Ignoring the Great Chain of Being: Chaos in King Lear

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Humans, like all creatures, have the privilege of the freedom of choice. There are two broad ranges of factors that affect the decisions that a person makes. The first factor that affects decision making is internal, and includes a person's character and intellect. The second factor is external, including such things as environment and interaction with other people. Naturally, each decision a person makes results in a repercussion of some degree, usually either helpful or hindering, and rarely inconsequential.

The concept of justice and revenge is based on the fact that decisions are always followed by consequences. It strictly adheres to the rewarding of good deeds and the punishment of bad deeds. Thus, some would argue that repercussions resulting from deeds whether good or bad are more a natural event than a man-made one. If one were to abide by the way nature intended things, resulting repercussions would always be good. Conversely, if one were to disrupt the way nature intended things, nature gets its revenge.

Revenge is often thought to be blood and guts, manifesting itself in the forms of pain or even death. Likewise, revenge is often thought to be the result of a disastrous deed, a deed that is typically agreed upon to have been not just wrong but also heinous. My own definition of revenge, however, is not nearly as cut-and-dried. I would argue that revenge is often subtle, often pain-free, and often well deserved. I would argue that revenge is a very personal and very individual matter, wearing many different faces. While looked upon by some as a harsh and rash reaction to having been wronged, revenge is always appropriate and just to he who is the revenger. Consequences resulting from one's actions are a form of revenge; a revenge doled out by nature.

William Shakespeare's King Lear is a grave tragedy that is a prime example of the Elizabethan concept of nature's justice and revenge. Lear's kingdom, in my opinion, turns to chaos and vengeance befalls many characters because of a break in the Great Chain of Being. Normalcy is restored only when justice prevails. The Great Chain of Being represents an Elizabethan belief in the order of the universe, its premise being that every existing thing in the universe has its place in a divinely planned hierarchical order (Lovejoy 7). This is visualized as a chain vertically extended. An object's place on the Chain depends on the relative proportion of spirit and matter it contains; the less spirit and the more matter, the lower down it stands. The Chain consists of six links God, Spiritual Beings, Man, Animals, Plants, and Inanimate Objects. Simply put, when one part of the Chain is disturbed, order turns into chaos.

According to this concept, all existing things have their precise place and function in the universe, and to depart from one's proper place is to betray one's nature. Human beings, as noted, are pictured as being between the angels and the beasts. To act against human nature by not allowing reason to rule the emotions is to descend to the level of the beasts. In the other direction, an attempt to go above one's proper place is to court disaster because one would be asserting oneself as equal to or higher than the Gods.

Remember, this Chain is thought to have been ordained by the Gods, each link in it representing a species of being, creature, or object. The links higher on the chain possess greater intellect, mobility, and capability than those lower on the Chain. Accordingly, the higher links have more authority over the lower. For instance, plants only have authority and ability to rule

over minerals. Being superior in nature to inert rock and soil, the plants have divine sanction to draw sustenance from them, and grow upon them, while the minerals and soil support them.

Animals, higher on the Chain, are thought to have natural authority over both inanimate plants and minerals. For instance, horses can trample the rocks and earth, and can also eat plants. Humans, in turn, are thought to possess greater attributes than other animals, and can rule over the rest of the natural world, uprooting weeds and planting gardens, digging up metals and shaping them into tools, and so on. Likewise, spiritual beings such as angels have greater ability than man, and can rule over and control humanity and the rest of the animal world.

The unifying principle holding the Chain together is divine love and rational order (Lovejoy 7). Every being in creation is thought to have its place within this Chain, which entails a certain degree of authority and a certain degree of responsibility to the rest of the Chain. As long as each being knows its place and does its destined duty for the rest of the Chain, all is well.

This Chain's effect and influence are clearly visible in several arenas, one of those being literary. If Shakespeare compares a woman to a vine and her husband to an oak, he doesn't do so merely to talk about her beauty or his strength. Instead, he is emphasizing her subordination to him in the Chain of Being. Likewise, if two characters fight for the throne, one compared to a lion, the other compared to a boar, the comparison implies something about which one has a legitimate claim (Elton 7). Additionally, imagery from the sun, the moon, or other parts of nature often involve an implied set of connotations concerning that object or animals place in nature.

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The Chain has moral implications as well. It becomes a moral imperative for each creature to know its place in the Chain of Being and fulfill its own function without striving to rise above its station or debasing itself by behavior proper to the lower links in the chain. A human who is as gluttonous as a pig, or as lecherous as goat, has allowed the lower, bestial instincts in his nature to supercede his divine capability of reason. He is guilty of fleshly or carnal sin, and denies the rational, spiritual aspect of his nature. Likewise, a human who attempts to rise above his social rank does so through arrogance, pride, or envy of those better than he. Here, the error is an intellectual or spiritual sin.

Politically, and more in relation to the play on which I will be focusing, the belief in the Chain of Being means that monarchy is ordained by God and inherent in the very structure of the universe. Rebellion is a sin not only against the state, but also against heaven itself, for the king is Gods appointed deputy on earth, with semi-divine powers. Conversely, the king has a moral responsibility to God and his people. In return for his absolute power, he is expected to rule his subjects with love, wisdom, and justice. To do otherwise is to abandon those natural qualities that make a noble fit to rule in the first place. Misusing regal authority is a perversion of divine order.

So, this fear of disorder is not merely philosophical, as it has significant political ramifications as well. The proscription against trying to rise beyond one's place is, of course, useful to political rulers, for it helps to reinforce their authority. The implication is that civil rebellion causes the Chain to be broken, and according to the doctrine, this has dire consequences in other realms. It is a sin against God, at least wherever rulers claimed to rule by

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Divine Right, and is suggested that if the sin is of cosmic proportions then civil disorders are often accompanied by meteoric disturbances in the heavens.

How, then, does this Chain apply to the tragedy of revenge in King Lear? On a most basic level, when Lear divides his kingdom, he goes against the natural order, causing chaos. The chaos presents itself in the form of the hateful children Regan, Goneril, and Edmund. Each child acts with unmitigated cruelty toward their parents, becoming more and more like beasts. The deaths of Lear, Goneril, and Edmund are prime examples of justice prevailing for evil, and in Lear's case, unnatural acts.

When reading King Lear and attempting to fully understand nature's role of revenger in it, it is essential to understand this Elizabethan Chain of Being. Lovejoy, in The Great Chain of Being A Study of the History of an Idea, discusses the belief in an established hierarchy within the universe. He writes that everything has its own relative position, even within each individual link, beginning with Heaven, the Divine Being, and the stars and planets above. On earth, the King is next, then the nobles, on down to the peasantry. Men are held to be above women, fathers above children, and the elderly above the young. Holding the lowest position are the beggars and lunatics and, finally, the animals. Interrupting this order is unnatural. We will see how the disruption of this Chain results in punishment after a brief summary of Shakespeare's work.

Lear, King of Britain, divides his land between his two elder daughters, Regan and Goneril, but disinherits his youngest daughter, Cordelia, who refuses to flatter him. Cordelia leaves with her new husband, the King of France. Kent, one of Lear's counselors, is also

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banished from Britain for trying to convince Lear to act with reason toward Cordelia. Simultaneously, Gloucester, Lear's trusted friend, has been deceived by his own bastard son, Edmund. Edmund has plotted to turn Gloucester against his legitimate son, Edgar. Edgar flees for his life, disguising himself as Old Tom.

Once in power, Regan and Goneril work to strip Lear of control. They treat their father with such coldhearted hatred that Lear cannot remain with them. Having nowhere to go, Lear and his Fool are caught outdoors in a tumultuous storm where they meet the disguised Edgar and Kent, who is disguised as a peasant servant. Spurred on by Edmund's plot to banish Gloucester, Regan and her husband, Cornwall, blind Gloucester and send him out to find his own way. In his wanderings, Gloucester meets Lear, recognizes his voice, and tells him of the wrongdoing at the hands of Regan and Goneril. Lear and Cordelia reunite and, together with Kent's forces, battle the combined armies of Edmund, Regan and Goneril.

Many themes are evident in King Lear, but certainly the most prevalent relates to this theme of justice and revenge due to challenging or disregarding the Chain. Shakespeare has developed a tragedy that allows us to see man's descent into chaos. Although Lear is perceived as a man more sinned against than sinning (4..8), the treatment of the main characters encourages the reader to reflect on the presence or lack of justice in this world. The characters also vary in their inclination to view the world from either a fatalistic or moralistic point of view, depending on their beliefs about the presence or absence of a higher power. The theme of justice in relation to higher powers can be illustrated from the perspectives of King Lear, Goneril, Edmund, Gloucester, and Edgar.

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Lear's ultimate fate is death, and his early demise is a direct result of breaching the Great Chain of Being which states that no mortal will abandon his position in the hierarchy of ranking by God; this same hierarchy that has made Lear the King. He sees disorder, a challenge to Nature, in Cordelia and Kent's responses to him, but is wrong about the source he himself has caused the disruption by dividing a peaceful kingdom and forsaking his duties as ruler. Lear's intention of abdicating the throne is apparent from the outset and is seen in the following speech spoken during the opening scene of the play Know that we have divided / in three our kingdom [. . .] (1.1.8). The splitting of Lear's kingdom and the abdication of his throne are not acts of necessity, but acts toward easing the remainder of his life. Thus, Lear is abandoning the position given to him by God.

King Lear's sin is that he disrupted this Chain of Being by relinquishing his throne. By allowing his daughters and their husbands to rule the kingdom, the natural order of things is disturbed. His notion that he can still be in control after dividing the kingdom is a delusion. According to Elizabethan philosophy, it would seem that this is the beginning of his mistakes and is also the cause of the misfortune that occurs later on in the play (Lovejoy 78).

