Environmental Conflict Resolution Research Paper - 1

Environmental Conflict Resolution - Research Paper Example The expansion of the Oka golf course was approved in 1989 by the Oka mayor. The golf course would cover the land claimed by the Mohawks and it would include sixty luxury Condos and nine additional holes on the course that included members only. The Mayor’s office refused to discuss the issue despite the fact that many people in the region were against the expansion. This caused acute uproar from the Mohawks who decided to take an action by setting up barricades leading to the site where the expansion was being made. The mayor once again blocked all avenues of discussion and sternly ordered the barricades to be removed. The Mohawks were not ready to desert their quest for justice so easily and so they refused to dismantle the barricades. This made the Mayor to deploy the Quebec provincial police and the SQ to intervene and clear the barricades as well as removing the Mohawks who were demonstrating from the site. The way the Local government handled the case leaves many questions unanswered and so this paper will try to show the role of each party in environmental conflict management. The parties included in this case are;- 2. The legal system which is responsible for making the judgments’. Some of the judgments though based on the law fail to address the case at hand and so laws should be set to accommodate the communities’ historical information. 3. The local and the federal government should not use excessive force on its citizens. As it is always better to prevent a cause than to cure the disease, negotiations should always be emphasized. The interests of the community should be considered and the law should be applied to ensure that there is justice and peace after the issue is

Ancient Rome Essay Example for Free

Ancient Rome Essay †¢ It is not acceptable to simply say â€Å"the two civilizations were similar and different† – specify specifically how they are similar and different †¢ Possible Prompt: Analyze similarities and differences in techniques of imperial administration in TWO of the following empires. – Han China (206 B. C. E. –220 C. E. ) – Mauryan/Gupta India (320 B. C. E. –550 C. E. ) – Imperial Rome (31 B. C. E. –476 C. E. )Example †¢ The political system of Han China is similar to the Guptan Empire in that both included strict laws and stressed the importance of your role in society. A major difference between these administrations is that in Han China the king was fully in charge, even revered, while in the Mauryan/Guptan Empire priests were at the top of the hierarchy. Example †¢ The imperial administration of Han China and Imperial Rome were similar because they were both headed by an emperor. However, they differed in their treatment of the emperor. In Han China a ruler’s decisions, if detrimental to society, could be questioned. While in Rome, what the emperor decreed could not be questioned. What do I need for my thesis? †¢ You must address 1 specific similarity and 1 specific difference. †¢ i. e. Both the Empires of China and Rome were ruled by an emperor who maintained imperial control, however, the Chinese instituted a system of scholar bureaucrats that gained their position through merit, while the Romans never achieved such an elaborate bureaucracy. What is a direct comparison? †¢ This is a comparison that is not split between paragraphs or by other sentences. It must be one or two sentences that compare one subject of the comparison to another. †¢ Your comparisons should be supported by evidence to support your statement. Example Direct Comparison: While both the Roman and Han (or Gupta) Empires left behind many achievements, the Han (or Gupta) were much more technologically and culturally creative. Evidence: The Romans took much of their culture from the Greeks, such as their religion, artwork and architecture. While the Romans had aqueducts, roads and other great works, much of this was taken from others and improved upon. The Gupta on the other hand came up with the concept of zero and a base 10 number system that is still in use today. The Romans relied on slavery for their source of labor, while the Chinese relied upon free peasants. This led to technological stagnation on the part of the Romans, while the Chinese were able to (insert pieces of specific evidence here). What is analysis? †¢ This is where you explain why. †¢ You tell the reader what caused this similarity or difference to occur. †¢ This is usually a because sentence and the most difficult part of the comparison essay. †¢ The reason that the Guptan bureaucracy was never as elaborate as that of the Chinese was because†¦. View as multi-pages TOPICS IN THIS DOCUMENT China, Difference, Ancient Rome, Han Chinese, Qing Dynasty, Similarity, Roman Empire, Imperial examination RELATED DOCUMENTS China Essay From 1403 to about 1492 China participated in numerous voyages led by Zheng He, the leader of their maritime operations, including the visiting of 37 countries and traveling through the Atlantic Ocean around the tip of Africa and beyond Europe (pg 202). Countries such as Ceylon, India, and the Persian Gulf were a few of their stops along the way. These voyages proved that China was the supreme world sea power whose shipbuilding techniques and navigational 471   Words | 3   Pages READ FULL DOCUMENT Rome vs. Han China Research Paper Han China Vs. Imperial Rome The Han Dynasty and Imperial Rome were both large and powerful empires that existed during the Classical Period. The Han Dynasty and Imperial Rome had some major similarities as well as differences. 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Without Designers, There is no Fashion

