John Hancock Essay -- essays research papers

In all of American history, there are numerous men who stick out and underscore the history ofour nation. This man, John Hancock, is one of those phenomenal men that stand out.John’s life started on January 16, 1736 in Braintree, Massachuchetts.John was the center offspring of three. He was the child of (Rev.) John Hancock, conceived on June 1, 1702 in Lexington, Massachuchetts and child of Mary Hawke, conceived on October 13, 1711 in Hingham, Massachuchetts. Mary was once hitched before she hitched John Hancock Sr. Her past marriage finished in her previous husband’s death.(Rev.) John Hancock was popular with his ward, was paid well, and was given an entirely agreeable home. Consequently of their liberality, he was a "faithful shepard." He oversaw the ethics and strict prosperity of all individuals from the ward. Since the time John’s (Jr.) birth, he was seen to go to Harvard. At six years old, his folks sent him to a neighborhood lady school. Later he was sent to another school, in which he may have met John Adams, with whom he struck up an easygoing colleague. Like the various kids around, he took in the rudiments of perusing, composing, and figuring.All things appeared to work out in a good way, until the spring of 1774. His dad caught a disease, that later would be the reason for his passing. His misery developed more in light of the explanation that they would need to move. Mary’s guardians were both dead and a troublesome choice would need to be made by Mary. Her uneasiness to settle on that choice was reduced by the greeting from the minister and his better half, to live with them in Lexington. After a year, John was sent away to live with his uncle Thomas and auntie Lydia, and to go to Boston Latin School. It isn’t sure on the off chance that he moved there to live with his uncle or to go to that school. What is past question, however, is that this move changed drastically John Hancock’s life and adjusted the historical backdrop of America, also. The August after John showed up, his uncle and him went down to the school what's more, applied. John was acknowledged very quickly, in the wake of perusing a few refrains from the book of scriptures. His age however caused a slight issue. He was just about nine years old and all the primary graders were right around seven. The ace of the school, John Lovell, found a decent arrangement. Since John was amazingly prepared in Lexington, Lowell moved him up to third grade. John was neither ... ... the soldiers stayed, more gore would happen what's more, his soldiers would be at serious risk. Another demonstration was passed and this was the Tea Act. The British idea this was a generally excellent thought, yet it was a twofold threat10to him. It stressed him that the British were utilizing this as an opening to secure other exchange. To him, the more significant thing was the political ramifications. Americans were being solicited to financethe demolition from their own privileges. That game changing night, wherein the tossing of the tea happened, was one that will consistently be recalled. Prior to the emptying of the tea, a gathering was held, in which they chose to do, what they did. John Hancock was capable state, in a time of request, "Let each man make the right decision in his own eyes."11 Shortly a while later, Samuel Adams gave the sign for the men to go on the boat, in the wake of pronouncing " this gathering can do nothingmore to spare the country."John Hancock would proceed to be the main endorser of the Declaration Of Independence. John was an exceptionally keen, captivating man. He was popular and known by all.John Hancock, in my eyes, is a genuine nationalist. He will consistently been known to Americans, in somehow.

South Korea Affected by Globalization Essay Example | Topics and Well Written Essays - 1750 words

South Korea Affected by Globalization - Essay Example Aside from these worries there are additionally worries over causing of far reaching enduring, issue and agitation. Globalization can be commented as a medium which turns into the fundamental hotspot for worldwide developments of social equity and furthermore a wellspring of suppression. By administering these materials we can take a look at the highlights of globalization, regarding how the procedure drives, how legislative issues can be changed and how it changes or influences establishments like the UN. Globalization has improved the destitution in countless creating nations yet at the same time it needs to tie to help the general public's poor network. Predominantly we can say that as globalization covers all the cons and aces of the human culture, and for all intents and purposes each angle we have to dissect and think, about the inquiries, for example, standardizing political hypothesis. (Globalization, 1, n.d) As of late it very well may be said that the economy of South Korea is probably the most grounded economy of the world. It tends to be positioned as the thirteenth biggest economy of the world since it is exceptionally evolved trillion dollar economy. Among the economies of Asia the economy of South Korea can be named as the fourth biggest economy. ... South Korea went in to an exceptionally created nation just in 50 years and it isn't not exactly a wonder. World Bank has named the economy of South Korea as the High salary economy and IMF has named it as cutting edge economy. The economy of South Korea is known as the Asian Tiger in the economy of Asian nations due to its quickly developing status. The capital of South Korea is Seoul and it is viewed as a major worldwide city and furthermore the significant universal monetary focus in Asia. As a result of high pay and great money related and affordable status the expectation for everyday comforts and way of life of South Koreans is very high and they appreciate the opportunity of monetary uses. The South Korea has grown so much quickly in view of the quickly expanding procedure of industrialization in the South Korea which has set the nation among the top exporters and the greater part of the fare procedure is performed with China. The fundamental ventures of South Korea incorporat e synthetic compounds, steel, material, footwear, food handling, hardware and vehicles. The joblessness rate has likewise been recorded as low as 3.2% in the year 2007. The degree of training of the nation is additionally particularly improved and serious. The logical proficiency of South Korea is on the top and the scientific education is positioned as second most elevated. As indicated by the market analysts the data innovation industry of the South Korea has likewise among the three top IT enterprises. Consequently this above examination shows that the economy of South Korea has outfitted itself from the year 1960s till 2007. The GDP rate that was recorded in the year 2007 was GDP (Nominal) $981.9 Billion and GDP (PPP) $1.312trillion. In spite of the fact that the economy has confronted an extremely huge ascent yet the budgetary

16 for the 16s

16 for the 16’s 16. Go to the Meet the Bloggers event! So you might be looking at the CPW schedule and thinking about the ridiculous number of awesome events, but dont worry! Were here to help. And you may be wondering who WE are, so we drew something for you! Without further ado: 16 Guidelines to Making the Most of your CPW N = Nat, K = Kirsten 1. Dont buy ANY food! N: One of the best parts of CPW is the massive amounts of delicious free food, but eating at events is so much more than that. Food events are a great place to meet new people and make event hopping friends. K: Also, if youre interested in the dining halls, nows a good time to check them out :) Especially since you guys will have a meal card! 2. Dont be afraid to randomly talk to other prefrosh. Everyone wants to meet new people just as much as you. K: MEET PEOPLE. Its awesome when people tell introduce me to friends that they met over CPW!! I wish I met more people over cpw :( N: Whenever I went to events it felt like EVERYONE already knew each other, but thats not the case. You tend to only notice the large groups, but the majority of attendees will be looking for friends, just like you! 3. Visit EVERY dorm. Dont let stereotypes youve heard stop you from checking out an event. N: Go to the events and form your own opinions. Theres a community for everyone! K: If youre thinking about going to MIT (which I know you all are going to go here), then you should really get to know the culture and community of the different dorms. 4. The best events are late at night. You have the rest of high school to sleep. K: Truth. Dont sleep! N: My favorite events were the firehose sessions which last well into the morning. Dont let a little drowsiness stop you from having fun. 5. If you are coming with your parents, make sure you do the events that YOU want to do. Youre the one wholl be spending four years here. N: I cant tell you how many parents were on dorm tours and at various events with clearly bored children. K: Do your own thing :D The best thing you can do is find out if you feel comfortable in the MIT community. 6. GO TO THE FRESHMAN LEARNING COMMUNITY EVENTS. N: This years a little different in that all of ESGs/Concourses/Terrascopes/Media Arts and Sciences recruitment has to occur during CPW. So drop by and let us convince you why FLCs are cool! K: Nat says I should say that FLCs are cool. 7. Go to the CPW Prefrosh Welcome! K: Because it might be the only time before graduation when a significant portion of the 2016s are in one place! 8. Dont be afraid to check out the Greek events. They may be really far away but theyre definitely worth it. N: Around 50% of men and 30% of women at MIT are affiliated. Throw out everything youve ever thought about Greek Life, nearly every pledge Ive met this year has said, I never thought Id be in a fraternity/sorority. K: You might think: Oh those Greek houses are too far to go visit over CPW. But lemme clarify some things.  Saferide is EXTREMELY easy to use and will take you to the houses safely (in case you werent sure by the name). Also, if youre curious about Greek life, its the best time to check out the different fraternities and sororities. 9. Talk to current MIT students! We love talking to prefrosh. K: Dont be afraid to talk to us!! We love talking about MIT and answering all of your questions. It makes us feel legit. N: We can give you whatever information you need! Directions, why you should choose MIT, and life guidance to name a few. 10. Dont plan out your whole CPW, go where the flow takes you. N: I made a detailed list of every event I was going to go to on the plane ride to CPW, then threw it out after my second or third event. K: Definitely find events that you want to go to, but dont feel like you need to be on a strict schedule :) 11. For those of you curious about Interphase, attend the info session! N: This is one of the choices youll have to make pretty soon, and itll be filled with pertinent information! K: Nats going to be a TA for this. More of a reason to learn about Interphase! 12.  Go to the activity and athletics fair. Explore the different activities, try something new, obtain free things, meet more prefrosh, obtain free things, eat liquid nitrogen ice cream, oh and did we say free things everywhere? K: FREEEEEEE N: You shouldve stopped after free things, thats really all you need to know. 13.Try new things by going to an event you scanned over whilst looking at the schedule. K: YOPO. Youre only a prefrosh once. 13.A  Get liquid nitrogen ice cream at some point. K: Frozen deliciousness. N: And its right after the activities/athletics fair, MORE FREE STUFF. 13.B.Dye your hair! N: Okay, this might not be for everyone but if youre in the business of dying your hair a neon color, CPWs the place to do it. K: DO IT. (Although it may be pertinent to remember that graduation/prom may be coming soon.) 14. Go to a Firehose session! Or 2, or 5. K: A taste of life at MIT :P N: And they cover some really cool topics. 15. LOOK AT THE POSTERS ON THE WALLS OF EVERY CORRIDOR. N: I didnt realize until the last day that most of the posters were for the prefrosh. Dont miss a cool sounding event just because you didnt take a moment to check the posters! K: Apparently, there were lots of posters for events down infinite for the events. I wasnt even aware of this!!!! D: 16. Go to the Meet the Bloggers event! K: Because youre awesome. Were awesome. Awesome people should meet each other for the sake of awesomeness. If thats not enough ROOT BEER FLOATS! N: Two words. Chris Peterson. If you follow these 16 simple guidelines, thisll be you, Before CPW! amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br /amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt; During CPW After CPW