Lear's disruption of the Great Chain of Being is in an unnatural fashion because the abdication of his kingship is without dire or mortal cause. The method of passing down his land to his heirs is also unnatural. Lear informs his daughters that he has divided his kingdom into three parcels, one for each of his daughter's dowries, the largest parcel of kingdom to be awarded to the daughter who proclaims to love him most. This is a violation of the natural order of

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commonly accepted hierarchy that states a father's estate be endowed upon his eldest son. For this, Lear is punished.

An error in judgement and an untempered release of anger are also factors contributing to Lear's downfall. Lear listens to flattery from Goneril when she says, I love you more / than word can wield the / matter (1.1.55-61). Regan compares her own love with Goneril's by saying, I find she names my very deed of love, / Only she comes too short [. . .] (1.1.70-1). Cordelia, however, does not compete with their flattery and praise, merely telling her father that she loves him as a daughter should love a father, with respect and obedience. Lear is so heartbroken by his youngest and, until then, most beloved daughters refusal to praise him that a rage ensues. His judgement is clouded by anger at Cordelia's refusal to praise him with flattery, and he swears by the gods that Cordelia is no longer his daughter, choosing to give her no portion of the land.

Chaos rules the unnatural, according to the Chain as described by Lovejoy (14). Lear makes a devastating mistake that affects his relationship with his daughters by asking them to tell him how much they love him in order that he may divide his kingdom accordingly. Cordelia, the youngest daughter, states that she loves her father the way she is supposed to, as much as any child could love a father but not as much as she will love a husband. On the other hand, Goneril and Regan easily speak the words that their father wants to hear, rather than the truth. Because Lear is not satisfied with Cordelia's response, he turns his back on her and her love. By doing this, he is destroying the natural family unit and lacks the insight to know this. He unjustly

punishes Cordelia by banishing her from the kingdom. He casts out his daughter in an unfatherly fashion, yet is gravely upset by the ingratitude of his other two daughters, Goneril and Regan.

Once again, due to Lear's lack of wisdom, he fails to recognize the sincerity of Cordelia's words. Thus, he puts his relationship with his daughters in jeopardy resulting in a constant source of grief for Lear. Lear holds firm to this belief that the world is governed by the Gods, and believes strongly in justice and revenge. Therefore, he does not question the will of the Gods in letting him suffer from his daughter's unkindness, but instead prays.

Elton reminds us that Shakespeare uses the word nature often, but rarely with the same meaning (144). For instance, Lear personifies nature when he calls Cordelia a wretch whom nature is ashamed / Almost to acknowledge hers (1.1.11-1). Here, it seems as though Lear thinks himself to be particularly special and close to nature because he is presumptuous in believing that he can read Nature's mind. On the same note, he seems to order his goddess, Nature, as though he is in control, commanding Nature to follow his orders. Lear, again, is disturbing the Great Chain of Being by putting himself above the Gods. He disrupts this Chain by unjustly punishing Cordelia and misinterpreting his role in life by assuming to be the lord of creation. For these sins, he is punished when Goneril and Regan turn on him and Cordelia dies. Losing the love of his daughters is the revenge that he is faced with. Thus, it would seem that justice is served. However, Muir suggests that Lear suffers more for his sins than seems reasonable, summing up this concept as follows The world can be to mankind, and has been to Lear, a rack a scene of suffering reiterated past all probability or reason (56).

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Revenge and justice, the kind that is meted out by nature and not man-made, are met when Lear dies at the end of the play. This is a direct result of the actions that he has committed that, while not necessarily evil-hearted, are in direct violation of the Great Chain of Being. Additionally, he is being punished for his cruel and irrational disowning and banishment of Cordelia. Lear's punishment is a result of irrational judgements and unnatural actions.

Goneril suffers the same fate as Lear, but her death is a direct result of a series of vile, ruthless, and despicable actions. The first instance that hints at Goneril's evil nature appears in a conversation between her and Regan after Lear hands down his power of state to them. Goneril proposes to Regan that they join forces in stripping Lear of his authority because she views it as a threat. This would be considered an evil act if Goneril was just a peasant or vassal, to plot treason against the King, but it is worse since Goneril is plotting against her own father. Clearly, she has no respect for Lear as King, superior, or father.

The extent of Goneril's disrespect for hierarchical bonds and her evil nature are further revealed in a letter from her to Edmund. It details Goneril's wish for Edmund to kill her husband, Cornwall. Now, not only has Goneril disregarded her filial bond with Lear by disrespecting him and going against his wishes, she does even worse by disregarding her marital bond with Cornwall and plotting his murder. Finally, passing the point of simply plotting murder, Goneril commits the act herself when she kills her own sister. After poisoning Regan and discovering that Cornwall has proof that she was plotting against him, Goneril feels there is no alternative but to take her own life, which is, ultimately, a fitting vengeance doled out by the Gods for violating the Chain.

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Edmund is another character whose death is a perfect punishment for his acts of betrayal throughout the play. The illegitimate son of Gloucester, Edmund seeks his father's land through scheming and deception. He proclaims that as Gloucester's son, he is entitled to the land, believing that customs of the realm should not be able to keep him from it. Although Gloucester is far from retiring and passing the land on to his legitimate heir, Edgar, Edmund feels that he must already begin plotting against Edgar in order to ensure that it is he who receives the land and not Edgar. Edmund, thus, conceives a letter to Gloucester, signing it in Edgar's name, implying that Edgar would rather kill Gloucester in order to enjoy his estate. Then, in a hurried and hectic conversation, Edmund confuses Edgar and convinces him to flee from Gloucester, giving him the appearance of guilt.

Gloucester, arriving on the scene, is convinced of Edgar's treason. Edmund has removed Edgar from his father's favor, but does not yet possess Gloucester's land or wealth. An opportunity presents itself, however, when Gloucester reveals to Edmund the contents of a letter he has received. Gloucester informs Edmund that a secret power, France, has landed in the realm to revenge disrespect toward Lear. Edmund plans to tell the Duke of Albany of the letter, hoping that this information will make Gloucester look like a traitor in the Duke's eyes. Edmund's plan is to be rewarded with his father's land since it will be stripped away from him for treason. Edmund has challenged the pre-ordained view of nature, and worships the view that upholds survival of the fittest, with no respect for tradition or custom. He laughs at the idea that the heavens determine a person's fate or place in society, and intends to scratch and claw his way to the top, crawling over the bodies of his father and elder brother to do so.

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Edmund's first mistake is in disregarding the given order of royalty that has been dictated by nature. Rightly, he does not stand first in line to inherit from his father. As dictated by the Chain, Edmund's brother is one link higher than he is. So, regardless of the blood bonds between he and his brother, he is violating the Chain by disregarding the preordained hierarchy of royalty. His second mistake, evil and willingness to sacrifice his own family for status and wealth, clearly demands some sort of revenge. It is only fitting that the betrayal of his own blood, both his father and his brother, is answered by death at the hands of Edgar.

Lear, Goneril, and Edmund have each been motivated in different ways. Lear's motivation was an unnatural and irrational motivation. Goneril's heart was of the basest evil and jealousy. Greed and selfishness drove Edmund to the decision that he made. Although the methods and paths of their downfall are different, each person suffers the identical fate as decided by vengeance. What the Chain tells us, then, is that the motivation behind breaking the links is not the most import factor to remember. Whether it is intentional or not, each link that is broken has the same dire consequences. The broken Chain, however, does not stop with these three.

Gloucester plays a parallel role to Lear in the play. He is elderly, gullible, and taken in by his children. Again, the natural unit of the family is disturbed, for Gloucester has a bastard son who is his downfall. However, unlike Lear, he is not weak and infirm but is more good-natured and brave. Like Lear, Gloucester makes reference to Nature. However, Elton feels that Gloucester views Nature as neutral and sees it existing only for man's benefit (114), as evidenced when he says, These late eclipses in the sun and moon portend no good to us /

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though the wisdom of nature can reason it thus and thus, yet nature finds itself scourged by the sequent effects (1..5).

Rather than blame Nature, Gloucester is aware that his problems are a result of his own foolishness. He does not feel that the Gods are necessary to explain Edmund's treason or Cornwall's brutality. However, he does make clear his belief that the Gods are not interested in the affairs of men. Although it may seem as though Gloucester is an atheist, Tillyard believes otherwise Gloucester is not an atheist; he postulates Gods, divine personalities, and if he replaces them with a mechanism of fate or destiny he couldn't ascribe malice to it. What he feels is that there is some mystery in the horror of what's happened to him that goes beyond the tangible human causes (111).

It is true that Gloucester has been lustful and has fathered an illegitimate son as the consequences of his lust. Since this, too, is an unnatural act, it seems justice must be served to restore order. However, to what degree is Gloucester responsible for Edmund's evil behavior? And, is it just revenge that Gloucester's eyes were poked out by Goneril and Regan? This leaves one wondering whether or not justice is served as Gloucester dies at the end of the play, as the punishment seems to exceed the crime.

Edgar is Gloucester's legitimate son who is in danger of losing his right to his inheritance. At first he is the good and dutiful one. At times he is gullible and naïve when responding to his illegitimate brother, Edmund, who tries to take his birth right. Edgar is the moralist in this play. When he reflects on his own undeserved troubles and the suffering of others, there is a religious tone. He has faith in the gods and their vengeance, and is quick to

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give the higher powers the credit for what happens to man. Thus, he says to Gloucester, who believes he has fallen from the edge of a cliff Think that the clearest gods, who make them honors / Of mens impossibilities, have preserved thee (4.5.7-4). He points out the justice of the gods in punishing Gloucester by the hand of Edmund The Gods are just, and of our pleasant vices / Make instruments to plague us (5..48). Edgar believes that there is order in nature. He thinks that there is a natural ebb and flow in human fortunes, meaning that even the worst situation can become better (Elton).