Without Designers, There is no Fashion Fashion can be defined in many ways: it is a form of nonverbal communication, a sign system, a barometer of cultural change. It can also be seen as a form of iconography that communicates messages without words, or a mode of self-expression that enables us to make ourselves understood. For centuries, human beings have used clothing and various types of adornment to communicate messages about gender, occupation, class, and wealth. ‘In contemporary culture, the body has become the site of identity. We experience our bodies as separate from others and increasingly we identify with our bodies as containers of our identities and places of personal expression’ (Entwistle 2000:138). The question one may ask here is: who decides what will be fashionable? It is not a democratic process: fashion dictates, and its followers do as bidden. But who dictates what forms fashion will take? This is the domain of the fashion designer. The role of the designer in the shaping of fashionable tastes is crucial. This is especially true of contemporary society. Today designers are frequently accorded celebrity status. Their names are not only status symbolsthey are often household words. The Role of the Fashion Designer: Background Although their names are synonymous with power and wealth, fashion designers did not always enjoy the high status that they do today. It was not always this way fashion designers were not always ‘in fashion’. For example, consider the history of fashion in Italy. Until the eighteenth century, clothes design was not allowed in Italy: ‘Tailors, always men, were regulated by strict laws, and severe punishments were given to those who tried to formulate new fashions’ (Terzian 2003:75). Fashion at that time was considered the sole provenance of the government. Still, despite government restrictions, fashion design thrived as a covert operation. â€Å"Designers† still managed to create new styles, and people managed to get them. In fact, during this period Venice managed to rival Paris in the latest fashions, despite the fact that they had to disobey government regulations to do so (Terzian 2003: 75). In later years, the evolution of technology came into play. New developments in technology had a huge impact on the clothing industry, and on the development of fashion trends as well. For example, in America, the introduction of the steam engine in 1763 facilitated communication between different parts of the country. In 1793, Eli Whitney’s cotton gin expedited the manufacture of materials, so that the process was not only less cumbersome but also much faster. These two advances improved communication, transportation, and manufacturing all of which contributed to the growth of the fashion industry. Another important breakthrough in the history of fashion was the perfection of the sewing machine. In the mid-1800s, I.M. Singer produced an improved and more efficient model of Elias Howe’s original sewing machine, which was severely flawed This more sophisticated model made sewing easier and faster. In addition, it paved the way for further improvements, such as pattern making, buttonhole makers, and pressing machines (Terzian 2003:78). Queen Victoria’s death in 1901 made the Victorian style of dress obsolete. The uncomfortable bodice she was known for was soon replaced by an oddly shaped garment that was called the â€Å"health corset.† The health corset was the invention of a Frenchwoman named Madame Gaches-Sarraute. It was designed by Gaches-Sarraute to be a less restrictive and therefore more healthful garment. She believed that freeing the waist and diaphragm from the uncomfortable pressure of the corseted Victorian style would promote freedom of movement, improve comfort, and be good for a woman’s overall health. However, whether the â€Å"health corset† was more comfortable, or more healthful, is debatable. It did not last long, perhaps because of the odd â€Å"S† shape that made the sight of it uncomfortable to look at (Terzian 2003:80). It is apparent that even at back then, the fashion had taken on a particular significance: it was not enough to be clothed, one had to be clothed in a pleasing manner. The â€Å"S† shape that Gaches-Sarraute introduced was made obsolete when Paul Poiret joined the fashion world. Terzian describes Poiret as ‘the leading fashion designer of the first decade of the century’ (2003:81). Born in Paris, Poiret grew up in a world of fabric. His father owned a fabric store, and as a boy, Poiret came to know the importance of dress. This led him to open his own shop as an adult Here he experimented with fabrics and styles, often using his wife as a model. According to Terzian, Poiret was one of the first designers to experiment with colours, particularly those used by the Impressionists. In fact, it does seem that Poiret brought fashion to life with his flair for design and love of colour. He was responsible for introducing fashions that were not only pleasing to the eye, but also comfortable. In addition, he created outfits that included the â€Å"walking skirt.