Mano and Other Words That Break Spanishs Gender Rule

Spanish nouns that end with -o are masculine, and ones that end with -a are feminine, right? Well, almost always. But there are exceptions to the  gender  rule, of which the two best-known are mano, the word for hand, which is feminine; and dà ­a, the word for day, which is masculine. So you can talk about la mano and las manos  and well as el dà ­a and los dà ­as. Key Takeaways Most Spanish nouns ending in -o are masculine, and most ending in -a are feminine, but there are exceptions.Some of the exceptions occur because of how the words were treated in other languages, such as Latin and Greek.Many nouns that refer to jobs or roles of people can be either masculine or feminine depending on the person they refer to. 6 Ways in Which the Rule Is Broken Exceptions fall into six  categories: Words that are shortened versions of other words. For example, la foto (photograph) is feminine because its short for la fotografà ­a.Words that end in -ista as the equivalent of the English -ist. For example, dentista can be either masculine or feminine depending on whether the dentist referred to is a man or woman. A few words with other endings are treated the same way. For example, modelo can be either masculine or feminine when referring to a human model, but masculine in other uses (such as when referring to a model airplane).Words whose meanings vary depending on the gender. For example, in some areas, la radio means radio, while el radio means radius or radium. Sometimes la radio is used to refer to the communications medium and el radio for a radio set.Some masculine words that come from Greek and end in -a (often -ma). Most of these words have English cognates.A few compound nouns, which are traditionally  masculine, even when the noun portion comes from a feminine noun. Words that are just exceptions, such as mano and dà ­a. Usually these exceptions come from the way the words were treated in Latin. Here is a list of the most common exceptions to the masculine o, feminine a rule: el aroma — aromael Canadà ¡ — Canadael clima — climateel cà ³lera — cholera (but la cà ³lera, anger)el cometa — comet (but la cometa, kite)el cura — male priest (but la cura, cure)el dà ­a — dayel diagrama — diagramel dilema — dilemmael diploma — diplomala disco — disco (short for la discoteca)el drama — dramael enigma — enigmael esquema — outline, diagramla foto — photo (short for la fotografà ­a)el guardia — policeman or male guard (but la guardia, vigilance, policewoman or female guard)el guardabrisa — windshieldel guardarropa — clothing closetel guà ­a — male guide (but la guà ­a, guidebook or female guide)el idioma — languageel idiota — male idiot (but la idiota, female idiot)el indà ­gena — indigenous male (but la indà ­gena, indigenous female)la mano — handel maà ±ana — near future (but la maà ±ana, t omorrow or morning)el mapa — mapla modelo — female model (but el modelo, male model)el morfema — morphemela moto — motorcycle (short for la motocicleta)la nao — shipel panorama — panorama, outlookel papa — pope (but la papa, potato)el planeta — planetel plasma — plasmael poema — poemel policà ­a — policeman (but la policà ­a, police force or policewoman)el problema — problemel programa — programel quechua — Quechua languagela radio — radio (short for la radiodifusià ³n; but el radio, radius or radium; usage of the feminine form depends on the region)la reo — female criminal (but el reo, male criminal)el reuma, el reà ºma — rheumatismel sà ­ntoma — symptom, signel sistema — systemel sofà ¡ — sofala soprano — female soprano (but el soprano, male soprano)el tanga — G-stringel telegrama — telegramel tema — theme, su bjectel teorema — theoremel tequila — tequila (short for el licor de Tequila)la testigo — female witness (but el testigo, male witness)el tranvà ­a — streetcar Gender for Names of Occupations and Other Roles Most words that refer to peoples jobs or roles, many ending in -ista or -eta, that can be either masculine or feminine are not listed above. Most have English cognates. Among the abundance of words that fit that category are el/la atleta (athlete), el/la artista (artist), el/la astronauta (astronaut), el/la dentista (dentist), el/la comentarista (commentator), el/la izquierdista (leftist or left-winger), el/la oficinista (office worker), el/la poeta (poet), el/la profeta (prophet), and el/la turista (tourist). Feminine NounsThat Use El Also not included in the list are combinations such as el agua (water) — feminine words that begin with a stressed a- or ha- and are preceded by el in the singular form only. Others are el à ¡guila (eagle), el ama (woman of the house), and el alma (soul). But note that the normal rules are followed in the plural form: las aguas, las à ¡guilas, las amas and las almas. With these words, el doesnt indicate gender but is used instead for ease of pronunciation. It is similar to the way in which Englist substitutes an for a in front of some nouns, as the rule applies to the opening sound of the word, not how its spelled.

Personal Views On Anthropology And Ethnography - 1445 Words

Sara Crawford Anthropology 305 Assignment 4 5 March 2016 This paper will address my personal views on anthropology and ethnography. I identify as a feminist anthropologist because I identify as a woman, and have a great interest in power differentials throughout society. I grew up in a conservative christian middle class home that taught and practiced tolerance and acceptance giving me a well-rounded, if clouded, view of the world. However, I had very little experience with other groups or peoples until I got older and began to travel. I love travelling, and, as I have visited numerous states, Canada, Mexico, the Bahamas, and Europe, my understanding has grown immensely. My love for history and culture has only expanded and it grew easier to see things without the moral outline I had when I was younger to compare against. Post-modernism, a cultural phenomenon occurring before my birth, set in motion a series of adjustments in cultural anthropology and in general society (Clifford Marcus 1986). It shaped my outlook, but more influential forces included the movement of feminism and feminist anthropology (Mascia-Lees et al. 1989). As I identify as a woman, my experiences belong to a similar realm as those discussed by feminist anthropologists (Mascia-Lees, et al. 1989; See Abu-Lughod 1985; Shaw 1985). Despite advances in societal equality, woman, and therefore I, still belong to a weaker power group that struggle with access to power and money (See Graeber 1996). However, IShow MoreRelated Anthropology1316 Words   |  6 PagesAnthropology Anthropology what a vulnerable observer you are! You may well have to jump into the arms of the scientists if you are going to try to keep your grass hut at the academy! -- Ruth Behar Debates on the role the reflexive plague the field of cultural anthropology as postmodern critics join the bandwagon attempting to claim authority in this dubiously recognized discipline. In the borderline realm between the sciences and humanities, cultural anthropology has tried to find a nicheRead MoreGlt1 Task 4 Essay946 Words   |  4 PagesResearch Methods in Sociology and Anthropology By Western Governors University Abstract Sociology and Anthropology rely upon investigational and research techniques. While some of these may be similar they also differ. Each discipline has its own philosophical justification for their method but any and all approaches to study the society’s culture require some degree of fieldwork. Read MoreA Culture As An Integrated Whole?1346 Words   |  6 Pagesbehaviors transmitted through learning and observance (Kottak 2), is studied by numerous disciplines including: sociology, biology, psychology, history, medicine, anthropology, etc. However, what sets Anthropology apart from these distinct and often narrow views of human culture is the fact that Anthropology seeks to combine these separate views into a single framework when studying culture. This holistic approach is extremely beneficial when applied because there are several external factors that affectRead MoreThroughout This Cultural Anthropology Class, One Consistent1451 Words   |  6 PagesThroughout this Cultural Anthropology class, one consistent theme was the concept of the state. This is essential because the state is one of the core societal structures that influences people. In the context of anthropology, the state is studied as an institution because it holds a substantial amount of power over its citizens. Additionally, the role of the state is perceived in different ways depending on the culture. In this article, entitled â€Å"Ambiguous States: Confucius Institutes and ChineseRead MoreEthnographic Writing and Relationships with Research Subjects1385 Words   |  6 Pagesdo so in different ways. Sterk focuses much of her ethnography on the relationships formed, and the information and trust gained as a result; Bourgois, however, spends only a small fra ction of his ethnography on his relationships. Both illustrate information about their perspective-studied cultures, the difficulties faced in gathering their fieldwork, but they differ in the amount of information they chose to include in their actual ethnographies. Over a ten-year span Sterk, immerses herself inRead MoreEssay Malinowskis Participant-Observation in Modern Anthropology2209 Words   |  9 Pagesthree primary objectives for the fieldworker. First, to record the feel and flow of daily life as a member of the community; second, to create a framework of community organization based on a scientific perspective; and third, to collect detailed personal information particular to the community of study (Malinowski, 1922). These goals and methodologies remain principal to the design and analysis of modern anthropological research. However, they also raise a number of questions about the practicalRead MoreMarni Finkelstein in With No Direction Home1607 Words   |  7 Pages The ethnography With No Direction Home: Homeless Youth on the Road and in the Streets by Marni Finkelstein, describes the life of street youth in New York City. The ethnography attempts to debunk myths that prior studies have formed of these street youths. The author , Marni Finkelstein is an Anthropologist renowned for her work on urban populations at risk. She graduated from the New School of Social Research in New York City with her PhD in Anthropology. Finkelstein has also conducted studies onRead More Culture and Race Essay1253 Words   |  6 Pagesconclusion, a definition of culture in their view that is a contradiction in terms. Boas sates that, â€Å" culture was expressed through the medium of language but was not reducible to it; more importantly, it was not race. Culture became everything race was not, and race was seen to be what culture was not; given, unchangeable biology,† (Visweswaran, p. 72). Not only focusing on culture, but anthropology has a substantial connection as well. Anthropology is the field in which the study of culturalRead MoreMad Dogs Englishmen And The Errant Anthropologist Summary807 Words   |  4 Pagesand the Errant Anthropologist, Raybeck’s approach to ethnography has been very similar to what is described in chapter 5 of Essentials of Cultural Anthropology. The postmodernism theory is that it emphasizes the non-material knowledge. Materialism emphasizes on the material system of behavior. Most Anthropologist are somewhere in the middle of these two or lean one way a little bit more because these are such extreme theory’s. Raybeck seems to view his research from the postmodernism theory more thanRead MoreCritical Annotation of Watson Reading and Commentary Reading1765 Words   |  7 PagesCritical Annotation of Watson Reading and Commentary Reading 5 Question One Assignment 2 Reading Watson, C.W. (Ed.). (1999).A diminishment: A death in the field (Kerinci, Indonesia). In Being there: Fieldwork in anthropology (pp. 141-163). London: Pluto Press. In his reading, A Diminishment: A Death in the Field (1999), Watson analysed two critical issues that have preoccupied anthropologists for nearly four decades. These issues include the extent to which personality of the anthropologist