However, he comes to realize that this belief is sometimes challenged. When he finds his father blinded, it becomes obvious that this suffering is renewed. Elton comments that it may seem that nature is indifferent to the fate of any individual (4). Edgar differs from Gloucester in that he takes a moralistic point of view. Muir suggests that while Gloucester feels that there is some mystery in the horror of what's happened to him that goes beyond the tangible human causes [. . .] Edgar [. . .] looks for human causes and assumes that there are powers above who are reacting to events as they should (111).

Why, then, if breaking the Chain results in chaos and punishment to all, is Edgar essentially rewarded in the end. As mentioned earlier, after a disruption in the Chain, life's events return to normal only when order has been restored. Edgar represents this order, and is viewed by the Gods as the only hope of returning normalcy to the land. No justice would be served in punishing Edgar, as he believes in the natural order of things as dictated by Nature. In Edgar's case it seems that he has received his just reward. He does not have an easy time when

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dealing with his brother, Edmund, but perseveres. It would seem that justice is served as Edgar regains his proper position in the natural order of things.

Additionally, we must ask ourselves the following if Edgar is essentially rewarded for his goodness, no revenge being meted out to him as a result of the actions of others, why does Cordelia not have the same privilege? Why must she die? My argument would be that, since it is Lear who makes the most significant break in the Chain, essentially causing the domino effect that is witnessed throughout the play, it is he who must suffer the most. What greater revenge could there be on Lear than the death of his most beloved daughter? Is it fair? No. But, revenge often is not.

Today's Great Chain of Being could more aptly be referred to as karma; reaping what one sews; just desserts; or lying in one's bed after having made it. In this regard, Revenge (the person) can still be seen as some cosmic force that is introduced into our lives as a direct result of some road we have chosen to take, or some decision we have chosen to make.

As a lesson to us today, it is debatable whether each decision we make is weighted on a cosmic scale with justice waiting to punish the evil or reward the good, but what is certain is that each decision we make plays a direct role in our future. In King Lear, each of the characters discussed have varying interpretations of the importance of the higher powers affecting their fortunes, and the natural revenge that occurs when they go against the Great Chain of Being. As well, justice is handed out in different degrees. In the eyes of the characters, Shakespeare succeeds in illustrating the universal conflict that members of society have always had in understanding their fate in this world.

Bloom, Harold, Ed. King Lear. New York Chelsea House, 187.

Elton, William R. King Lear and the Gods. San Marino The Huntington Library, 168.

Lovejoy, Arthur Oncken. The Great Chain of Being A Studyof the History of an Idea. Cambridge Harvard UP, 164.

Muir, Kenneth, and Stanley Wells, Eds. Aspects of King Lear. London Cambridge UP, 18.

Tillyard, Eustace M. The Elizabethan World Picture. New York Random House, 15.

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President George W. Bush's Address to a Joint Session of Congress and the American People was done on September 0, 001 at the United States Capitol in Washington, D.C. The President is speaking to all of America which includes all of Congress and its staff, news reporters, and all Americans that are watching television. This speech is nine days after the attack on the two World Trade Towers and is mainly about the current acts of terrorism, how America has put up with that terrorism, and the vaguely certain action that will be taken against terrorism.

For Bush, his speech does declare war, but it also does more. It is geared towards persuading a nation divided from the previous year's confusing and almost controversial election to trust Bush's ability to lead America and to succeed in a war that will require more casualties and time than other wars. Bush must first persuade America to join and follow him as a leader. He must then restore faith and morale in the shaken country, and convince Americans to be willing to go forward to take a position against terrorism for the spread of justice.

Watching Bushes speech on a video shows many characteristics of a good speaker. Even though Bush's speech is a script to read, he does a good job in not making it just a script that's read one line after the other. His body, voice, and eyes towards the audience are used in the way that a person that a person talking in a conversation might use their body and voice. His voice is calm and steady with conviction and necessary pauses that are generally at the end of the short paragraphs. He takes his time talking to the crowd which is relaxing to the listeners and is charismatic and determined on his part. His eyes are in contact with the audience in the crowd and on the television as if they are hooking to the audience, not as how a quick look just catches glimpses of an audience. Finally, when Bush receives applauses, he doesn't smile or attract much attention so that he appears to have determined and content.

Bush's speech starts out with him acknowledging the public's awareness and first hand experience of the situation over the issues about terrorism that he will talk about. He begins get personal with the crowd by referring to specific person and his family. That makes him seem patriotic. He next makes it known to the people that he feels their pain when he refers to people's specific actions to help during the terrorist cause such as We have seen the unfurling of flags, the lighting of candles, the giving of blood, the saying of prayers. A little alliteration is used as an effect in unfurling of flags and later in as we have found our mission and our moment.

Bush says that the helping counties' acts will never be forgotten America will never forget the sounds of our National Anthem playing at Buckingham Palace, on the streets of Paris …..We will not forget South Korean children gathering to pray outside our embassy in Seoul…….Nor will we forget the citizens of 80 other nations who died with our own…. He tells of allied countries that are doing events like praying and singing America's national Anthem. Americans would definitely find these countries actions friendly which will transfer feelings other countries towards American as a peaceful message.

Bush makes a blunt statement about what the Al Qaeda terrorists are about with some an analogy and the summary of a hopeless and evil dream Al Qaeda is to terror what the mafia is to crime. But its goal is not making money; its goal is remaking the world -- and imposing its radical beliefs on people everywhere. His word choice of mafia, crime, terror, and radical give a negative tint about what he's saying.

Bush makes a clear picture about the Al Qaeda government as a ruthless killer and as an evil doer. This is especially true when he talks about their religion, activities in the homeland, and petty actions that can get a man killed while contrasting actions that Americans feel very dear about. When bush talks about their religion, he says that The terrorists practice a fringe form of Islamic extremism, The terrorists directive commands them to kill Christians and Jews, to kill all Americans, and make no distinction among military and civilians, including women and children, which really gives a negative feeling with words like extremism and kill.

When Bush talks about the soldiers that are being recruited, he says that They are recruited from their own nations and neighborhoods and brought to camps in places like Afghanistan, where they are trained in the tactics of terror. They are sent back to their homes or sent to hide in countries around the world to plot evil and destruction. He also says that the Afghanistans people have been brutalized -- many are starving and many have fled. Women are not allowed to attend school. You can be jailed for owning a television. Religion can be practiced only as their leaders dictate. A man can be jailed in Afghanistan if his beard is not long enough. Bush causes a disturbing feeling when he talks about basic freedoms to us that are being forbidden by the Taliban. This includes They hate our freedoms -- our freedom of religion, our freedom of speech, our freedom to vote and assemble and disagree with each other, They want to overthrow existing governments in many Muslim countries, such as Egypt, Saudi Arabia…., These terrorists kill not merely to end lives, but to disrupt and end a way of life. With every atrocity, they hope that America grows fearful, retreating from the world and forsaking our friends. They stand against us, because we stand in their way, and They are the heirs of all the murderous ideologies of the 0th century. By sacrificing human life to serve their radical visions -- by abandoning every value except the will to power -- they follow in the path of fascism, and Nazism, and totalitarianism.

All this negative talk is counteracted with wods like determination, strength, liberty, freedom, courage, and resolve, for example when he says We will direct every resource at our command -- every means of diplomacy, every tool of intelligence, every instrument of law enforcement, every financial influence, and every necessary weapon of war -- to the disruption and to the defeat of the global terror network, We will come together to improve air safety, to dramatically expand the number of air marshals on domestic flights, and take new measures to prevent hijacking. We will come together to promote stability and keep our airlines flying, We will come together to give law enforcement the additional tools it needs to track down terror here at home, and We will come together to take active steps that strengthen Americas economy, and put our people back to work. This again is another article which depicts them as bad people and supports Bush decision to trust him as a necessary leader of America espcecially with suc decisive action.

After Bush is done saying all the bad about this people, he cleverly states that the true Afghanistan is respected so as not to cause hatred to a group of people just for living in a certain country. He furthermore proves this by saying The United States respects the people of Afghanistan -- after all, we are currently its largest source of humanitarian aid -- but we condemn the Taliban regime.

Bush uses the word I much when he says, I will not forget and I will not yield; I will not rest; I will not relent... Doing so seems to offer some assurance that American can trust him as a strong leader. Bush uses the police shield of a victim, George Howard, to, appeal to the people's emotions.

Bush closes with a statement that relates this time to many others when he argues that Freedom and fear, justice and cruelty, have always been at war, and we know that God is not neutral between them. Bush mentioned God even though he might have been criticized for it. In doing so he made his speech more emotional and appealing towards many whom know this as an important phrase.

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Sport and violence

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on sport and violence. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality sport and violence paper right on time.

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There are many aspects of sport that are relevant to culture and society particularly in the

areas of violence and identity. There are a variety of contrasting and conflicting opinions

as to the extent to which violence should be aloud, and encouraged in male dominated

sports. Feminists have claimed that violent instinctual urges are what causes males to

commit these supposedly vicious acts. Also, the sport of soccer, or football, is a perfect

example to stress the emphasis on sport in Australia and Australia's identity. There are

pressing issues of stereotypical masculinity involved.

The question of violence in sport is a heavily debated topic that has, over the years,

developed into a highly intellectual topic. Feminists are major contributors to arguments

concerning the acceptable level of violence within primarily male dominated sports. They

have claimed that masculinity contains within it an inherent biological urge to commit

acts of violence and this is fueled by contact sports. This claim appears to be based on the

assumption that all males are the same. That masculinity and violence are genetic,

instinctual elements that every man is inclined to follow. It is an attempt to normalize

masculinity. Such essentialisms seem to be rather contrived, after all, there many ways of

being male.