† This gave women increased mobility since it did away with constricte d hemlines that inhibited movement (Terzian 81). It was not long before fashion and fashion design became flourishing industries. Fashion, by this time, had become a government-sanctioned enterprise, as well as a highly competitive enterprise. However, the true stars of the fashion world were not the wealthy women who could afford the latest fashions, but rather the designers who created and introduced them. The Fashion Designer of Today Today, the importance of the fashion designer in the shaping of fashionable tastes is undisputed. In addition, the relationship between fashion and social life has become increasingly complex. According to Entwistle, ‘dress is tied up to social life in more than one way: it is produced out of economic, political, technological conditions as well as shaped by social., cultural, aesthetic ideas’ (2000:111). To be fashionably dressed, then, is to make a statement to the world about one’s social and economic background. However, that is only one message that dress conveys. When considering the huge impact fashion has on everyday life, it is impossible to dismiss the role of the people who create and re-create it with each new season. Fashion designers not only design articles of clothing they create and sell coveted images. As one scholar has noted, ‘the right clothing can grant us access to the right places and the right people’ (Jones 2002:21). The primary role of the fashion designers to experiment with the concept of identity through dress. The clothing they design must appeal to the people who buy it; therefore, designers must not just ‘clothe’ the body, they must create items that allow the people who buy them to feel they are buying a particular image or way of life. This has become more and more challenging in recent years, making the task of the designer more and more complex. Ethnic and subcultural styles have become increasingly diverse, and traditional codes are not the same. As Jones has asserted, ‘fashion designers have borrowed from the semiotics of clothes and pushed the boundaries by intentionally destroying principles and harmonies of clothing’ (2002:22). Designers have risen to the occasion, responding to the more sophisticated tastes of contemporary society in bold and innovative ways. The use of clashing colours is one way they do this. Another is the juxtaposition of unusual fabrics. They also experiment with size and shape, as evidenced by the creation of shapeless clothes, such as oversized shirts. And to respond to the sexual androgyny of the day, they have begun to create clothing that is often sexually ambiguous. Entwistle asserts that ‘fashion, dress and consumption provide ways of dealing with the problems of the modern world, characterized by increasing fragmentation and a sense of chaos. Fashion opens up possibilities for framing the self, however temporarily (2000:139). Other scholars have gone further with the concept of fashion as a response to the chaos of the world. Jamie Brasset has even suggested that ‘fashion is at the very least complicit if not thoroughly responsible for the promotion of identitiesâ €™ (2005:202). In this light, the role of the fashion designer is one of power. However, that power also has a negative aspect. As Jones points out, ‘for the designer of fashion, the key difference between his or her product and that of the designer of almost any other product is shelf life. Fashion has built-in obsolescence’ (2002:28). Different seasons require different types of clothing. In addition, clothing itself has a limited life span. As a result of daily wear and tear, as well as repeated launderings, clothing must be continually replaced. The world of commerce has cashed in on clothing’s obsolescence, as well. Given the whirlwind pace of change in the fashion industry, as well as the vagaries of style, the ability to design clothing that meets the demands of an increasingly diverse customer base is quite a challenge. Designers must keep up with cultural and social developments. In addition, they must stay informed about developments in the scientific world. This is in addition to the creative ability they must constantly mine for new and innovative ideas. Today designers often employ a number of assistants to see to the many facets of the industry, because the design itself requires a tremendous amount of creative energy. Natural talent may have set them on the trajectory of success, but well-engineered teamwork is what keeps them on it. The act of design itself takes place in a series of stages. The preliminary step may vary from one designer to another. However, the most common starting point is usually the sketch. As a two-dimensional medium, sketching has its limitations. However, it gives free reign to the artistic impulse. Often a designer’s initial concept may turn