. The corrupt relationship between big business and state and federal government’s elected officials. Lack of any control of the negative impacts on the public of the rampant abuse of the public trust by big business. And then the abuse of children and women in the work places.5. General reasons for the war in Europe and specific causes and the reasons for the U. S entry into the war. The general causes of the great war, imperialism each major European nation had its colonies in Africa and asia and each saw its colonies as a measure of its own national prowess and also colonies meant sources of raw materials and markets for finished goods for each country. Nationalism was such an ingrained part of the culture and different nationalities in Europe that it is had to separate it from what it means to be british, French, german, or Russia.Its also played apivot role for the Serbians who assassinated the arch duke of Austria hungary, played a role second to pride and marital fealty which bought the arch duke to Sarajevo on that fateful day and also bought America into war. Militarism could not separate from a country’s nationalism in 1914, it was the struggle for the military to make sure that their country would not loose territory if attacked that led to the war that could have been prevented, it also helped the deformed Kaiser Wilhelm to compensate for his short stature.Disintegration of the ottoman empire, vacuum caused by the dissolution of the ottoman empire caused the other nations to lust for those territories and it also liberated yearnings of nationhood and ethnic pride and revenge. Secret and entangling alliances were developed in order to maintain an equilibrium while other nations were trying to upset that equilibrium and gain a power advantage over their rivals were a material cause for the war.War was viewed as an extension of diplomacy and relatively risk free way to gain territory and advantage over a rival, the memory of the diplomats was short, it did not take into account the suffering caused by the Napoleonic wars. Continuing rivalry between france and germany following the franco-russian war. The lack of meaningful communication and understanding internally between the military and diplomatic wings of the various European countries.The U.S entry into the war, Wilson called on his fellow citizens in 1914 to remain which was impossible for a nation of immigrants from all of the countries in the war. Economic realities also made imposible the task of dealing with the belligerents on equal terms, the british put a blockade on german and the germans were using the new submarine warfare to challenge british domination on the atlantic. Wilson demanded that german promise not to repeat such outrage and the germans agreed to his demands. He also demanded that german abandon its unlawful tactics and the german government.