Humans should not be treated as unified entities. At a base level everyone possesses a

similar genetic make-up. However, every person is unique with different perspectives or

worldviews. Every person has a different way of dealing with situations based on life

experience. Sure, there are people out there who enjoy causing physical pain. They enjoy

violence for what it is; they revert into hunter-gatherer mode and repress the moral

boundaries placed upon them by contemporary society. This is not, however, the case

with the vast majority of contemporary sports persons. They are involved in a game

whereby strategy and quick thinking can be the difference between winning and losing.

Sure, sometimes this may mean that a rough slide tackle is appropriate, but rules and

boundaries limit excess.

The instinctual urges may still be within everyone, but in contemporary society people

are bound by rules. These rules pertain that perhaps there may be other outlets for

violence other than simply walking down the street and beating someone up. Instead,

there are violent video games with a realm of possibilities, there is a lot of angry music

out there, and, of course, there is contact sport. Perhaps professional boxers are doing

society a favour by keeping their aggression inside the ring.

Australian sport is an institution of enormous significance, particularly in relation to the construction and maintenance of gender patterns. The culture of Australian sport perpetuates ideologies which systematically oppress women and certain groups of men. This process is not always immediately obvious. For instance, the mass media naturalises domination as an inevitable consequence of the male athletes superiority, skill and strength, (Marston 15).

Sport holds an elevated position within many countries, particularly Australia. Australia's

national identity owes much to sport. Australians take pride in their athletic ability,

particularly in their national sports. The national sports are primarily male dominated and

layered with cultural significance. It is a multicultural society which means that racial

identity within Australian sport is not easily defined. Certainly, within the sport of soccer,

many questions of race, gender, and other such important issues are relevant. Soccer is

not given the media coverage that many popular sports are given. After all soccer has the

highest junior participation rate in Australia. It has been, to an extent, associated with

ethnic minority groups, and simply doesn't draw crowds like Aussie Rules and Cricket.

Apart from problems within management and promotion Soccer simply isn't violent

enough for the Australian public as a spectator sport. Overseas they can appreciate the

skill involved with the beautiful game, but it is relatively new to Australia and it doesn't

hold that initial appeal.

Australia's national ethos involves being tough and getting in and working hard. This is

an ideology with origins in the working class that has become a national symbol.

Australia's national identity is based on the very masculine hegemony revered by

feminists. Soccer does not fall within these boundaries, as it does not involve the

necessary physical contact. Thus, it questions our gender perspective and questions our

role within a capitalist patriarchal society. It is, therefore, an unmarketable vehicle within

Australian society, it doesn't have the profit margin in its favour. Imagine an Australia

where soccer was the primary sporting venture. Imagine the strength of the national

soccer team. The political implications would be promising. European and South

American countries consider soccer as more than a game, but a way of life. There is layer

upon layer of cultural significance embedded within the game; it forms a global

community of supporters. It would signify a collaboration of racial groups from all walks

of life within Australia, pertaining to both male and female participants. By using soccer

as an example the complex nature of sport and its application to culture becomes

apparent.

Television has played a central role on Australian television since its conception.

Actually, the first television broadcast in Australia was that of the 156 Olympics. Even

news programs place a significant emphasis on sport, and sport related stories. The

ratings prove the mass appeal of such ventures. The most popular shows on television are

consistently sport related. Whether they be actual sporting events, comedy, or

commentary shows. Although women play sport almost as much as men within Australia

women's sports coverage on television has little to no mass appeal, and very little

coverage. In fact, in 1, women's sports coverage catered for 1.% of the total sport on

TV. A pole that was given at the time reiterated this move, revealing that only 6% of

women wanted more sport on TV.

This leads to the next topic of observation. Seeing as the vast majority of sport on TV is

male dominated, what place do females hold as viewers of sport. Their appeal to male

sport is vastly different from the males appeal. For women it is a sexually charged

experience. They are viewing able-bodied men use their strength and bravery to perform

spectacular tasks. This presents an opportunity for women to do the very thing men have

been accused of for years. Watching or experiencing a text based on sex appeal. However

this opportunity does have its down sides. Female journalists have been accused of rating

players based on sexual appeal. However some female sports journalists claim that they

view sport from a more human angle, from an alternate and ultimately insightful

perspective that males should stand up and take notice of.

The concept of sport has sparked many debates from a variety of sources concerning a

number of pressing and complex issues. Violence is accepted within sport but is reverted

from chaos by rules. Australian sport is governed by strict codes of what is acceptable.

All of which are relevant and applicable to the broad field of cultural studies.

Bibliography

Brown, D & Hogg, R 1, Masculinity, Sport and the Swinging Arm, Polemic, vol. 4, pp. 8-87.

Clark, D 18, Australian Sports Almanac, Hardie Grant, Victoria.

Marston, G 15, 'More than just a game' XY men, sex, politics, Spring, p. 11.

McKee, A 001, 'Live and Sweaty When is nudity Acceptable in Sport', in Australian Television. A Genealogy of Great Moments, Oxford University Press, Melbourne, Australia.

Patterson, K 15, Captain Socceroo, Harper Sports, Australia.

Please note that this sample paper on sport and violence is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on sport and violence, we are here to assist you. Your cheap custom college paper on sport and violence will be written from scratch, so you do not have to worry about its originality.

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French Immigration in Canada with special view to the 17th century

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Table of contents

1. Introduction

. French immigration in the 17th century

. Immigrant statistics

.1. Number of immigrants

.. Origin of immigrants

4. The turning point in 1760

5. French immigration to British-Canada

6. Francophones in the Canadian society

7. Outlook The future of Quebec

8. List of references

1. Introduction

Je me souviens. Exactly this will be done over the following pages. This paper will deal

with the French immigration to Canada and especially emphasize on the early phase, the immigration to Nouvelle France in the 17th century.

Problematic about the French immigration is the time span. If one thinks of 154 as the starting year of French engagement in North America (cf. Kempf 17 7), the year in which Jaques Cartier set out on his first journey to that region which is now Canada by order of the king of France (cf. Sautter 17 ), this paper would have to cover 46 years. This approach is also difficult in another way whilst one usually speaks of other ethnic groups (Italians, Ukrainians, etc.) as unmistakably immigrants, that term is mostly inappropriate when speaking of the French, who just as the British can't be described as immigrants due to their early arrival and therefore long history of settling

(cf. Burnet/Palmer 18 1; Ttu de Labsade 10 4). Hence, the French population doesn't need to be integrated in a Canadian society but needs to be understood as a Canadian society that has lived in that area for centuries, even when the immigration waves brought lots of immigrants into the country. The history of French immigration led to the present ongoing conflict about the role of Quebec in the Canadian confederation and the fight over separatism and clinging on to Canada as one country.

Nevertheless, the main focus of this paper will be on Nouvelle-France and therefore on the 17th and 18th century. In doing that, the early phase of French immigration to Canada will be covered, particularly the conquest of New France by the British in 1760 as the turning point, which pretty much ended the phase of French immigration that year

(cf. Burnet/Palmer 18 15). The reason for even discussing this topic is to find an answer to the present mood of the Quebecois, who after years of feeling repressed by Anglophones finally have stepped up and embraced their historical background and their unique status as one of the founding peoples of Canada.

After this short introduction, the focal point of immigration to Canada will be discussed, giving an overview of the settlements in and immigration to New France three centuries ago. The next chapter will be about the end of the French colonial reign in Canada and the rise of the British colonial empire after the defeat of the French in 1760. Following this, the since then British-ruled and British-influenced Canada will be looked at. In addition, the position of the Francophones in Candian society will be described. Finally, the last chapter will give an outlook for not just the future of Quebec but also for all of Canada, and furthermore mention the separatist tendencies of the Quebecois.

. French immigration in the 17th century

The French colonial efforts in North America in the 17th century were above all characterized by a backwardness in comparison to other European powers, in particular the British. Only very few French settled in the territory of what is today Canada, and the ones who did were outnumbered by the other colonial powers

Alors que l'Angleterre et les Pays-Bas ont djà […] tabli des colonies qui de Terre-Neuve à la

Virginie comptent environ 600 colons, la Nouvelle-France ne supporte que deux fragiles

tablissements l'Acadie du cap de Sable où vivent une vingtaine de Français, et le Canada qui

n'est que le comptoir de Qubec. La Nouvelle-France de 167, c'est en tout cas une centaine

d'habitants. (Trudel 18 )

This situation was not least dependent on the adverse living conditions and insufficient supplies the few settlers were faced with

Qubec n'a de vivres que ce qu'y laissent pour l'hiver les navires qui rentrent en France; le

Canada n'a ni charrue pour labourer, ni moulin pour faire farine; depuis trois ou quatre ans

seulement, les de Can font un peu d'levage dans leur baronnie du cap de Tourmente.

(Trudel 18 4)

Also sharing this view is Françoise Ttu de Labsade, though only for a very early phase, the 16th century, about which he writes

Ces tentatives [de fonder un tablissement au Canada] se soldent par des checs les Français

supportant mal les rigeurs de l'hiver prissent du scorbut et les relations avec les Amrindiens

deviennent tendues. (Ttu de Labsade 10 4)

Sautter traces the bad supply system back to a wrong priority establishment

Die halbherzigen Anstrengungen hatten die weiße Bevölkerung in Kanada bis 1660 nur auf etwa

000 Menschen wachsen lassen, zu wenig, um die Irokesengefahr zu bannen; und die Kriegsnot

war nicht das einzige Übel. Dem Pelzhandel hatte bisher das Hauptinteresse gegolten, und man

hatte wenig Landwirtschaft getrieben. Auch jetzt noch mußte der größere Teil des Bedarfs an

Lebensmitteln und Kleidung vom Mutterland eingeführt werden. (Sautter 17 )

Not as negative and harsh characterize Charbonneau et al. the living conditions when they describe the situation as following

Quand les Français entreprennent de dfricher les rives de la grande rivière , ils ne se

heurtent à aucun habitant vraiment stable. L'espace est libre, c'est à dire que nulle population

sdentaire ne l'occupe. […] La saison froide est certes longue et rigoureuse, mais le territoire

n'est pas hostile pour autant. L'abondance des prcipitations, combines aus fortes tempratures

d'te, favorisent la flore et la faune et, par consquent, les activits agraires.