Susan B. Anthony Speech Free Essays

Effective Speech Susan B. Anthony Speech 1873 Susan B. Anthony was born on February 15, 1820 and she was one of the many women in the nineteenth century to fight for women’s rights. We will write a custom essay sample on Susan B. Anthony Speech or any similar topic only for you Order Now She would travel all over the nation and create petitions for the right for women to vote and also slavery. She was an abolitionist, an educational reformer, a labor activist, and of course a women’s right campaigner. As brave as she was, she voted illegally in the presidential election of 1872 in Rochester, New York and arrested. They had fined her 100 dollars but did not imprison her, which she refused to pay. The next year, Susan presented a speech explaining and demanding that women had the right vote just as much as men did. She states, â€Å"It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. (1873)†. She pointed out that the constitution itself stated that people as a whole would help and contribute to justice and establishment in the United States. Most importantly, Susan Anthony’s speech in 1873 was effective in every way. Although, it took as long as 14 years after her speech for women to have the lawful right to vote and exactly one hundred years after her birth, she campaigned and petitioned all over the nation and was part of several organizations against slavery, women’s suffrage and the labor movement. She fought and petitioned for the thirteenth amendment which was to outlaw slavery. She was threatened by many people and humiliated but nothing stopped Susan from continuing to fight for everyone’s rights. I define effective as being helpful and successful, in Susan’s case, it wasn’t successful right away, but her intelligence throughout all the years after her arrest, made her stronger and that’s what made her goal become a success, she never gave up. The speech took place in 1872 in Rochester, New York after she voted for the presidential election. It was after the judge had fined her with $100 to pay for unlawfully voting for a candidate. The court room was filled with politics, former presidents, women and men that supported her words. She stood alone at the Canandaigua Courthouse and gave her speech before her sentencing. She stood handcuffed but nothing stopped Susan B. Anthony from expressing her feelings towards the authorities that were trying to keep her from voting. Susan opened her speech by addressing it to each and every single person in the room. She did not mention only men or only women but stated, â€Å"Friends and fellow citizens†. Her main ideas that she was mainly focused on getting across were the constitution itself explained how we the people were to help establish a better and equal America. She did not understand why the constitution contradicted itself because later, women were still not allowed to vote. She also explained, if the government wouldn’t allow women to vote, they were degrading us. â€Å"For any state to make sex a qualification that must ever result in the disfranchisement of one entire half of the people, is to pass a bill of attainder, or, an ex post facto law, and is therefore a violation of the supreme law of the land. By it the blessings of liberty are forever withheld from women and their female posterity† (Susan B. Anthony 1873). In this quote she strongly expresses her feelings and beliefs, if the government were to ever pass that law, liberty and equality were to be taken from women forever. Women all over the nation supported her and felt the same exact way. She used effective language and everyone understood where she was coming from. Susan was very motivating and persuading, not only in her speech but many of the other speeches she had presented in the past in court rooms, events in town during the woman’s suffrage movement. She created petitions all over the nation to get people to support her so she would have many reasons and supporters when the time would come. The speech wasn’t so conversational but more of a last words speech before she was sentenced. She had many goals she wanted to achieve but her main concern was to be able to have the same rights as men had. Men at the time had the right to vote, and were eligible to run as a candidate in a presidential election. They treated women as animals that were not capable of managing anything and had no say in who would be the best choice for America. Many people were emotionally affected by Susan’s speech because she wasn’t only fighting for herself but for other women and also slaves. She did not only think about herself but others too. People realized that she casted this vote for women and slaves so that the government would know that Susan was no longer taking any disrespect from her fellow citizens. I’m not sure if she was well prepared because when she had given her speech she was in court. She probably felt a lot of pressure because this speech determined if they would really listen to her or sentence her to a long time in jail or bombard her with fines from he government. The text from the speech is well said and well thought out, every word came out one hundred percent strong and she spoke with powerful words. If you pay attention on how she stands up for women and the slaves at the time, she was very serious and completely heartbroken because of the decisions and laws that the government had created at the time. â€Å"To them this government is not a democracy. It is not a republic. It is an odious aristocracy; a hateful oligarchy of sex; the most hateful aristocracy ever established on the face of the globe; an oligarchy of wealth, where the rich govern the poor. An oligarchy of learning, where the educated govern the ignorant, or even an oligarchy of race, where the Saxon rules the African, might be endured; but this oligarchy of sex, which makes father, brothers, husband, sons, the oligarchs over the mother and sisters, the wife and daughters, of every household – which ordains all men sovereigns, all women subjects, carries dissension, discord, and rebellion into every home of the nation†(Susan B . Anthony 1873 Speech) Susan believed that the government ad only focused on the negativity. Instead of them trying to educate the â€Å"ignorant†, why wouldn’t they try to educate â€Å"just people† in general? Not everyone had the same opportunities as other so why not give them the opportunity to learn and share that knowledge. She also didn’t understand why the head of household was always addressed as the father, or if the father died the son would take his place for example in a royal chain, if the king dies, the son automatically became king. The rich were always the superior because they had the money. I support Susan B. Anthony completely because even though, it took many years for the law to become effective, she did everything possible to help out women and slaves. She risked her life in some situations, was arrested for illegally voting knowing she couldn’t vote but did anyways for the sake of women. She has motivated me to want to be superior in a large company one day. The CEO of many companies are always men and very few women. Society has painted a picture out for us that make us think automatically that the CEO of a popular firm or chain is man instead of a woman. Also, America back in 2008 had the chance to vote a woman for president, Hilary Clinton, but we did not because we felt as if she wasn’t capable of running a country all on her own and America wasn’t ready for a woman president. Others believed that if she were to have won the election, Bill Clinton would’ve helped her run this country which is a very negative comment to say. There is nothing I would have changed about her speech but what I would have changed was the timing of the law becoming effective. Susan was an extraordinary woman who had courage, determination, and motivated many other women after that to continue her footsteps. How to cite Susan B. Anthony Speech, Papers