out to be something very different at the end. Some designers prefer to use the draping method, which in many ways is more realistic when envisioning the final product. The way in which material is arranged allows the designer to have a clearer plan of execution. Christian Dior has written that ‘fabrics themselves often inspire garment design. For example, the softness and drapability of a jersey might inspire gathers in a dress. Many a dress of mine is born of the fabric alone’ (Terzian 13). As for computer design, it will doubtless become more and more prevalent as newer programs are developed. Conclusion Fashion is both an industry and art. It can be defined in a number of ways, but most would agree that it is more than just ‘clothing’fashion is a concept in itself. As a barometer of cultural change, it is a key to society. For centuries, human beings have used clothing and various types of adornment to communicate messages about gender, occupation, class, and wealth. In addition, the body today has become a site of self-expression, and dress is one way in which that is accomplished. The role of the designer in the shaping of fashionable tastes is crucial. This is especially true of contemporary society. Today designers are frequently accorded celebrity status. Their names are not only status symbols they are often household words. As Gilman has noted, ‘to become someone else or to become a better version of ourselves in the eyes of the world is something we all want . . we respond to the demand of seeing and being seen (1999:3). The role played by fashion designer s, then, is crucial; their creations help us to be seen in the best light. ReferencesAddressing the Century: 100 Years of Art and Fashion. 1998. London: Hayward Gallery Publishing.Brassett, J. 2005. ‘entropy (fashion) and emergence (fashioning)’. Pp. 197209 in Fashion and Modernity, eds. Breward, C. and Evans, C. New York: Berg.Breward, C., and Evans, C., eds. 2005. Fashion and Modernity. New York: Berg.Entwistle, J. 2000. The Fashioned Body: Fashion, Dress, and Modern SocialTheory. Cambridge: Polity Press.Gilman, Sander. 1999. Making the Body Beautiful: A Cultural History of AestheticSurgery Princeton, NJ: Princeton University Press.Jones, S. 2002. Fashion Design. London: Laurence King Publishing Ltd.Langer, S. 1953. Feeling and Form. New York: Charles Scribner.Taylor, L Wilson, E, Through the Looking Glass: A History of Dress From 1860 to the Present Day BBC, London, 1989Terzian, Makrouhi. 2003. Understanding Fashion Design. Lexington, MA: The Lexington Press, Inc.

Private Gun Ownership Should NOT be Banned Essay -- gun control laws

Would you choose to own a gun if your life depended on it? America has defended itself with guns since December 13, 1631 when the National Guard was born. We are a country that defends what we love. What do we defend ourselves with? Guns of course. Guns and America were discovered around the same time. Guns will forever be a part of America. Without guns the American Revolution would not have been won (Boehm). There have been some times in American history where guns have caused the loss of innocent Americans lives due to an unstable person, but there have also been multiple times where guns have defended each and every American’s freedom. Most people don’t think about a day-to-day basis and how guns can be beneficial to our lives. Private gun ownership should not be banned because guns provide protection, people are responsible for killing people, without guns, criminals will find other ways to kill, and it is our American right to own guns to protect ourselv es. Without guns, people would be running crazy in the streets. We all want to have that warm, fuzzy feeling of protection. Protection is now the top reason Americans own guns (Personal). Those who are against guns usually say there’s other ways to protect yourself such as calling 911 or the local police (Justice). Although that is true, it is an unrealistic way of protection. Police usually arrive after a crime is committed or when it is too late (Why). The first person to encounter a criminal with a gun is the victim and if the victim is armed, they can protect themselves on the spot and not have to hid or wait for the police to arrive. We call the police because they are armed with a firearm and can protect you. If used for protection, guns will save ... ... n.d. Web. 11 Dec. 2013. "Personal Safety Top Reason Americans Own Guns Today." Personal Safety Top Reason Americans Own Guns Today. N.p., n.d. Web. 11 Dec. 2013. "Statistics Prove: More Guns, Less Crime." Infowars Statistics Prove More Guns Less Crime Comments. N.p., n.d. Web. 11 Dec. 2013. "What Are the Gun Laws in Iowa?" About.com Crime / Punishment. N.p., n.d. Web. 11 Dec. 2013. "Why Own a Gun? Protection Is Now Top Reason." Pew Research Center for the People and the Press RSS. N.p., n.d. Web. 11 Dec. 2013. "Adam Lanza Wouldn't Have Been Stopped by Stricter Gun Control Laws." PolicyMic. N.p., n.d. Web. 11 Dec. 2013. "Justice Stevens: You Have the 'Constitutional Right' to Call 911, Not to Own a Gun | Outdoor Life." Outdoor Life. N.p., n.d. Web. 11 Dec. 2013. "Refuting Anti-Gun Control Arguments." The Progressive Cynic. N.p., n.d. Web. 11 Dec. 2013.