(Charbonneau et al. 16 1)

Named as a positive factor, however, can be the relatively great expansion of trade routes, which allowed trade with the Indian population. Especially shipping became very important

Ce que la Nouvelle-France a de mieux, c'est justement ce rseau de traite qui tend partout ses

ramifications en Acadie, les rivières Saint-Jean et Pentagout ; au Canada, le Saguenay, le

Saint-Maurice (ou rivière des Trois-Rivières), le Richelieu (ou rivière des Iroquois),

l'Outaouais, alors rivière des Algonquins. (Trudel 18 4)

Companies were founded to encourage and to help with the organizational handling of immigration. These companies not only specifically recruited settlers and shipped them overseas, but beyond that also obliged to supply the settlers with rations for a three-year period until they would be able to support themselves. About this Marcel Trudel writes

En plus de transporter en Nouvelle-France en quinze ans le total de 4000 personnes, la

Compagnie doit, les trois premières annes de leur arrive, les y loger, nourrir et entretenir ;

pass ces trois ans, la Compagnie s'en dchar-gera en leur assignant la quantit de terres

dfriches, suffisantes pour leur subvenir, avec le bl ncessaire pour les ensemencer la

première fois, et pour vivre jusqu'à la recolte prochaine […]. (Trudel 18 5)

These lines alone show very clearly the enormous problems which awaited potential immigrants in Nouvelle-France. All of these problems can be attributed to the almost nonexistent infrastructure. Therefore, the companies' promises had to be adequately attractive for people to embark on the venture of immigrating to North America. Decisive in this context was the circumstance that every settler was guaranteed farming land after the expiration of the three-year period

Nous avons ici deux fondement de la coloniasation de cetter priode le dbut de la politique

d'engagement pour trois ans et l'obligation pour les Cent-Associs de concder des

terres aus immigrants qui restent sur place. (Trudel 18 6)

But the goal, recruitment of 4.000 settlers over a period of 15 years, wasn't achieved, particularly since a couple of ships of the Compagnie de la Nouvelle-France were raided in 168 and never reached Quebec

Von diesem Fehlschlag beim ersten hoffnungsfreudigen Unternehmen erholte sich die

Gesellschaft nie wieder richtig. Die 4.000 Siedler, die innerhalb von 15 Jahren nach Amerika

hätten gebracht werden sollen, wurden nicht angeworben. 1645 war man dem Bankrott nahe.

(Sautter 17 8)

Especially skilled workmen were needed in Nouvelle-France in the very beginning. To win them over for at least a temporary stay, they were granted special conditions and given ease concerning their practise

[C]eux qui auront exerc leurs arts et mtiers en la dite Nouvelle-France durant six and

seront, s'ils retournent en France, rputs pour maîtres de chef d'uvre et pourront, comme

tout maître, tenir boutique ouverte dans Paris et autres villes ; c'tait, par cette mthode du

stage, lever systmatiquement les gens de mtier au niveau de la bourgeoisie. (Trudel 18 7)

Another method to engage French people in Nouvelle-France was not just by giving them land but at the same time also the title that comes along with the property. Chosen people of bourgeois origin were ennobled not de jure but de facto. Aristocrats furthermore received an additional title. This system was suitable to recruit ceux qui veulent s'lever dans une socit où le prestige social et la possession de la terre sont d'une souveraine importance'' (Trudel 18 7) for the colonization of Nouvelle-France. This was deliberately aimed at those bourgeois circles that already were financially stable and couln't be tempted to go overseas for financial reasons. However, it meant a lot to them to gain a prestigious title and thereby get closer to or eventually become a member of the nobility.

. Immigrant statistics

.1. Number of immigrants

The evidence of how many people actually came to New France and in which years turns out to be very difficult. The reasons thereof are complex. First of all, no passenger lists existed before 166, hence it can't be proved without a doubt whether all recruited settlers really did start off on the passage (Trudel 18 1). In addition, not every ship reached its goal because they sank either due to severe weather or enemy attacks (cf. Trudel 18 1). Furthermore, many people fell sick or died during the passage because of insufficient hygienic conditions (cf. Trudel 18 1). Concerning the unreliabilty Trudel writes

Tout en dressant un catalogue de ces immigrants, nous avons voulu (c'est le seul moyen

d'observer l'volution du mouvement migratoire) attribuer à chaque immigrant l'anne de son

arrive. C'est ici le terrain le plus instable. Nous ne connaissons d'une façon certaine l'anne de

l'arrive que pour 10 immigrants sur 106, soit seulement un sur trois. (Trudel 18 14)

Despite the unlucky circumstances Trudel still makes the following statistical statement for the period from 16 to 166

Arriving immigrants 16-166 (Trudel 18 )

Number of ships14

Annual average 4,

Identified immigrants 106

On the basis of these numbers it would mean that only 10,5 identified immigrants came to Nouvelle-France per year. The actual number would clearly have to be higher. Other writers give even lesser numbers for that time span, which makes Burnet/Palmer note that during the 150 years of the French regime [1610-1760], immigration was low, averaging only sixty-six persons a year (Burnet/Palmer 18 1).

.. Origin of immigrants

Now the question of where in France the immigrants specifically came from will be answered. The data concerning this is more reliable. Out of the .106 identified immigrants, the origin of .0 is known

Origin of immigrants by province (Trudel 18 5)

Normandie 44Champagne 44 Gascogne7

Aunis15Angoumois 4Languedoc 7

Perche 1Picardie Flandres 6

Paris 160Touraine 4Nivernais6

Poitou 154Guyenne Provence 5

Saintogne 10Berry 1Comt de Foix

Maine 101Lyonnais 11La Marche

Anjou 8Lorraine 10Avignon 1

Ile-de-France 6Bourgogne Barn 1

Bretagne 60Limousin 8Franche-Comt 1

Orlanais46Auvergne 7Savoie1

According to this overview it can be said that the large part of the French immigrating to Canada came from western France, more than 0% came from the Normandy. The high proportion of western Frenchmen can partly be explained by the strategically convenient location at the Atlantic Ocean, particularly because the ships to Canada casted off from the French Atlantic harbors, as the following breakdown shows

Immigration according to harbors (Trudel 18 7)

RegionHarborImmigrants fromOf .0 immig.Share in %

Atlantic-NorthRouenPicardie, Perche, Bretagne, Normandie7657,6 %

Atlantic-CenterLa RochellePoitou, Aunis, Saintonge, La Marche, Limousin, Angoumois 6160, %

Atlantic-SouthBordeauxGuyenne, Bearn Gascogne11,5 %

Pays de la LoireSaint-NazaireAuvergne,Berry, Anjou, Maine, Orlanais, Nivernais, Touraine8514 %

Marcel Trudel explains the large part of Norman immigrants as follows

Sa large façade sur la mer, ses traditions de voyage au long cours en font un pays à ressources

migratoires. D'autres explications à court terme l'activit des Legardeur et des Leneuf vers

166, les suites des fureurs paysannes qui clatent en Normandie en 16, la part essentielle

que prennent les marchands de Rouen au commerce du Canada, de 165 à 166.

(Trudel 18 5)

Jones, who also deals with migration in the 1th and 0th century, explains the dominance of the Normans and Britans with climatic circumstances

Certainly, Canadian and Quebec officials who sought colonists for the plains of western Canada

and for the newly opened regions of Quebec directed their appeal to the inhabitants of

Normandy and Brittany who, they thought, would be capable of adjusting to the rigours of

Canadian winters. (Jones 18 )

And although Jones didn't explicitly make this statement about the immigration to Nouvelle-France in the 17th century, it should nevertheless be valid for this epoch and seen as a reason for the high number of immigrants from particularly that part of France.

4. The turning point in 1760

The events of 175/60 and its effects on the French settlers in Canada, that much can be said at this point, are indelibly anchored in the collective memory of the Franco-Canadians and always present. The French engagement in North America was accompanied by rivalry, hostility and wars with the British and usually those conflicts overseas were often in an interdependent relation with clashes within Europe

[…] l'Angleterre, pour sa part, cherche à prospecter la même territoire que la France. Les deux

pays vont se faire une lutte quasi continue jusqu'en 176. […] Les pays d'Europe entretiennent

de grandes rivalits qu'ils tentent de rsoudre par la guerre. L'Amrique du Nord devient un

champs de bataille où la France et l'Angleterre peuvent intervenir, mesurer leur forces et trouver

une monnaie d'change. (Ttu de Labsade 10 44)

In 175, when 70.000 French settlers were up against a British colony 0 times stronger, the French had a few early successful attempts, partially resulting from support with allied Indian tribes, but ultimately were militarily defeated by the British. Important stages in this were the fight for Fort Quebec on the Plains of Abraham (late 175) and the capitulation of Montreal the following year. In 176 the king of France ceded all of Canada to the king of England in the Treaty of Paris, sealing the fate of Nouvelle-France. France had to acknowledge the autorit de l'Angleterre sur presque toute son ancienne colonie (Ttu de Labsade 10 45).