Multicultural Pedagogy in Higher Education free essay sample

Running Head: MULTICULTURAL PEDAGOGY Multicultural Pedagogy in Higher Education Multicultural Pedagogy in Higher Education There is a difference between teaching a course in which multiculturalism is the focus and incorporating an underlying multicultural, inclusive perspective into the classroom environment. Given that â€Å"there is no universal construction of a multiculturalism course that is perfect for achieving all goals for all students† (Henry, 2003, p. 6), finding a way to build a multicultural foundation for courses across the disciplines may be a better aim for faculty in higher education institutions. Multiculturalism is a concept that cannot be ignored in today’s society. It is real, it is related to the globalization of higher education, and it is going to do nothing but grow in abundance in the future of higher education settings in the United States. Therefore, â€Å"it is critical that colleges and universities play a leading role in preparing its con stituents to function effectively in a more pluralistic society† (Benns-Suter, 1993, p. We will write a custom essay sample on Multicultural Pedagogy in Higher Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ). In university and college efforts to prepare students for success in a multicultural world, instructors need to recognize that they can play a lead role by exposing students to multicultural awareness in their classrooms. The purpose of this paper is to discuss the importance of multiculturalism in the classroom and then, based on past research and literature, provide a guide on how to put these ideas into practice. It is meant to serve as a starting point for teachers who seek guidance in multicultural pedagogy. The specific areas covered in this paper include faculty responsibilities, environmental factors, and classroom techniques that will lead to a more multicultural experience for college students. Faculty Responsibilities Teachers hold a central responsibility for creating an environment that nurtures multiculturalism and embraces diversity. Before examining a possible means toward the development of multicultural pedagogy, this paper will describe the challenges that faculty must take on to prepare for this approach to teaching. By reflecting on their own identities and attitudes, taking the initiative to learn about their students and their students’ cultures, and using their knowledge to act as multiculturally-competent models, instructors can make a positive impact on students in the area of multiculturalism. Through self-analysis, self-critique, and self-awareness, one can reach a position of knowing his or her own identity and then begin to examine how it relates to that of others’ cultures. More specifically, educators should critically reflect on their understanding of multicultural education and their position among the diversity of the student community (McIntyre, 1997). Depending on the cultural background of the educator, there may be more or less work to do in regard to this self-critique. Individuals who are of majority status and may lack knowledge about their own racial and cultural identity are especially encouraged to engage in self-reflection. For example, McIntyre suggests the following: By white educators’ questioning and confronting their white identities and challenging the meaning of being â€Å"white† teachers, they can more effectively pursue teaching practices that significantly alter the way white students are educated about themselves and about multicultural education. (p. 653) In her study, McIntyre asked student teachers to examine internalized stereotypes that they held about students of color and found that the stereotypes that arose led to great concerns by these teachers. Among these were worries about whether they could effectively teach students of color, how they were perceived by students of color, and also regarding unequal expectations of performance from students of color. These are all strikingly harsh concerns but signify the starting point from which many teachers must begin in their self-critiquing process. By finding that some instructors viewed â€Å"inner city students of color as passive recipients of white teachers’ good will† (p. 664) or that they â€Å"didn’t expect them to do much because of where they came from† (p. 65), McIntyre was able to conclude that educational racism and institutional silence need to be addressed, and that teachers must become accountable for this type of pedagogy. Although this study was conducted among student teachers in primary and secondary education, these concerns can be applied across the board and into higher education as well. Therefore, the first step in incorporating m ulticulturalism into the classroom is recognizing the need for instructor-coaching to remedy the lack of knowledge surrounding multiculturalism and diversity. The next responsibility that educators eed to possess is becoming educated about their students. In a study conducted by Allen (2000), one participant stated that â€Å"it is important for teachers to be educated about their students and their backgrounds and to promote appreciation and respect for different cultures, races, and religions† (p. 9). Not only is this important in creating a comfortable environment for students, but it is necessary to have a grasp on where the students are coming from and what kinds of cross-cultural conflict could arise in the classroom. For instance, faculty members should be familiar with the campus and community climate. Also, to be able to create a multicultural base in one’s pedagogy, the instructor must be able to understand the dynamic between students’ different cultural groups while in the classroom (Pang, 1994). By doing this, the teacher can better set up an environment where students can be respected through acknowledgement of their background, and they will also be more apt to learn from each other. Also relative to multicultural pedagogy are the actions that instructors take to display their awareness and competency in multiculturalism. If the goal is to support confident, inclusive, ethical students, then educators must exert similar qualities. In fact, Pang (1994) goes so far as to say that â€Å"modeling is the most powerful strategy in teaching† (p. 89). Conveying a similar message, one of Allen’s (2000) participants states that instructors must not impose their own values on students, but must be models for how to live ethically in today’s society. One of the ways to model multicultural competency is by using inclusive language. An example of this is not separating cultures by saying â€Å"us† and â€Å"them† when discussing different ethnicities or different cultural groups (Nagy, 2000). Multiculturally-oriented faculty should display inclusive and openness to helping all students. â€Å"College students who perceive their professors to be highly supportive of questioning are more likely to be motivated internally and to use strategies typical of self-directed learners† (Locke Kiselica, 1999, p. 82). Encouraging and supporting questions in the classroom are essential qualities for faculty members to have if they are striving to create a safe environment in which students can learn. Also note that feedback addressing student progress is crucial for self-esteem (Locke Kiselica). Feedback can be critical in aiding students’ multicultural development. As instructors become more self-aware and knowledgeable of their responsibilities in creating a multicultural atmosphere in the classroom, they will naturally integrate these skills into the creation of the classroom environment. Environmental Factors To build on what was addressed in the previous section, the classroom environment can be a very encouraging place for multicultural learning if the climate is established in a way that is effective for all students. Or, it can be a discouraging environment for students if they do not feel represented through course material, presentations, and class discussions. Consider the following quote by Adrienne Rich (an influential American poet): When those who have the power to name and to socially construct reality choose not to see you or to hear you, whether you are dark-skinned, old, disabled, female or speak with a different accent of dialect than theirs, when someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked in a mirror and saw nothing. Maher Tetreault, 2001, p. 201) Relative to this powerful quote, Nagy (2000) states that â€Å"in classrooms we, as higher education teachers, create a certain culture which may form our students’ concept of reality† (p. 3). Taking this into consideration, educators must create an environment where important issues in human relations can be discussed openly and honestly (Benns-Suter, 1993). Making mistakes should not be feared in the classroom, because â€Å"wrong answers† are legitimate (Locke Kiselica, 1999) and â€Å"mistakes are the fertilizer of success† (Pang, 1994, p. 0). As the common cliche states, people are more likely to learn from their mistakes than from their successes. Another factor that plays a role in creating a multicultural environment is the concept of community. In the classroom, students should know and feel comfortable with each other and their teacher. Also, it is very important for instructors to not assume that minority students are experts on multiculturalism (Locke Kiselica, 1999); minorities should not be given the role of representing their entire race (Nagy, 2000). Students should have the opportunity of learning in an environment where they see their own and other cultures present in the classroom. Aleman and Saltever (2004) address the implications of promoting diversity to campus populations, while not forgetting the goal of diversity-based pedagogy. They discuss the common perspective of faculty that â€Å"it is necessary to have students of color in the classroom, because these students are able to present the unique perspectives of experiential difference† (p. 1). The downfall of this, however, is that â€Å"Because the diversity initiatives are understood in this way, the pedagogical value of multiculturalism is ignored, and faculty express great skepticism about the effectiveness and worth of these initiatives† (p. 53). When it comes to contributing to the creation of a multicultural classroom environment, both diversity of students (and faculty) and diversity of curriculum should be held at great value. Also, there should be an interesting, lively classroom climate (Pang, 1994), which leads to the next multicultural education matter: some techniques that instructors can use to integrate multiculturalism into the classroom. Classroom Techniques â€Å"Creative teaching strategies can help the process become less threatening and more productive than traditional lecture approaches† (Locke Kiselica, 1999, p. 85). Making use of varying multicultural teaching techniques is beneficial for students of all learning styles. The following section will cover many options for integrating multicultural pedagogy into the classroom. They include: reflection and writing, reading, interactive, and the IQ test. Reflection is a key method to prompt growth and learning among students. Studies on multicultural education recognize the importance of reflection through journal-writing about lessons and their work (Rasmussen, Nichols, Ferguson, 2006), self-critique and self-analysis (McIntyre, 1997), soul-searching for racist aspects of one’s personality, exploring their beliefs about other people (Locke Kiselica, 1999), exploration of their own background (Nagy, 2000), and summary reports about the way they think and feel about themselves after an activity (Allen, 2000). Henry (2003) suggests engaging the class in writing reflections after an activity or discussion, and displaying all of the anonymous responses on the overhead to provoke more thought about how students’ perceptions may be very different depending on each of their individual backgrounds. The hope is that through some of these times of reflection, students will experience dissonance between their own attitudes and beliefs and those of others surrounding them. They are given the opportunity to add to their own concept of diversity and multiculturalism by making connections with individuals who are different from themselves (Allen). Specific reflective activities that can facilitated in the classroom include the â€Å"one-minute paper† (Locke Kiselica, 1999), free-writing in response to literature or a quote (Nagy, 2000), the â€Å"Thoughts Tape† (Henry, 2003), or sheer questioning about students’ personal worldviews (Pang, 1994). The one-minute paper is assigned for one minute at the end of a class period and is meant to give students a chance to write about their concerns based on that day’s class. Free-writing can be used to prompt students to react to a quote (e. g. —the Rich quote on p. -6), or to ask direct questions like â€Å"what do you know about your own culture? † followed by, â€Å"why do you think you need information about black culture? † (Pang, p. 89). The â€Å"Thoughts Tape† exercise is a method to help students get a clearer sense of their own ideas and to self-monitor their growth (Henry). In the beginning of the term students tape the mselves talking about their beliefs on multicultural issues, diversity, and racism and turn the recordings in to the instructor. They are ensured that no one, including the instructor, will listen to the tapes. In preparation for the final class period, the tapes are given back to the students and after listening to their original thoughts, they create a ten-minute presentation on the changes they have experienced or the new questions that have arisen for them since the beginning of the term. Henry claims this to â€Å"be one of the most powerful learning activities we have explored in class† (p. 26). These are all activities that can be altered in one way or another to become relevant to any course offered—even if it is not a course directly focused on multicultural issues. Another area of coursework to consider while attempting to create a multicultural environment in the classroom is reading. Approaching case studies from diverse viewpoints (Rasmussen et al. , 2006) is one method; selecting texts by â€Å"minority† authors can be used to explain and elucidate historical injustices (Hogan, 2006). Incorporating ethnic content and literature is a great way to uphold diverse voices in the classroom (Pang, 1994), and it can have a positive impact on students of all different ethnic backgrounds, high school and college students alike. For example, one instructor stated that â€Å"a young African-American 11th grade student recently told me how much she appreciated reading about African-American people in school† (Nagy, 2000). Updating curriculum by incorporating race, gender, and multicultural perspectives can be beneficial in defining the classroom as a multicultural learning environment (Benns-Suter, 1993). However, it is clear in the research that students need to be exposed to more avenues of multiculturalism than just through reading and alterations of textbook curriculum. Hogan states that â€Å"ethical content does not effectively acknowledge or address the ways in which racism is a viscerally real as well as discursively constructed system†¦ and thus it has not led to widespread social or curricular change† (p. 356). Beyond the content of the classroom exists the importance of contact in the classroom. The next section will outline suggestions of how to use multicultural pedagogy via interactive methods. The first point to make regarding classroom interaction is that students must be able to grasp the relevance of the material, the lessons, and the activities to their own lives. As Pang (1994) describes it, â€Å"wise teachers create lessons on issues that their students have chosen to investigate† (p. 92). For that reason, it can be helpful to open up the classroom to suggestions on what the students would like to explore during the course of the term. Using the concepts of highest interest, instructors can create interactive methods to get the students engaged in those areas. Debates (Allen, 2000; Rasmussen et al. , 2006), role-plays (Rasmussen et al. 2006; Benns-Suter, 1993; Nagy, 2000; Warren, 2006), group papers and projects, and case studies are all possible activities where students can learn by taking a multicultural approach. Case studies are particularly interesting in this respect because there is a greater comfort level for students to comment on behavior of others rather than on their own attitudes and behaviors (Nagy, 2000). Individual growth is an emphasis in higher education and can be related to reflection activities, but this growth must be balanced with the powerful communal aspects of college life. Making community-building a priority at the start of a course will affect how the students will interact throughout the term. Taking a pragmatic approach is one method to encourage interaction between students, and it can help to create the opportunity for students to see their interdependency (Henry, 2003). Instructors can address a multicultural or individual/social divide by asking students what they all have in common and how they need each other to be successful in college or university life. Locke and Kiselica (1999) show their accordance with this idea by stating that â€Å"The central educational issues today hinge on social relations, not on cognitive ones, and on relations among persons, not relations between persons and things† (p. 80). McIntyre (1997) suggests an activity that was successful for her. As an orientation activity and to get the students thinking about the importance of multiculturalism, she paired students and asked them to write down all the things that they had in common and also to write down all of their differences. Then they returned to the large group and had a discussion about how the activity went. This is a type of activity that can be used in any sort of classroom, and is especially important during the initial weeks of the term when students are just getting a feel for the learning environment of that particular course. Truly, through activities like this one, students are given the opportunity to set the tone for the rest of the term. Lastly, I will describe the IQ Test method of incorporating multicultural perspective into a classroom (Warren, 2006). This can be used to raise awareness of the importance of multiculturalism in any chosen discipline. Warren uses three simple learning activities with undergraduate psychology students at Texas AM University. One of the activities is the IQ Test—where the students complete a knowledge questionnaire that is written in Spanish. They receive one minute to complete the questionnaire, and are given the challenge of understanding what it means to struggle with language ability, to be part of the minority in United States culture. Warren states that â€Å"These activities are easy to implement (simple materials, easy to give to classes of varying sizes) and make obvious the fact that considering the construct of ulticulturalism in psychology and in intelligence testing is critical† (p. 108). Again, this is an activity that can be implemented in any course to simply and quickly get students thinking about the role that multiculturalism plays in higher education in the United States. Conclusion Multicultural pedagogy is not an easy art to learn, especially among faculty members who have never put much thought in putting it into practice. However, given the college student populations of today, multiculturalism is essential to consider in respect to diverse students, multicultural workforces, and multicultural relationships. By acknowledging diversity of people, ideas, and pedagogical methods in the classroom, instructors are simply doing their students a beneficial service for their futures. Once faculty take on responsibility for their own self-awareness and knowledge of multicultural teaching methods, then an environment can be created for student growth in this area. Then, by using multiculturally-inclusive language, activities, and curriculum, students will be given the opportunity to reflect on what it means to them to live in a multicultural world. Nagy (2000) states the following: I will continue to structure my classes so that the students and I can explore our own attitudes and learn about one another’s attitudes as a way of helping to create a reality of which we are all a part. Perhaps as my students begin or continue to teach in higher education, they will be inspired to do the same. (p. 7) With this as an example, faculty in higher education can begin to reshape their personal pedagogical perspectives in a multicultural way. One by one, classrooms have the potential to become more culturally-inclusive and to recognize the importance of multiculturalism in the colleges and around the world. As multicultural pedagogy becomes the norm, or the culture, both instructors and students will reap the benefits. If reflective of higher education, perhaps the rest of the world â€Å"will be inspired to do the same. † References Aleman, A. M. M. , Saltever, K. (2004). Multiculturalism and the American liberal arts college: Faculty perceptions of the role of pedagogy. Studies in Higher Education, 29, 39-58. Allen, J. D. (2000). Teaching about multicultural and diversity issues from an humanistic perspective. Albany, NY: The College of Saint Rose. (ERIC Document Reproduction Service No. ED443791) Benns-Suter, R. (1993). The utilization of simulations in multicultural education. Millersville University, PA. (ERIC Document Reproduction Service No. ED364613) Henry, S. E. (2003). Facing moral problems in teaching multiculturalism: Using pragmatism as a problem-solving tool. Lewisburg, PA: Bucknell University. (ERIC Document Reproduction Service No. ED478108) Hogan, M. I. (2006). Making contact: Teaching, bodies, and the ethics of multiculturalism. Review of Education, Pedagogy, and Cultural Studies, 28, 355-366. Locke, D. C. , Kiselica, M. S. (1999). Pedagogy of possibilities: Teaching about racism in multicultural counseling courses. Journal of Counseling and Development, 77, 80-86. Maher, F. A. , Tetreault, M. K. T. (2001). The feminist classroom: Dynamics of gender, race, and privilege. Lanham, MD: Rowman Littlefield. McIntyre, A. (1997). Constructing an image of a white teacher. Teachers College Record, 98, 653-681. Nagy, N. (2000). Fostering the exchange of ideas about diversity in the higher education classroom. Scranton, PA: Marywood University. (ERIC Document Reproduction Service No. ED470706) Pang, V. O. (1994). Why do we need this class? Phi Delta Kappan, 76, 89-92. Rasmussen, K. L. , Nichols, J. C. , Ferguson, F. (2006). It’s a new world: Multiculturalism in a virtual environment. Distance Education, 27, 265-278. Warren, C. S. (2006). Incorporating multiculturalism into undergraduate psychology courses: Three simple active learning activities. Teaching of Psychology, 33, 105-109.