Events Leading Up To World War 2 Essay

World War II killed more people, destroyed more property, disrupted more lives, and probably had more far-reaching consequences than any other war in history. The war, which ended in 1945, eventually involved 61 countries, claimed 50 million lives, and completely changed the geopolitical landscape. The causes of World War II can be easily traced back to many of the unsolved issues from the end of World War I and the treaties that ended it also created new political and economic problems. Forceful leaders in several countries took advantage of these problems to seize power. The desire of dictators in Germany and Italy, and Japan to conquer additional territory brought them into conflict with the democratic nations. After World War I ended, representatives of the victorious nations met in Paris in 1919 to draw up peace treaties for the defeated countries. When the Germans heard about the Treaty of Versailles anger raged throughout the country. They had not been allowed to take part in the talks yet, they were being forced to sign the treaty. The Germans felt they were not to be blamed for the war. Even the soldier sent to sign the Treaty refused to sign it â€Å"To say such a thing would be a lie,† and only after the treat of being invaded did they sign. The Treaties were worked out in haste by these countries with opposing goals; and failed to satisfy even the victors. Of all the countries on the winning side, Italy and Japan left the peace conference most dissatisfied. Italy gained less territory than it felt it deserved and vowed to take action on its own. Japan gained control of German territories in the Pacific and thereby launched a program of expansion. But Japan was angered by the peacemakers’ failure to endorse the principle of the equality of all races. The countries that lost World War I–Germany, Austria, Hungary, Bulgaria, and Turkey–were especially dissatisfied with the Peace of Paris. They were stripped of territory, arms and were required to make reparations (payments for war damages). The Treaty of Versailles, which was signed with Germany, punished Germany severely. The German government agreed to sign the treaty only after the victorious powers threatened to invade. Many Germans particularly resented  the clause that forced Germany to accept responsibility for causing World War I. World War I seriously damaged the economies of the European countries. Both the winners and the losers came out of the war deeply in debt. The defeated powers had difficulty paying reparations to the victors, and the victors had difficulty repaying their loans to the United States. The shift from a wartime economy to a peacetime economy caused further problems. Italy and Japan suffered from too many people and too few resources after World War I. They eventually tried to solve their problems by territorial expansion. In Germany, runaway inflation destroyed the value of money and wiped out the savings of millions of people. In 1923, the German economy neared collapse. Loans from the United States helped Germany’s government restore order. By the late 1920’s, Europe appeared to be entering a period of economic stability. A worldwide business slump known as The Great Depression began in the United States in 1929. By the early 1930’s, it had halted Europe’s economic recovery. The Great Depression caused mass unemployment, wide spread poverty and despair. It weakened democratic governments and strengthened extreme political movements that promised to end the economic problems. Two movements in particular gained strength. The forces of Communism, known as the Left, called for revolution by the workers. The forces of fascism, called the Right, favored strong national government. Throughout Europe, the forces of the Left clashed with the forces of the Right. The political extremes gained the most support in countries with the greatest economic problems and the deepest resentment of the Peace of Paris. Nationalism was an extreme form of patriotism that swept across Europe during the 1800’s. Supporters of nationalism placed loyalty to the aims of their nation, above any other public loyalty. Many nationalists viewed foreigners and members of minority groups as inferior. Such beliefs helped nations justify their conquest of other lands and the poor treatment of minorities within their borders. Nationalism was a chief cause of World War I, and it  grew even stronger after that war. Nationalism went hand in hand with feelings of national discontent. Many Germans felt humiliated by their country’s defeat in World War I and its harsh treatment under the Treaty of Versailles. During the 1930’s, they enthusiastically supported a violently nationalistic organization called The Nazi Party. The Nazi Party declared that Germany had a right to become strong again. Nationalism also gained strength in Italy and Japan. The Peace of Paris established an international organization called The League of Nations to maintain peace. Each country backed its own interests at the expense of other countries this prevented The League from working effectively.. Only weak countries agreed to submit their disagreements to The League of Nations for settlement. Strong nations reserved the right to settle their disputes by threats or, force. The political unrest and poor economic conditions that developed after World War I enabled dictatorships to arise in several countries. Especially in those countries that lacked a tradition of democratic government. During the 1920’s and 1930’s, dictatorships came in to power in the Soviet Union, Italy, Germany, and