After a couple of transitional years the French subjects of the British monarchy profited from an incident that was to revolutionize the British colonial empire in North America with the more and more noticeable independence endeavors of the 1 New England states, the later founding states of the United States of America, the British thought it necessary to defuse the situation in the newly-founded colony Quebec, in order to prevent that the Francophones could turn into another trouble spot, which wasn't needed at all during that time

[…] 1774, im Jahr der Boston Tea Party, erließ das britische Parlament die Quebec-Akte […]

Autorität statt Volksvertretung und Anerkennung der Besonderheit Quebecs waren ihre

Quintessenz. Ein Gouverneur und ein ernannter Rat von durchschnittlich 0 Mitgliedern ohne

Rücksicht auf die Abstammung reagierten von 1775 an die Kolonie. Englisches Strafrecht und

französisches Zivilrecht bestanden nun offiziell nebeneinander. Das seigneurale System wurde

in gleicher Weise wie die Ausübung katholischen Gottesdienstes garantiert, und das Recht der

römischen Kirche, einen Bischof zu ernennen, wurde ebenso bestätigt wie das Anrecht des

Klerus auf die Kirchensteuer. [...] [F]ranzösischerseits konnte man mit den gewährten

Privilegien zufrieden sein. (Sautter 17 8)

The concessions made by the British government to the francophone population of Quebec were to ensure that the new subjects would remain loyal and calm during a conflict between Great Britain and the New England states and not support the American independence endeavors. This strategy proved to be very successful because all appeals by American separatists to join the fight for independence on the side of the United States of America went unheard.

5. French immigration to British-Canada

Concerning the immigration of French to British-Canada since 1760, it must be said that British and French people had a very sceptical or disapproving attitude at first

In the decades following the British conquest of 1760, few French immigrants came to Canada.

Until Napoleon's fall in 1815, Britain and France were frequently at war. France did not

encourage emigration and Britain did not want French immigrants to settle in a colony whose

largely French population is often viewed as a threat. (Jones 18 4)

In the meantime, the Roman-Catholic church tried to overcome its problem of being understaffed in Canada by specifically recruiting French priests. This custom went on to be prohibited by the British government. Only with the outbreak of the French Revolution did some pastors come to Canada from France, this time even with the permission of the government in London

The French Revolution offered the Canadian church new possibilities as nearly 8000 French

priests fled across the Channel to England. London, interested in reducing the number of

emigrs on British soil, now agreed that some could come to Canada. Only about fifty did […].

(Jones 18 4)

After 1840 more French clergymen went overseas, especially since the Bishop of Montreal personally set out to France for recruitment in 184; between 187 and 1876 5 people were recruited. Another wave can be registered after 1880, which is in connection with the declericalisation of France after the foundation of the III. Republic. Between the turn of the century and the outbreak of World War I about 000 clergymen emigrated to Quebec. Jones sums up the immigration movement of the 1th century as following

French immigration to Canada in the nineteenth century was a relatively small-scale

phenomenon. Perhaps 50,000 French were admitted to Canada between 180 and 110. (In the

same period, 470,000 emigrated to the United States.) (Jones 18 6)

During this time until World War II there have been several specific dmarches to make more French people immigrate to Canada. That is why in 1887 the Socite d'immigration française was founded and the Canadian government sent a new immigration commissioner, Paul Wiallard, to Paris in 10. But the results of these efforts were less higher immigration numbers but more so diplomatic ill feelings. The French government interpreted the recruiting of immigrants as a violation of effective French law and even filed a complaint with the British ambassador in Paris against this practise. To the question of why even into the 150s such few French people emigrated to Canada, Jones gives the following answer

The traditional explanation has been that the French in general did not want to emigrate and that

the French government impeded emigration. This explanation is partly true though it is

incomplete. After the war, France suffered from an acute labour shortage as well as from a

scarcity of dollars and imposed severe restriction on the capital that emigrants could take with

them. Before 151 […] the limit was a mere 00$. (Jones 18 11)

And even for the time after 145 it can be marked that the share of French people in the total immigration number is relatively small, only ,% for the period between 146 to 17. Still, the biggest part of French immigrants (about 75%) flows into the francophone provine Quebec (Jones 18 18).

Detailed figures give the following overview

French immigration 100-18 (cf. Information Canada 174 ff.; Jones 18 18)

100-18 5

11-44 181

146-50 4 781

151-57 8

158-6 1 88

16-671 0

168-77 47

174-7 17 785

180-8 0 187

100-8175 45

Interesting and worth mentioning in this context is the fact that after World War II a few people of French ethnic origin came to Canada as refugees, expellees or stateless persons, although they didn't necessarily were from France or French citizens. Not the country of origin or the nationality was noted in that case but the ethnic origin (cf. Information Canada 174 44). Furthermore, some immigrants, who came to Canada as refugees, stated France as their country of birth (cf. Information Canada 174 46).

6. Francophones in the Canadian society

Generally it can be assumed that during the 1th and 0th century French immigrants worked in lots of different jobs and presently still are doing so, which makes it difficult to distinguish those immigrants from the host society (Jones 18 4). But a typical French phenomenon was that integration, especially in the employment field, was a lot more unproblematic in the francophone Quebec than in the anglophone rest of Canada

(cf. Jones 18 4). At the beginning of the 0th century, from 106 to 110, 4% of all immigrants of French origin were farmers, 16% were skilled workers and 11% were unskilled workers. About the phase after World War II Jones writes

After World War II, French immigrants to Canada had, on the whole, higher levels of education

than persons born in Canada and than many other immigrant groups. This situation can be

explained by the fact that the French group was composed especially of independent

immigrants, a group usually more highly educated than sponsored immigrants. (Jones 18 5)

In general, those Francophones who also spoke English well had a better chance for a promotion and success in their jobs than those, whose knowledge of English was insufficient. Jones explains that studies in Quebec in the 170s have showed that French immigrants who knew English at the time of their arrival generally obtained higher salaries than those who were unilingual (Jones 18 6).

7. Outlook The future of Quebec

At the end of this paper the reader may expect some kind of summary or a synthesis

- in short, a concluding chapter in which the most important events and the ideas gained so far are once again compiled in a pithy form. But instead of repeating already given statements, which the complexity of the topic hardly allows anyway, it may be rather interesting to direct the reader's attention towards the future. This analysis should have made it easier for the reader to understand the situtation of the French or rather Francophones over the past centuries. This understanding is necessary if one wants to wisely assess the current conflict about the future of Quebec and with that also the future of Canada. The defeat on the Plains of Abraham in 175 put an end to the age of French colonialism in North America, but gave way to a lenghty conflict between two ethnic groups, Anglo- and Francophones, for the following years. Up until now this conflict seems to also be responsible for the fact that Canada very often is falsely perceived as a bicultural and not a pluralist society, simply because this discussion overshadows all other ethnic groups.

In 180 and 15, two approaches that were to find a constitutioal compromise for all involved failed. That caused quite a reaction in Quebec. From then on the Quebecois started voting for parties whose political goal it was to separate Quebec from Canada, mainly the Parti Qubcois (PQ) and the Bloc Qubcois. As the main reason for the striving for independence Kempf mentions the refusal of the 'Anglos' to constitutionally acknowledge Quebec's special status (cf. Kempf 17 7). The Francophones in Quebec felt threatened and enacted several language laws in order to strenghten the French language and repress the English one. It must be taken into consideration that in this - now and then very heated discussion language is equalized with culture, which must be preserved. In addition, many Francophones fear to lose their influence even in Quebec. Since 180 the birthrate in Quebec has declined and is now below the total Canadian average. And even this natioal average has a downward tendency, which is why Canada needs immigration to compensate its decline in population. Although is has to be mentioned that in relation to the population, proportionally only half as many immigrants come to Quebec than to Canada. The thesis of foreign infiltration is therefore somewhat invalidated.

Concerning the two referenda, which were supposed to introduce Quebec's independence, it can be said that a third referendum won't be long in coming (cf. Kempf 17 7). But the matter of a possible separation of Quebec from Canada raises lots of questions Quebec is economically interwoven to such a degree with Canada that a separation involves considerable difficulties. It is questionable whether an independent Quebec would even be able to economically survive on its own, without the important transfer payments from Ottawa. Can an independent Quebec join NAFTA and pursue custom-reduced trade with the rest of North America? Wouldn't the unity of the rest of Canada be at stake if the Atlantic provinces Nova Scotia, New Brunswick, Newfoundland and Prince Edward Island were cut off from the other Canadian provinces by a corridor qubcois? And how are the non-francophone people in Quebec (especially Anglophones and Aboriginals) going to react in case of a separation?

One can guess the political explosives that are hidden behind the pointed out questions, with which Canada will have to deal with rather sooner than later. Quebec, nevertheless, will most likely strive for an actual independence. Given the Francophones' historical background and the everlasting repression by the English (-speaking) it seems as if they have finally pulled together to fight for their rightful acknowledgement of distinctiveness.

Burnet, Jean R.; Palmer, Howard. 18. Coming Canadians an introduction to a History of Canada's Peoples. Toronto McClelland & Stewart.

Charbonneau, Hubert et al.. 16. ''La population française de la valle du Saint-Laurent avant 1760''. In Atlas historique du Qubec population et territoire, sous la direction de Serge Courville. Sainte-Foy (Qubec) University Press.

Information Canada (d.). 174. Immigration and population statistics. Manpower and Immigration. Ottawa.

Jones, Richard. 18. The French since 1760. In Encyclopedia of Canada's Peoples. Toronto University Press.

Kempf, Udo. 17. Zwischen Separatismus und Föderalismus. In Das Parlament.

N. 1-, p. 7.

Ttu de Labsade, Françoise. 10. Le Qubec un pays, une culture. Qubec Boral.