Battle of the Atlantic in World War II

Battle of the Atlantic in World War II The Battle of the Atlantic was fought between September 1939 and May 1945 throughout the entirety of  World War II. Commanding Officers Allies Admiral Sir Percy Noble, RNAdmiral Sir Max Horton, RNAdmiral Royal E. Ingersoll, USN Germany Grand Admiral Erich RaederGrand Admiral Karl Doenitz Background With the British and French entrance into World War II on September 3, 1939, the German Kriegsmarine moved to implement strategies similar to those used in World War I. Unable to challenge the Royal Navy in regard to capital ships, the Kriegsmarine began a campaign against Allied shipping with the goal of cutting off Britain from the supplies needed to wage war. Overseen by Grand Admiral Erich Raeder, German naval forces sought to employ a mix of surface raiders and U-boats. Though he favored the surface fleet, which would come to include the battleships Bismarck and Tirpitz, Raeder was challenged by his U-boat chief, then-Commodore Karl Doenitz, regarding the use of submarines. Initially ordered to seek out British warships, Doenitzs U-boats had early success sinking the old battleship HMS Royal Oak at Scapa Flow and the carrier HMS Courageous off Ireland. Despite these victories, he vigorously advocated for using groups of U-boats, known as wolf packs, to attack the Atlantic convoys that were resupplying Britain. Though the German surface raiders scored some early successes, they drew the attention of the Royal Navy who sought to destroy them or keep them in port. Engagements such as the Battle of the River Plate (1939) and the Battle of the Denmark Strait (1941) saw the British respond to this threat. The Happy Time With the fall of France in June 1940, Doenitz gained new bases on the Bay of Biscay from which his U-boats could operate. Spreading into the Atlantic, the U-boats began attacking British convoys in packs. These multi-ship groups were further directed by intelligence gleaned from the breaking of the  British Naval Cypher No.  3. Armed with the approximate location of an approaching convoy, the wolf pack would deploy in a long line across its anticipated path. When a U-boat sighted the convoy, it would radio its location and coordination of the attack would commence. Once all of the U-boats were in position, the wolf pack would strike. Typically conducted at night, these assaults could involve up to six U-boats and forced the convoy escorts to deal with multiple threats from several directions.    Through the remainder of 1940 and into 1941, the U-boats enjoyed tremendous success and inflicted heavy losses on Allied shipping. As a result, it became known as the Happy Time (Die Glà ¼ckliche Zeit) among the U-boat crews. Claiming over 270 Allied vessels during this period, U-boat commanders such as  Otto Kretschmer, Gà ¼nther Prien, and Joachim Schepke became celebrities in Germany. Key battles in the second half of 1940 included convoys HX 72, SC 7, HX 79, and HX 90. In the course of the fighting, these convoys lost 11 of 43, 20 of 35, 12 of 49, and 11 of 41 ships respectively. These efforts were supported by Focke-Wulf Fw 200 Condor aircraft which aided in finding Allied ships as well as attacking them. Converted from long-range Lufthansa airliners, these aircraft flew from bases in Bordeaux, France and Stavanger, Norway and penetrated deep into the North Sea and Atlantic. Capable of carrying a 2,000-pound bomb load, Condors typically would strike at low altitude in an attempt to bracket the target vessel with three bombs.  Focke-Wulf Fw 200 crews claimed to have sunk 331,122 tons of Allied shipping between June 1940 to February 1941. Though effective, the Condor was seldom available in more than limited numbers and the threat later posed by Allied escort carriers and other aircraft ultimately forced its withdrawal. Guarding the Convoys Though British destroyers and corvettes were equipped with ASDIC (sonar), the system was still unproven and was unable to maintain contact with a target during an attack. The Royal Navy was also hampered by a lack of suitable escort vessels. This was eased in September 1940, when fifty obsolete destroyers were obtained from the United States via the Destroyers for Bases Agreement. In the spring of 1941, as British anti-submarine training improved and additional escort vessels reached the fleet, losses began to lessen and the Royal Navy began sinking U-boats at an increasing rate. To counter improvements in British operations, Doenitz pushed his wolf packs further west forcing the Allies to provide escorts for the entire Atlantic crossing. While the Royal Canadian Navy covered convoys in the eastern Atlantic, it was aided by President Franklin Roosevelt who extended the Pan-American Security Zone nearly to Iceland. Though neutral, the United States provided escorts within this region. Despite these improvements, U-boats continued to operate at will in the central Atlantic outside the range of Allied aircraft. This air gap posed issues until more advanced maritime patrol aircraft arrived. Operation Drumbeat Other elements that aided in stemming Allied losses were the capture of a German Enigma code machine and the installation of new high-frequency direction-finding equipment for tracking U-boats. With the US entry into the war after the attack on Pearl Harbor, Doenitz dispatched U-boats to the American coast and Caribbean under the name Operation Drumbeat. Commencing operations in January 1942, the U-boats began enjoying a second happy time as they took advantage of unescorted American merchant ships as well as the US failure to implement a coastal black-out. As losses mounted, the U.S. implemented a convoy system in May 1942. With convoys operating on the American coast, Doenitz withdrew his U-boats back to the mid-Atlantic that summer. Through the fall, losses continued to mount on both sides as the escorts and U-boats clashed. In November 1942, Admiral Sir Max Horton became commander-in-chief of the Western Approaches Command. As additional escort vessels became available, he formed separate forces which were tasked with supporting the convoy escorts. As they were not tied to defending a convoy, these groups were able to specifically hunt U-boats. The Tide Turns In the winter and early spring of 1943, the convoy battles continued with increasing ferocity. As Allied shipping losses mounted, the supply situation in Britain began to reach critical levels. Though losing U-boats in March, the Germany strategy of sinking ships faster than the Allies could build them appeared to be succeeding. This ultimately proved to be a false dawn as the tide rapidly turned in April and May. Though Allied losses dropped in April, the campaign pivoted on the defense of convoy ONS 5. Attacked by 30 U-boats it lost thirteen ships in exchange for six of Doenitzs boats. Two weeks later, convoy SC 130 repelled German attacks and sunk five U-boats while taking no losses. The rapid turn in Allied fortunes was the result of the integration of several technologies which had become available in the preceding months. These included the Hedgehog anti-submarine mortar, continued advances in reading German radio traffic, enhanced radar, and the Leigh Light. The latter device allowed Allied aircraft to successfully attack surfaced U-boats at night. Other advances included the introduction of merchant aircraft carriers and long-range maritime variants of the B-24 Liberator. Combined with new escort carriers, these eliminated the air gap. Combined with wartime ship construction programs, such as Liberty ships, these rapidly gave the Allies the upper hand. Dubbed Black May by the Germans, May 1943 saw Doenitz lose 34 U-boats in the Atlantic in exchange for 34 Allied ships. Latter Stages of Battle Pulling back his forces during the summer, Doenitz worked to develop new tactics and equipment. These included the creation of U-flak boats with enhanced anti-aircraft defenses as well as a variety of countermeasures and new torpedoes. Returning to the offensive in September, the U-boats enjoyed a brief period of success before Allied forces again began causing heavy losses. As Allied air power grew in strength, U-boats came under attack in the Bay of Biscay as they left and returned to port. With his fleet being reduced, Doenitz turned to new U-boat designs including the revolutionary Type XXI. Designed to operate entirely submerged, the Type XXI was faster than any of its predecessors. Only four were completed by the end of the war. Aftermath The final actions of the Battle of the Atlantic took place on May 7-8, 1945, just before the German surrender.  In the course of the fighting, Allied losses totaled around 3,500 merchant ships and 175 warships, as well as around 72,000 sailors killed. German casualties numbered 783 U-boats and around 30,000 sailors (75% of the U-boat force). One of the most important fronts of the war, success in the Atlantic was critical for the Allied cause. Citing its importance, Prime Minister Winston Churchill later stated: The Battle of the Atlantic was the dominating factor all through the war. Never for one moment could we forget that everything happening elsewhere, on land, at sea or in the air depended ultimately on its outcome...