Japan. They held total power and ruled without regard to law. The dictatorships used terror and secret police to crush opposition to their rule. People who objected risked imprisonment or execution. In the Soviet Union, the Communists, led by Lenin, had seized power in 1917. Lenin had set up a dictatorship that firmly controlled the country by the time he died in 1924. After Lenin’s death, Joseph Stalin and other leading Communists struggled for power. Stalin eliminated his rivals one by one and became the Soviet dictator in 1929. In Italy, economic distress after World War I led to strikes and riots. As a result of the violence, a strongly nationalistic group called The Fascist Party gained many supporters. Benito Mussolini, leader of the Fascists, promised to bring order and prosperity to Italy. He vowed to restore to Italy the glory it had known in the days of the ancient Roman Empire. By  1922, the Fascists had become powerful enough to force the king of Italy to appoint Mussolini premier. Mussolini, who took the title il Duce (the Leader), soon began to establish a dictatorship. In Germany, The Nazi Party made spectacular gains as The Great Depression deepened during the early 1930’s. Many Germans blamed all their country’s economic woes on the hated Treaty of Versailles, which forced Germany to give up territory, resources and pay large reparations. In 1933, Adolf Hitler, the leader of the Nazis, was appointed chancellor of Germany. Hitler, who was called der Fuhrer (the Leader), soon made Germany a dictatorship. He vowed to ignore the Versailles Treaty and to avenge Germany’s defeat in World War I. Hitler preached that Germans were a â€Å"superior race† and that such peoples as Jews and Slavs were inferior. He began a campaign of hatred against Jews and Communists. He promised to rid the country of them. Hitler’s extreme nationalism appealed to many Germans. In Japan, military officers began to hold political office during the 1930’s. By 1936, they had strong control of the government. Japan’s military government glorified war and the training of warriors. In 1941, General Hideki Tojo became premier of Japan. During the 1930’s, Japan, Italy, and Germany followed a policy of aggressive. They invaded weak lands; that could be taken over easily. The dictatorships knew what they wanted, and they grabbed it. The democratic countries responded with timidity and indecision to the aggression of the dictatorships. Japan was the first dictatorship to begin a program of conquest. In 1931, Japanese forces seized control of Manchuria, a region of China rich in natural resources. Some historians consider Japan’s conquest of Manchuria as the real start of World War II. Japan made Manchuria a puppet state called Manchukuo. In 1937, Japan launched a major attack against China. It occupied most of eastern China by the end of 1938, though the two countries had not officially declared war. Japan’s military leaders began to speak about bringing all of eastern Asia under Japanese control. Italy looked to Africa to fulfill its ambitions for an empire. In 1935, Italian troops invaded Ethiopia, one of the few independent countries in Africa. The Italians used machine guns, tanks, and airplanes to overpower Ethiopia’s poorly equipped army. They had conquered the country by May 1936. After Hitler took power, he began to build up Germany’s armed forces in violation of the Treaty of Versailles. In 1936, Hitler sent troops into the Rhineland, a region of Germany along the banks of the Rhine River. Under the treaty, the Rhineland was to remain free of troops. In March 1938, German soldiers marched into Austria and united it with Germany. Many people in Germany and Austria welcomed that move. The acts of aggression were easy victories for the dictatorships. The League of Nations proved incapable of stopping them. It lacked an army and the power to enforce international law. The United States had refused to join the League or become involved in European disputes. Great Britain and France were unwilling to risk another war so soon after World War I. The two powers knew they would bear the burden of any fighting. The aggressors soon formed an alliance. In 1936, Germany and Italy agreed to support one another’s foreign policy. The alliance was known as the Rome-Berlin Axis. Japan joined the alliance in 1940, and it became the Rome-Berlin-Tokyo Axis. The Spanish Civil War from 1936 to 1939. In 1936, many of Spain’s army officers revolted against the government. The army rebels chose General Francisco Franco as their leader. Franco’s forces were known as Nationalists or Rebels. The forces that supported Spain’s elected government were called Loyalists or Republicans. The Spanish Civil War drew worldwide attention. Yet during the war, the dictatorships again displayed their might while the democracies remained helpless. Hitler and Mussolini sent troops, weapons, aircraft, and advisers to aid the Nationalists. The Soviet Union was the only power to help the Loyalists.  