Trudel, Marcel. 18. La seigneurie des Cent-Associs, 167-166''. In Histoire de la Nouvelle-France. Vol.III. Montral Fides.

Please note that this sample paper on French Immigration in Canada with special view to the 17th century is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on French Immigration in Canada with special view to the 17th century, we are here to assist you. Your persuasive essay on French Immigration in Canada with special view to the 17th century will be written from scratch, so you do not have to worry about its originality.

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My Sacred History

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My family comes from all around the world. My great grandpa was from Ireland and my great grandma was from Germany. On my dads side his parent were from England and Scotland. My mother and father met and married here in the U.S. both at the young age of nineteen. They had my first sister Courtney in 180. My mother then gave birth to my other older sister Kristin in 181. My older brother, Michael, was born in 186. Then I was put into this world in 187. My mother wasn't done yet, she had my little brother Matthew who was born in 10. Finally and last but not least my little sister Tracie was born in 11.

I was baptized on January , 188 at St. Michaels' Church. On that day I was it was official that Rosemary Wells, my grandmother was sworn into being my God mother. Also, Charles Sauer, my grandmas' best fried was given the opportunity to be my Godfather.

As I started to grow up and become more aware of all the people, places, and things around me, I decided to explore the world a little more. From what my parent tell me, I was always a pretty calm and quiet child as I was growing up, but I still managed to get in to a little mischief and get into trouble a few times. Although being young and fully unaware of all the sinful and bad things in the world my mother seemed to always be the more friendly parent and completely understand that I did not know any better and that I did not yet know the difference between right and wrong. My father was also a very caring guy for when I can remember and loved me very much; he just had a different point of view on parenting and different perspective on punishment. As far back as I can recall, I remember being yelled at by my father for running out the front door and running out in the road when I was about four years old. As each punishment kept on coming one after another I began to learn from my mistakes and correct myself. Although being very excited to start going to preschool there were also a few bad things that were going on at the same time in my life that I was not fully aware of what was going on. At age five my parent began to see differences in each other and figured the best way to resolve the problem was to get a divorce. When I was five, I really had no clue to what exactly happened in a divorce, a matter in fact I did not even know what a divorce was then. I finally learned what I t was when my sister had explained it to me and described it by simply saying it's when your parents live separately and never go back together again. From there on I did not know what to expect later in my life and how my life was going to be forever changed from that one significant event. For me life was pretty difficult as a young child still not fully aware of everything. I discovered that since my parents had a divorce and lived in two separate places that meant a new whole change in my life. My father had moved out into Lancaster to live with his mother and father, and my mother stayed in the house where we were living in presently. My three sisters, two brothers and I all had to switch each week and stay with one of my parents for a week at a time. I wasn't as physically shaped as much as emotionally shaped from this event that I had to go through as a child and I think , because of my parents divorce I believe I would be like who I am today in various ways. Like my mother always says, everything is meant to happen for a reason.

Going into grade school and feeling like I was old enough now to take responsibility, my little sister Tracie had just been born before I went into Kindergarten. I could not wait to go to kindergarten. In my first year of grade school at St. Michaels, I had my wonderful teacher Mrs. Barwinki to guide me though the year. Whenever I think about kindergarten, I think of the reading loft. The reading loft was the best place in the whole classroom because you could just sit down, relax and read a book silently. I was always interested in reading and learned to read before I went into kindergarten. My best friends in kindergarten were Brad Kernan and Joey Bluebaulgh. We had the best times together and always loved to go to each others house.

Moving on into first grade with my teacher Ms. Lazzeroff we, as a class were becoming very involved with religion. I finally got involved with religion and started to understand who God and Jesus were around the age of six. As a first grader I believe that I was most interested in religion and was more concerned with the topics we studied than in any other subject. I also began going to CCD as a first grader. That's where I met my new friend Pat Kelly. He and I have never had more fun than we did then. Our times were great together. A lot of the times after school we met up with each other and rode our bikes together around the neighborhood and go on bike trails.

Second grade was pretty ordinary for me having the teacher Ms. Sauter. In second grade things started to really change and get serious. There was no more nap time or snack time, instead it was studying math problems and doing spelling. Spelling was by far my favorite subject. Not only was I pretty good at it, I loved to have a good challenge with spelling big words. I was still really good friends with Pat Kelly and Brad Kernan as a second grader. But I was also making more friends. I became best friends with Abby Gerhing and Jordan Furbee. We were all very close classmate buddies and had fun all the time together. They definitely had a big influence on me as a younger child, growing up and becoming a more mature person. Also around second grade my whole family started going to church more often now that I could accept the bread and wine at church.

Third grade was probably one of the worst years in grade school. Only because I had the teacher Mrs. Green, the mean, mean, homework machine. Each year was getting more and more serious which really didn't seem like a good thing to me. School actually started to get a little more challenging and more demanding. We were now being given lots and lots of homework each and every night and were starting to loose some of my free time on the days after school. This year was also a very good year in another point of view because I started to meet a lot of new people, such as Sean Gilliand, Alex Zarilli, Cara Fowler and Anthony Ceritelli. That was pretty much our big gang. I was still friends with many of my other previous friends too. Basically my social life had pretty much developed in third grade. Science was my best and certainly my favorite subject in third grade. We started to learn all about plants and other things on this planet, and the universe. I remember winning the best project award for a project on the planet Uranus. I had also gotten into art when I was about seven and became very interested in it. I had a few pieces of artwork go into the school art fair and I remember being very proud of myself then. I think that's where my whole interest in art had begun and developed me to how much I love art today.

Fourth grade brings back many memories. Such as my teacher, Ms. Taylor who now volunteers at Shepard's Corner. Fourth grade was a big part in my life. I would say that this year had the greatest impact on my life so far. My mother had moved to a new house which was a pretty fun time and my father had now moved back to the previous house we all use to live in. I had pretty much become aware of who everyone was in my class by fourth grade. I was becoming very close friend with everyone that I could. I met Dan Hensley at a birthday party that I was invited to and became good pals with him. During the time in fourth grade, I was going to a few more social events. Such as going to the movies on Friday night and going to D.A.R.E. skating parties every other week which were very fun. I started to also have enemies also. Davide Cugini and I didn't see eye to eye and were not quite best buds. We got into a fight and both had to face the consequences and soon we both had forgiven each other and became pretty good friend from then on. This was also the year where you were allowed to participate in sport activities. I decided to run track, play basketball, and play volleyball for my fourth grade year. I can remember still loving the subject Spelling and was very good at it then. My fist penance had also arrived in fourth grade. I wasn't exactly sure what to expect or what to do but in a way it felt kind of special to me.

I don't know whether to say that fifth grade was my favorite year or worst year.

Ms. McConnell was my teacher and was a fabulous Math teacher. That's when I became interested in math and all the interesting things in it that I never really saw before. For many, whenever they heard math they were sick to their stomach, for me it was the opposite. Although I wasn't getting an A in it, I was till very interested in it.

There was the moment where I had one the class Spelling Bee and went on to face the rest of the class winners all the way up to eighth grade. Although I did not go any farther than that I still felt good about my self and proud of how far I got. Basketball was a kind of a must do thing in fifth grade. I mean that if you didn't play basketball, then you weren't considered to be cool. Part of the reason that I played basketball was because everyone was doing it. But I also loved playing it also. I also did Track again that year as my father being the head coach and helped a lot through out the season. He had pushed me to the limits and made me run 5K road races almost every Saturday from then on. At first I didn't think that they were necessary and I started to get tired of them plus I hated dealing with all the nervousness each night before the race in the morning. But I would like to thank him because he pushed me so hard through each training and race he has put me to where I am athletically now. My friends had pretty much stayed the same in fifth grade. I didn't get into any fights or anything but I still ran into a few other problems. There were a lot of peer pressuring and other bad things people were trying to get me to do. Such as cheating or breaking a window or lying to a teacher all had come into my life in fifth grade. As all these other things began to come into my life things started getting tougher. I was given my first C on a report card and my grades weren't as good as the previous years. I was still attending Church every Sunday with my family and I was becoming to be more aware of God and Jesus and took them pretty serious from then on. Now that I was focused on Religion more, now I tried to become what was a real true Catholic.

Sixth grade was a very tough year for me emotionally, physically and mentally. Although Mrs. Such, my sixth grade teacher, was very nice and understanding it still didn't really help the fact that things were getting even tougher. My Grandpa Wells had died when I was twelve and was very depressing to me because I had looked up to for so long. My Grandpa Wells had taught me all of his secrets about fishing and all his techniques. This put me through a lot of hard times and set me back for a while. Going into sixth grade I was expecting a lot. Not necessarily all god things, but not also all bad things. Obviously both had to come at some time in life. My grades were pretty fine and steady in sixth grade but to my father he always believed that I could do better and learn more, so I tried as hard as possibly could. It was also pretty hard to keep up with my school work while focusing on sports too. I participated in Track, Basketball and Cross Country during my sixth grade year with my father being my coach for both Track and Cross Country. My relationship with others had grown very strong. I was very concerned with my parents' conditions and health and focused on trying my best to please them. This also went for my Grandma too who I probably saw the most each day in my life because she babysitted me for.

I will never forget my seventh grade year. It was just a fantastic year. Everything went my way and everything always felt like it was a good thing to me. Although there were a few bumps in the road. My homeroom teacher Mr. Rutter was a very exciting and enthusiastic guy. He and I had a very good relationship with each other and could talk with each other real easily. He basically introduced me into playing the guitar in seventh grade. At first I didn't really think much about playing the guitar, but until I met him he showed me everything. He gave lessons after school and taught me how to play the guitar for about a year or so. I also had to keep up on my school work too. Over all I did pretty well in seventh grade. It got tough sometimes and the homework piled up sometimes but I wasn't going to let that get in my way. My favorite subject was Math. Only because Mr.Rutter was the first teacher who I could easily work with. He was very elaborate on everything and almost made it too easy for me. I was elected for class student council that year and did my best to stand out and change the school. I ran track, did basketball and Cross Country. Unfortunately during my seventh grade Cross Country year I had seriously injured my ankle in a race and was out for almost the whole season. So far religiously I have felt pretty strong in what I believe in. I had a pretty strong relationship with God and a good understanding of the Bible. I attended Mass at St.Michael Church every Sunday.