Say Thank You to Friends With a Sentimental Quote

Say 'Thank You' to Friends With a Sentimental Quote Friendship, like any other relationship, needs to be nurtured. It cannot grow like a wildflower. To develop a good friendship, you need to be committed, and a word of gratitude goes a long way toward sealing bonds. Thank your friends for being there for you. Thank them for helping you rediscover yourself. Use these thank-you quotes for friends in cards and messages. On  Friendship Day, reach out to your friends in every corner of the world. Let them know that wherever they are, they will always be in your heart. Real friends are worth the time and trouble. As Oprah Winfrey said, Lots of people want to ride with you in the limo, but what you want is someone who will take the bus with you when the limo breaks down.   Richard BachEvery gift from a friend is a wish for your happiness. Grace Noll CrowellHow can I find the shining word, the glowing phrase that tells all that your love has meant to me, all that your friendship spells? There is no word, no phrase for you on whom I so depend. All I can say to you is this, God bless you, precious friend. Ralph Waldo EmersonThe glory of friendship is not the outstretched hand, nor the kindly smile, nor the joy of companionship; it is the spiritual inspiration that comes to one when he discovers that someone else believes in him and is willing to trust him. It is one of the blessings of old friends that you can afford to be stupid with them. EuripidesFriends show their love in times of trouble, not in happiness. Baltasar GracinTrue friendship multiplies the good in life and divides its evils. Strive to have friends, for life without friends is like life on a desert island... To find one real friend in a lifetime is good fortune; to keep him is a blessing. Yolanda HadidFriendship isnt about who youve known the longest... its about who came and never left your side.   Thomas JeffersonBut friendship is precious, not only in the shade, but in the sunshine of life, and thanks to a benevolent arrangement the greater part of life is sunshine. Ann LandersLove is  friendship  that has caught fire. It is quiet understanding, mutual confidence, sharing, and forgiving. It is loyalty through good and bad times. It settles for less than perfection and makes allowances for human weaknesses.   John LeonardIt takes a long time to grow an old friend. Franà §ois de la RochefoucauldA true friend is the greatest of all blessings, and that which we take the least care of all to acquire. Albert Schweitzer ï » ¿In everyone’s life, at some time, our inner fire goes out. It is then burst into flame by an encounter with another human being. We should all be thankful for those people who rekindle the inner spirit. Lucius Annaeus SenecaOne of the most beautiful qualities of true friendship is to understand and to be understood. Henry David ThoreauThe language of friendship is not words, but meanings.

DBA Comprehenive Examination Research Paper Example | Topics and Well Written Essays - 11000 words

DBA Comprehenive Examination - Research Paper Example According to Jensen & Ruback (1983) mergers and acquisitions benefit companies as it provides synergy, tax saving, shareholder wealth maximization and signaling. Draper & Paudyal (2008) state mergers and acquisitions have been beneficial to economies as the production achieves higher efficiency and has improved output. The economies achieved the ability to have improved bargaining power with the supplier and customer due to mergers and acquisitions. Mergers provide the companies to get tax savings. Mergers and Acquisitions According to Elebourne & Rambarran (2004), the process of merger refers to the process where one company is merged with another, and acquisition refers to the process when the company acquires another company. The merger process can be horizontal, vertical or conglomerate. As per Stigler (1950), horizontal mergers are achieved by merging the products and services. Horizontal merger is used in the way that the share of the company increases in the market and it was common during the onset of World War I, when the stock market crashed in 1903-1904. Two firms are merged in a vertical manner when they are merged through the value chain. Sudarsanam (2003) defines conglomerate merger as a common M & A method where the companies from different industries come together. All the three types of merger systems require the companies to merge in three ways: 1. The revenues of the companies should be merged to achieve a high revenue generating company. 2. The expenses of the two companies should merge to achieve a low expense operation. 3. The cost of capital of the two companies should be combined which will reduce the overall cost of capital. The cost saving is archived through the removal of repetitive process in the two companies for which the merger is required at various level. Integration can happen in full functional area of the companies; for example - human resource, accounting, information technology, marketing, finance and operations. The new c ompany will be working on best practices of the two companies and certain key factors will be merged together to have a modern age merger and acquisition. Minimal merge will be adopted by personnel and it will involve reducing redundancies. The best ways of mergers are when the two companies come together to exploit the best of other. This method is called positioning and it happens when the two companies position by taking advantage of the trends in the market. Gap filing refers to the condition when the two companies have major weaknesses, which is reduced due to the merger. The company having strength becomes an advantage for the other company and both the companies are benefited. Mergers can happen for business reasons; for example in bargain purchases where the company can be acquired at a low cost and this helps both the companies. Mergers can also provide the method of diversification which is needed for improving the earnings and to achieve higher opportunities and growth in business. The companies can get further growth through mergers and there are certain mergers which can provide short term growth to the company. The acquisition of two companies should be optimistic and bad decisions should be eliminated from the processes of merger and acquisition. Three specific examples of challenges of major challenges faced by the companies during M & A in the last five years are: 1. Merging

Leadership Research Paper Example | Topics and Well Written Essays - 1250 words - 4

Leadership - Research Paper Example When in 1748, and aged 16, Washington enrolled with a surveying party on a mission organized by a land baron known as Lord Fairfax to the Shenandoah Valley. This would see him for the subsequent few years conduct surveys in Virginia as well as present day West Virginia making him gain a lifetime concern in the West. He would later in 1751-1752, for health reasons, make a visit to Barbados, West Indies accompanied by his brother Lawrence just before he died. The following year saw Washington start his career as a major in military when he was appointed by the royal governor to an adjutantship in the militia. The same year, Washington accompanied by a guide, journeyed to Fort Le Boeuf, within Ohio River Valley as an emissary of the governor to deliver to French ruling elite an ultimatum to stop settlement as well as reinforcement in English territory. While on trip, Washington attempted to improve British relations with different Indian tribes. He would in 1754 win the title of lieuten ant colonel then later colonel in the militia. He then guided a force that attempted to challenge French authority over Ohio River Valley, however, he faced defeat at Fort Necessity, PA-an incident that assisted in triggering the Indian and French War(1754-63).Washington ,later in 1754,annoyed by the demotion of his title due to forthcoming coming of British regulars resigned his commission. He would that same year lease Mount Vernon, which he have inherited in 1761(Ellis, 2008). This is just but a brief introduction of what kind of a leader Washington was. Washington would later emerge as one of the most significant leaders in the history of the founding of USA, even to the degree of being referred to as the Founding Father of America. One of the contributory factors that made Washington a great leader was the fact that he worked as well as lived with brilliant thinkers, philosophers,