France, Britain, and the United States decided not to become involved. However, Loyalist sympathizers from many countries joined the International Brigades that the Communists formed to fight in Spain. The Spanish Civil War served as a military testing grounds for World War II. Germany, Italy, and the Soviet Union used it to test their weapons and tactics. The war in Spain was also a rehearsal for World War II, in that it split the world into forces that either supported or opposed Nazism and Fascism. Hitler prepared to strike again soon after Germany absorbed Austria in March 1938. German territory then bordered Czechoslovakia on three sides. Czechoslovakia had become an independent nation after World War I. Its population consisted of many nationalities, including more than 3 million people of German descent. Hitler sought control of the Sudetenland, a region of western Czechoslovakia where most of the Germans lived. Urged on by Hitler, the Sudeten Germans began to clamor for union with Germany. Czechoslovakia was determined to defend its territory. France and the Soviet Union had pledged their support. As tension mounted, Britain’s Prime Minister Neville Chamberlain tried to restore calm. Chamberlain wished to preserve peace at all cost. He believed that war could be prevented by meeting Hitler’s demands. That policy became known as appeasement. Chamberlain had several meetings with Hitler during September 1938 as Europe teetered on the edge of war. Hitler raised his demands at each meeting. On September 29, Chamberlain and French Premier Edouard Daladier met with Hitler and Mussolini in Munich, Germany. Chamberlain and Daladier agreed to turn over the Sudetenland to Germany, and they forced Czechoslovakia to accept the agreement. Hitler promised that he had no more territorial demands. The Munich Agreement marked the height of the policy of appeasement. Chamberlain and Daladier hoped that the agreement would satisfy Hitler and prevent war–or that it would at least prolong the peace until Britain and  France were ready for war. The two leaders were mistaken on both counts. The failure of appeasement soon became clear. Hitler broke the Munich Agreement in March 1939 and seized the rest of Czechoslovakia. He thereby added Czechoslovakia’s armed forces and industries to Germany’s military might. In the months before World War II began, Germany’s preparations for war moved ahead faster than did the military build-up of Britain and France.

Definition and Examples of Acrolects

Definition and Examples of Acrolects In sociolinguistics, acrolect is a creole variety that tends to command respect because its grammatical structures do not deviate significantly from those of the standard variety of the language. Adjective: acrolectal. Contrast with basilect, a language variety that is significantly different from the standard variety. The term mesolect refers to intermediate points in the post-creole continuum.The term acrolect was introduced in the 1960s by William A. Stewart and later popularized by linguist Derek Bickerton in Dynamics of a Creole System (Cambridge Univ. Press, 1975) Observations Acrolects . . . are better described as linguistic innovations characterized by the incorporation of linguistic features which have their origin in the contact situation itself. Unlike standard languages, acrolects usually have no overt set of linguistic norms and are pragmatically motivated (i.e. depend on the formality of the situation). In other words, the concept of the acrolect is both absolute (on the level of the speech community) and relative (on the level of the individual) . . ..(Ana Deumert, Language Standardization and Language Change: The Dynamics of Cape Dutch. John Benjamins, 2004) Varieties of British English Spoken in Singapore For [Derek] Bickerton, an acrolect refers to the variety of a creole that has no significant difference from Standard English, often spoken by the most educated speakers; the mesolect has unique grammatical features that distinguish it from Standard English; and the basilect, often spoken by the least educated people of the society, has very significant grammatical difference.In reference to Singapore, [Mary W.J.] Tay points out that the acrolect has no significant grammatical differences from Standard British English and typically differs in vocabulary only by extending the meaning of existing words, for example, using the word bungalow to refer to a two-storied building. The mesolect, on the other hand, has a number of unique grammatical features such as the dropping of some indefinite articles and the lack of plural marking on some count nouns. Also, there are several loan words from Chinese and Malay. The basilect has more significant differences such as copula deletion and do-de letion within direct questions. It is also characterized by the use of words that are typically considered slang or colloquialisms.(Sandra Lee McKay, Teaching English as an International Language: Rethinking Goals and Approaches. Oxford Univ. Pres, 2002) Varieties of American English Spoken in Hawaii Hawaiian Creole is now in a state of decreolization (with English structures slowly replacing the original creole structures). In other words, one may observe in Hawaii an example of what linguists call a post-creole continuum: SAE, which is taught in schools, is the acrolect, that is, the socially prestigious lect, or language variant, at the top of social hierarchy. At the bottom socially is the basilect- heavy pidgin or more accurately heavy creole, a lect least influenced by SAE, usually spoken by people of low economic and social status who had very little education and very little chance to learn the acrolect in school. Between the two there is a continuum of mesolects (in between variants) which range from being very close to the acrolect to those which are very close to the basilect. Many people in Hawaii control various parts of this continuum. For example, most educated, professional people born in Hawaii, able to speak SAE at work in the office, switch to Hawaiian Creole w hen relaxing at home with friends and neighbors. (Anatole Lyovin, An Introduction to the Languages of the World. Oxford Univ. Press, 1997)