The origins and aims of Dependency Theory

The origins and aims of Dependency Theory Dependency theory was established in 1950s by Raul Prebisch. Prebisch and his friends developed it in an attempt to understand why some countries in the world remained underdeveloped. There was a concern that the richer nations were prospering while poverty heightened in the underdeveloped nations (Kendall, 2010). During that time, research showed that the economic practices in the wealthy nations were instrumental in the poor countries deterioration. These results contrasted with the neoclassical theory that had stated that economic growth benefited all the countries. According to Prebisch, the exports made by the poor countries directly benefited the rich countries since they use them as the raw materials for their industries. Surprisingly, these rich countries export the end products to the poor countries. Consequently, the rich countries earn foreign exchange at the expense of the poor countries (Kegley, 2009). Some of them include the small internal markets in the underdeveloped countries, failure of the poor countries to make a change, and restriction of the poor countries to export their products. It is for this reason that the scholars developed the theory of dependency. Consequently, scholars developed the dependency theory in an attempt to justify the intensity of poverty in the underdeveloped countries (Pfeffer, 2003). Earlier on, the neoclassical theory condemned the poor countries, attributing their economic status to their delay in handling making important economic decisions. However, the dependency theory opposed their views with claims that poverty in these countries resulted from exploitations by the capitalists (Ghosh, 2000). The dependency theorists argued believe that the international imperialists are instrumental in the perpetuation of dependency in the poor countries. One of these theorists is Andre Gunder Frank who asserts that further underdevelopment of the poor countries is caused by the capitalists economic practices (Daft, 2010). Dependency theory is based on the Marxist theories that explain the reasons for the international inequality. They assert that economic elites use idealism and realism ideologies in order to justify disparities among the wealthy and poor countries worldwide (Brewer, 2010). Therefore, dependency theory bases its arguments on the Marxist theories. Dependency theory argues that the developed countries use the concept of class to establish certain strategies that guard and support their needs. There are certain principles of the dependency theory that are based on the Marxist theory. First, it states that the world is segmented into certain classes based on economy rather than politics. It asserts that the economy is superior to politics. Therefore, the theory holds that the imperialists created global state system so as to address the interests of the rich countries and organizations (Johnson, 2009). This explains the ongoing poverty in the poor countries, and prosperity in the wealthy nations. The rich and the poor countries form vital parts of the world system. That is the rich countries are that the central rich nations that posses and prosper from the natural resources (John, 2007). On the other hand, the poor countries give the majority of the human and natural resources that the rich nations exploit. Therefore, the rich nations take advantage of the poor countries resources in furthering their economic activities. As a result, the economic gap between these countrie s widens. Additionally, the theory argues the global economic laws perpetuate the international inequality. For instance, one of these influential laws is the World Trade Organization (Ritzer, 2003). The dependency theory and the other Marxist theories try to explore ways of addressing the issue of international economic difference. One of these ways is involves the efforts to bring change among themselves. They should make viable economic decisions and policies that are capable of changing their status in a way. This means that their strategies should aim at freeing them from the economic bondage by the strong international forces. They should also champion for the reduction of the wealthy countries control on their economic activities. For example, they should seek ways of breaking the import barriers in the case of the import substitution. Although Frank is not the initiator of the underdevelopment theory, he made it very popular (Bardach, 1998). He borrowed a lot of Paul Barans work. He believes that capitalism is caused by underdevelopment in the developing countries in the world. There are certain reasons that led to the uneven development in these countries. Furthermore, Frank maintained that the increase in the imperialism in Europe is influential in transforming the world into one global system. He further explains the extent to which these capitalists had gained access to the Latin America. Subsequently, this has a negative impact on the countrys economy. This, in turn, results in uneven development across the nations. For instance, there are some places that we realize positive development while others record underdevelopment. This happens because the world system consists of the metro-polis satellite relations. These relations are used by the satellite but not committed to the satellite. Using the examples of Chile and Brazil, Frank explains that Chile had an experience of monopoly of imperialists structure (Martin, 2002). As a result, these metropolis relations facilitate a stronger bond between the capitalists and the metropolises to their respective centers. It also extends the capitalists rule to the businessmen, stockholders and the tenants. In Brazil, Frank had the same ideas on the effect of capitalism in the country. He explains the transmission of these capitalistic effects from the merchants to the tenants. Additionally, Frank elaborates on the involvement of the monopolistic system in the countries. According to him, this system involves the poor usage and wastage of a countrys resources in the system (Chilcote, 2003). The unequal expropriation and appropriations lead to the development and the underdevelopment of the countries; hence the difference in the economic status. Imperatively, Frank elaborated on the operations of the satellites and their effects on the world system. First, he explains that the political, social, and cultural aspects are linked to the metropolis. Secondly, establishes that a metropolis is having dependent progress. Thirdly, there are weak bonds between the satellites and the metropolis. The fourth idea is that strengthening of these links might result in further underdevelopment of the metropolises. Nevertheless, Frank opposed the notion that underdeveloped world had more than one economies; the current and the ancient economies. He explains that capitalism had deepened its roots in Latin America. Though these countries seemed to be doing ell economically, there was a decrease in the performance of the export industries. For example, there was a decline in the productivity of the sugar company in Brazilian North-East (Petrella, 2003). This collapse was as a result of weak ties between the metropolises. Therefore, anything that looked like feudal characteristics results from underdeveloped imperialism. There are certain criticisms of the dependency theory by certain scholars. Just like any other theory, dependency theory has its share of strengths and weaknesses. To start with, dependency theory has the following strengths. Firstly, the theory analyses the inequality existing between the poor and the rich countries. Moreover, the theory breaks some political bonds and explains reasons why the wealthy nations are taking advantage of the poor countries (Doukhan, 2003). Also, dependency theory dismisses the neoclassical theorys claim that the existing global inequality is caused by the poor countries laziness. In stead, it argues in favor of these underdeveloped countries and blames the imperialists. On the contrary, certain scholars argue that the theory has some limitations. One of the weaknesses concerns the theorist, over-generalization and over simplification. Explicitly, frank should have investigated other parts of the world other than Latin American situation. In such a situation, it is essential different parts of the world, for example, the African countries and Asia (Martin, 2002). Therefore, his ideas are not realistic in that he used a few examples in his arguments. Another weakness of the dependency theory is that does not explain other factors that lead to underdevelopment other than the role played by the wealthy nations. The terms core and periphery are different from the terms traditional and modern. Additionally, dependency theory is weak in that in Frank failed in his attempt to provide solutions to the situation. His suggestions were very unrealistic and over-ambitious. Moreover, these solutions created certain dependencies among themselves. For example, it was impossible for Cuba to disentangle itself from the economic dominion with the USA (Willer, 1999). Furthermore, Frank attempted to prove that the imperialism is the major cause of the economic difference. Instead, he bases arguments on unrealistic perceptions. In addition; the theory is weak in that Frank failed to consider all class relations in his ideas. He also misinterpreted the Marxists concepts. Frank only addresses market relations. Some critics also challenge the theory by maintaining that it will cause corruption; with the higher markets and the other markets. Corruption is quite intense in the government industries than in than in others. It also causes lack of competition in the industries of both wealthy and poor countries. The completion is as a result of the restriction of imports to the poor countries, and subsidization of inducements (Ghosh, 2000). Finally, dependence theory encompasses certain scholars such as Karl Marx, Friedrich Engels, Vladimir Lenin, Fernand Braudel, Giovanni Arrigi, Samir Amin, Hans Singer, Frank Gunder and Raul Prebisch. In conclusion, dependency theory is influential in explaining the international inequality in terms of economy. Dependence theory asserts that the disparity is a resultant of the imperialism by the powerful and wealthy nations in the world. Therefore, they take advantage of the poor countries, hence widening the gap between them. However, there are a lot of criticisms on the theory that display more weaknesses than the strengths. Therefore, this theory may not be suitable in the explaining global inequality.

Chinese Foreign Policy & National Security Essay

The China-South Korea axis is perhaps the most overlooked variable in the strategic environment of Northeast Asia. For nearly five decades their relationship was characterized by war, lack of dialogue and non-recognition; then, over a period of some three years, this situation gave away to fully normalized and amiable relations in 1992. Rapprochement between Seoul and Beijing in 1992 opened one of the first frontiers of the post-Cold War thaw in the region, and future security will hinge at least partly on this core relationship. In this context, Cha analyzes the evolution of Sino-South Korean reconciliation, and argues that the South Korea’s engagement policy from the late 1980s in the political, economic, and cultural arenas played a major part in eliciting unprecedented cooperation from Beijing, however, its initiatives alone were not a sufficient condition to prompt this cooperation. A prior and necessary condition was a change in the strategic context surrounding China and the Korean Peninsula that raised both the benefits of cooperation and the costs of non-cooperation; the end of Cold War . In the context of security environment in Northeast Asia, South Korea’s success in engaging China has implications for future security on the Korean Peninsula. On balance, the axis is a stabilizing factor but not without its share of future challenges. With this in mind, the key questions of the article include: (1) How does one explain the growth of cooperation between China and South Korea? (2) To what extent has Sino-ROK rapprochement been the result of successful strategies on the part of South Korea to ‘engage’ China? (3) What are the implications on North Korea? For a quarter-century after the Korean War, Sino-South Korean relations sat at the intersection of the global East-West conflict and the Sino-Soviet split, making any hint of cooperation impossible.1 However, since the middle 1980s, Sino-South Korean relationship has moved from being sworn enemies and opposed combatants in the Korean War, to being potential economic partners (but still strategic adversaries), and fully normalized diplomatic relations in 1992. Three key drivers propelled the change in the relationship: (1) the transformation of strategic environment concomitant to the end of Cold War, which established the baseline for post-war interaction. In this context, Sino-Soviet reconciliation was a significant factor in Chinese calculations to normalize with Seoul. In particular, the end of Sino-Soviet rivalry reduced in Chinese minds the strategic consequences of ‘losing’ North Korea to Moscow, and made opening to South Korea more feasible. Furthermore, in South Korea’s view, China had evolved from being a revisionist power to being a status quo one, in the degree to which Beijing emphasized ‘unification’ or ‘peace maintenance’ as the security priority for the Peninsula. ‘Unification’ was associated with China’s revolutionary power and support for North Korea to overthrow the South – the essence of China’s one Korea policy of the Cold War. On the other hand, ‘peace maintenance’ implied stability outcome for Korea by recognizing South Korea and opposing provocative acts by the North which might upset the unstable peace on the Peninsula. (2) Domestic change in China concomitant to Deng Xiaoping’s modernization reforms, and subsequent separation of politics from economics. The initial economic trade was largely indirect, transacted through third-party intermediaries or South Korean trading firms in Hong Kong. By 1985, however, total Chinese-South Korea trade surpassed that between China and North Korea. During the 1980s, while the two sides still viewed one another as military adversaries, they increasingly recognized each other as economic opportunities. The beginnings of a diplomatic relationship also emerged in the 1990s with the establishment of trade offices between the Korea Trade Promotion Association (KOTRA) and the Chinese Chamber of Commerce in 1990, which facilitated shift from indirect trade to open and direct transactions, and subsequently in establishing formal diplomatic relations in August 1992. (3) South Korea’s conscious policy of engagement to elicit cooperation from China, in particular using non-punitive, non-coercive diplomacy and seeking mutual accommodation. South Korea’s engagement strategy contained the following tiers: first, economic linkages, investment and trade ties to increase the benefits to China of cooperation, and the costs of non-cooperation, providing foreign capital and technology, separating political cooperation with economics, but gradually produce cooperative behavior in other arenas. The growth of trade ties in the 1980s was a major reason why China chose to participate in the 1986 Asian Games and the 1988 Olympics hosted by South Korea, which served as key event to normalize relations. Second tenet of South Korea’s engagement strategy was to treat the opposing state’s perspectives as legitimate per se. This meant engaging China’s divergent position into official dialogues on the proposals for enhancing peace and stability in the region such as the Four-Party talks, and more importantly South Korea’s recognition of One China Policy, acknowledging Beijing as the only legal government in China. These initiatives at the diplomatic front were followed by general increase in communication flows on the business, educational, and cultural levels to cultivate goodwill. In this context, South Korea’s engagement strategy included the following goals: (1) cultivate Beijing’s cooperation by tying Chinese national interests to stability on the Peninsula; (2) improve South Korea’s credibility in the international arena by enhancing its image as a ‘regional player’ willing to reduce tensions and foster dialogue; and (3) engage North Korea through alternative channels. In order to pursue these goals, South Korea utilized the following means: in the macro-political perspective, the strategy of engagement of China was pursued through the policy of Nordpolitik and Globalization (segyehwa) which implied mutual economic prosperity as a means of expanding diplomatic ties with former adversaries as well as assuming a leading role for South Korea in international organizations and the continued expansion of program multi-directional diplomacy (i.e. using meetings of multilateral bodies such as APEC, ASEAN, non-governmental track-t wo diplomacy, high-level military exchanges). The second method of engagement has been sports diplomacy – participating in athletic competitions hosted by each country provided a useful means by to express good will and interest in expanding the economic cooperation (Seoul 1988 Olympics, Beijing Asian Games 1990). What was the benchmark of success of South Korea’s engagement strategy? The key was not only engaging China, but also the terms of policy toward North Korea. The following measure could be used: (A) Failure – Chinese support of North Korea (B) Minimal Success – ‘1.5’ Korea policy; formal support of North Korea and de-facto recognition of South Korea (C) Moderate Success – equidistance between North and South Korea (D) Very Successful – discourage North Korean provocation and aggression (E) Most Successful – China supports only South Korea Cha argues that the outcome of South Korea’s engagement falls in the middle range (B to D). For example, Chinese behavior on the North Korean nuclear issue in 1993-94, when Beijing sided with the US and South Korea on many aspects (such as opposing North Korea to renege Nuclear Non-Proliferation Treaty (NPT) and abide to non-nuclear Peninsula), however, at the same time Beijing expressed strong opposition against any acts of coercion against the North. It persistently pressed for dialogue and negotiona as the only acceptable means of settling the dispute, and opposed any U.S. led sanctions thought the UN Security Council. A more successful outcome was the redefined Chinese behavior on UN admission of the two Koreas in 1991, in which Chinese accepted dual membership of the two Koreas in the UN. Arguing that South Korean engagement of China has been sustained, comprehensive and moderately successful, the next question is how this new relationship will affect security on the Korean Peninsula and throughout the broader region? Salient issues include the impact of the Asian financial crisis, the dynamics of second U.S.-North Korea nuclear crisis, the effect of Bejing-Seoul dà ¯Ã‚ ¿Ã‚ ½tente on South Korea’s alliance with Washington, and the future challenges that could be posed by Korean unification. (1) The impact of the Asian Financial Crisis didn’t affect China-South Korean relations thus far. In-fact, in 2003 China has surpassed the U.S. as South Korea’s largest trading partner (2) Sino-South Korean relations have important implications in understanding current relations between North and South Korea. Under Kim Dae Jung, South Korea initiated Sunshine Policy that rests on Seoul’s assurances of no-isolation, no destabilization, and no absorption. The Sunshine Policy is in many ways similar to the engagement strategy toward China, both in form and potential success. In particular, it is consistent (despite North’s provocations) and designed to elicit cooperation from the opposing state. However, there are also differences- regarding intentions; for cooperation to emerge, the opposing state has to be engageable. North Korea’s behavior does not suggest she is open to an improvement of relations. Second, there are differences in South Korea’s capabilities of early 1990’s and late 1990s, in particular, in the early 1990s South Korea that engaged China did so from a position of relative strength and prosperity; however, in the late 1990s, the Asian financial crisis put South Korean position to a relative weakness., because conciliatory gestures are more likely to be interpreted as appeasement rather than engagement. Hence success to engagement of North Korea is not likely. (3) Looking beyond the immediate North Korean nuclear problem, Korean unification raises a plethora of new factors that would test the resilience of China-South Korea engagement. The absence of the North Korean buffer would give rise to a situation in which two powers with different regimes share a contiguous border. Another future challenges is on the economic front – the rising China may hange its trade needs and increase competition with Korea. A final potential conflict between a united Korea and China centers on nationalism, and the two-million ethnic Korean living in Chinese Jilin province, which a unified Korea might claim. In the final analysis, the dramatic transformation of Chin-South Korean relations in the 1990s represents the most successful case of engaging China in East Asia. The lessons stemming from this engagement include: (1) consistency- a policy can only be successful if it is applied consistently and deliberately, (2) engagement requires will and domestic political support to sustain the policy even in the face of little reciprocity by the other state; (3) engagement applied from a position of strength conveys credibility, but applied from a position of weakness connotes appeasement. For the foreseeable future, the burden of managing the confrontation on the Korean Peninsula falls even more on the new China-South Korea dà ¯Ã‚ ¿Ã‚ ½tente and the continuing U.S.-South Korea Alliance. My Observation: Victor Cha offers a plausible analysis of the South Korea’s engagement strategy and the factors that have significantly improved Sino-South Korean relations, nonetheless, I would argue that he underestimated the historical factors that bind China and South Korea together, which might have accelerated the rapprochement on both sides. Traditionally, Korea has fallen under the Chinese sphere of influence, with Korea belonging to the first-tier state of the Sino-centered worldview. In this context, another traditional binding element is the continuing anti-Japanese sentiments and mistrust in both Koreas and China that target Japanese sense of irresponsibility and demand apology for its war atrocities. Taken together, I would argue that these factors also facilitated the relatively rapid transformation of the relations, on a personal level between Korean and Chinese officials. In the context of enhancing peace and security on the Korean Peninsula, positive Sino-South Korean relations certainly play an important role. Both states are aware of this factor, and share similar interests. However, Beijing seems to be in a dilemma, it desperately does not want to face a collapse of North Korea nor does it want to see a nuclear North Korea. Hence, China’s actions in the foreign policy arena are still bound to the minimum necessary level to ensure stability. Ironically, while the Chinese officials have been claiming that they are making efforts to persuade North Korea to enter multilateral dialogue and negotiation, they also claim that North Korea doesn’t listen as it used to. In this regard, my question is: How much leverage does China have over North Korea? 🙂 1 From the ROK perspective, during the Cold War China was part of the communist bloc, a patron of revolutionary regimes in Asia, and thus one of the primary threats to South Korea’s survival. China’s intervention in the Korean War in 1950, in conjunction with the July 1961 Friendship Treaty between China and North Korea with its automatic intervention clause cemented South Korea’s perceptions of China as a threat. At the same time, China’s hostility toward South Korea was equally intense. South Korea was the ‘fascist’ axis of the ‘iron triangle’ that included ‘U.S. imperialism’, and ‘Japanese militarism.’