Eighth grade was outstanding and felt so outgoing that year. My teacher was Mr.Kendrach, one of my personal favorite teachers. He taught American History for my class and me and did a fabulous job at it. He always got everyone involved during class and always helped a lot of people who were a little confused at times in the best and most comfortable ways. He was very easy to talk to and also a very funny guy as well. He got me to feel that maybe Social Studies was my favorite subject and helped me to excel in it. So I would probably say that History was my favorite class in Eighth grade. I was almost great friends with pretty much everyone in my grade and had fully got to know everyone. My friends and I were hanging out constantly on the weekends and were meeting new people every weekend from other schools at the dances. I met Mike Kundla at a dance and he got me addicted to skateboarding that year. Ever since then I am obsessed with skateboarding and can't stop. Although it just didn't feel right having so much fun all the time and taking school as a joke. In eighth grade, my grades dropped dramatically. I use to get descent grades and now I was getting C's, D's and even my first F. I had felt so angry with myself and I wanted to change things all around. My social life in eight grade was getting ahead of my school work and I needed to do something about it because I knew that I was going to go to St.Charles next year and I needed to get my act cleaned up. My father was also very concerned with my grades and was very disappointed with my academics. My mother had also felt the same truly helped me with my schoolwork to get me where I needed to be in order to get to St.Charles. Eighth grade was my year for Confirmation and also for many others. I had never felt as close to God before in my whole life. For some reason I took confirmation so seriously and was very close to God at the end of my Eighth grade year.

Going from elementary school to Junior High was a very strange time for me. I had felt so confident going into seventh and eight grade hoping for the best to turn out for me. Emotionally I was going through some tough times. I do not know why I was getting depressed a lot of the time and for some reason always seemed to focus on all the bad things going on. I had a few relatives pass away in Junior High and never felt so emotionally hurt in my life before. Spiritually I was growing very close to God and trying my best to get a better relationship with Him. I was so spiritually connected with God because all the hard time I went through I always went to god first and tried to calm myself down. My mother had remarried to the kindest man in the world. He also gone through a lot of hard times and knew what I had been going through and helped me out. He gave me faith in Good when I doubted Him and when my relationship with God was basically worthless. He spiritually helped me connect with God and resolve all my problems. Physically I was growing and becoming a young adult although I was still pretty small compared to the average twelve or thirteen teenager. Physiologically I was becoming a very intellectual thinker. Although sometimes I thought pessimistically, I was thinking more optimistically more often then. Going through all these different experiments in school and in life I had certainly learned a lot. I had learned how to correct myself from my mistakes and create new thinking processes. I learned that when you have a good friend, you should take him/her very seriously and don't take them for granted because you will never find another friend out there just like them. I also learned during this transition that you should truly respect you teachers because they basically have devoted their lives to you to educate you and hopefully help you become the basis of our future. I also learned that I should seriously realize how lucky I am to be alive and have a home to live in and food to survive and a caring loving family to take care of me and help me become who I am.

Making a transition from junior high to high school was a variety of feelings. I had started out to be very excited and exuberant over the summer going to high school. Then a lot of my feeling had changed. I went from happy to depressed. I was being so occupied with homework and so focused with school all the time it just got to overwhelming for me and got to me. Unfortunately on top of all this commotion, just last month my mother's house had burnt down and put my family and me through a very difficult time emotionally, spiritually and physiologically. Fortunately God was kind enough to have my whole family safe and lucky to be alive. This was the most depressing time in my life. Until that day I had never known what it felt like to be completely depressed. I would consider this time a desert time in my life because even though family members I had felt very alone and felt that I had lost everything and had also felt very lost and confused with my relationship with God. It was just too much to handle at one time and my faith with God had been getting farther apart. Thanks for my family and friends they filled me with hope and got me back to normal and got my relationship back with God. Don't get me wrong I wasn't always having depressed times; I was also very lucky and fortunate too. My mother married my step father Charles Walker and changed my spiritual life forever. He helped me connect with God and understand everything I was confused with in my life. He has also been very respectful to my mother and made her very happy which I love to see.

Now being a mature adult I have to act like one too. I have gotten rid of a lot of my childish attitudes. I decided to change my attitude and become a very appropriate gentleman all because of my father sending me to St.Charles Preparatory High School. I changed my life by focusing on school and not letting my social life take over because I need to focus in what really matters in life. I gave up acting like a little child and getting into mischief the entire time making my parents upset.

Becoming a freshman I made it necessary for me to make some considerable goals to achieve. I set a goal saying that I would become a more positive thinker and be more optimistic on everything that I face. At the start of my Freshman year I promised myself that I would try my hardest and achieve the most I can so that I can have a future ahead o f me.

Beginning high school was a total transition and reform for me. My life was changed in so many ways, academically, socially, athletically, emotionally and spiritually. Going into high school I didn't really know what to expect in these areas. At this point, academically I am standing at a pretty consistent average GPA. Although I do wish that I could have a higher one. I feel that I could probably could put little more studying in and take a little more time on doing my homework. I have been doing fairly well in IPC all this year and haven't had much trouble. On the other hand Latin has been a little bit hard for me this year. I have been struggling all year but have still managed to have a passing grade for all the quarters. Social Studies has been a gradual incline trough out the year. I started out very slow and did very poor on the test. As the year moved on I gradually climbed up the ladder and continued to increase my percentage from a 45% at first quarter interim to an 80 % right now. Algebra has been the opposite. I started out great and had and 87 %. But as the year went on it just went downhill. I have been struggling these past two quarters and have been trying to get back together. Religion has been very bumpy this year. In junior high I was getting an A all year. But until this year I didn't know what to expect. I started out pretty well and had a consistent grade until fourth quarter. Studying has been getting tough and very demanding now that it requires more thought and memorization than just common sense. I am thinking positive and giving it my best shot and trying my hardest to raise my grade this whole year. I was doing rather well in the beginning of the year in English. Then as the fourth quarter came along, things turned around and my grade dropped dramatically.

When I my grades get low its no ones fault but mine. Of course, at first I fell depressed and perhaps angry with myself but then I decide the only way to resolve the problem is to continue trying my best and study harder or maybe even change studying techniques.

I came to St.Charles with out having many friends come here. But as the year went on I made a lot of new friends who are polite, funny and easy to talk to. I just like to hang out with my friends and be who I am and don't worry about being a follower, leader or group member. Although sometimes I do feel like a follower and do stuff just to be accepted. I sometimes do stuff that I normally wouldn't do in front of my friends so that I can just have the chance to fit in and get along. I felt like this for the beginning of my relationship with my friends but then realized that they don't care what I do or try to act like them they just accept me for who I am.

I love to get involved in any physical sport because I love a challenge. I mostly like to play basketball in gym and on my free time and play lacrosse at home. I believe that I am perfect in every way that God made me. I don't need to be faster, or bigger, or stronger to excel in a sport you just need to have confidence and believe in yourself. At this point in time I have kind of lost some of my social life only in order to help me focus on school and homework. I still am keeping in touch with my friends and doing things on the weekends with them but not nearly as much as I use to when I was younger. My best friend is currently Pat Kelly at Bishop Watterson and is also trying to focus on school too. We have fun every weekend and go to movies, skateboard and just have simple fun as often as we can. I also always hang out with all my fiends that are girls too on the week ends. Currently I don't have a girlfriend sot hat I can remain focusing on school and have a full dedication to school. All of my friends understand all the problems I go through, but sometimes they just don't take it seriously and understand how I really feel about it. Bu t they also are a great help too when I am in the dumps. Whenever I am down or just simply depressed I can easily be cheer me up by my friends.

It's hard to explain my emotional side. It is on and off and I tend to have mood swings. I sometimes seem to feel that everything is just bad or shouldn't have happened and I seem to think pessimistic. Each day I usually feel good or bad, all depends on how that day turns out. I believe that my mother is what I look forward to seeing everyday after school and the thought of being with her helps me be into a good mood. I also look forward to coming home to my dog Veronica everyday and playing around with her each day after school. Ever since I got a job I started to work on the weekends and not be able to attend church on the weekends. My father then asks me to quit my job so that I can focus on school and so that I can go to church with my family. Now I am going to church every weekend and have gradually had an incline of my faith with God each time I attend church. I believe that God is who he is. He is the Almighty and creator of heaven and earth and we should all appreciate Him for what he has done for us each and every day in our lives. Ever since my mother's house had burnt down I have felt closer to God because I have realized how lucky I am to have my whole family still safe and alive. Even though I lost all of my possession and some that are irreplaceable I still feel that I am lucky to be here on earth thanks to God.

So far in my life I am thankful that my family and I are all safe and unharmed and are doing exceptionally well in life. I am also very happy and thankful that I went to St.Charles because I would of never of met any of the great friends, faculty or staff. Because I made the decision to go to St.Charles I am also lucky to have such generous and caring friend and faculty who donated money to me help me get on with my life and return to the way my life use to be. All of the special and significant people in my life have affected me so greatly and changed my life significantly. They have all been so kind, generous and caring too me. I hope to accomplish to be just like the people at St.Charles and be as caring, loving and generous a them when I get older. I like the fact that I am very funny and can make a lot of people laugh. That's the first thing people point me out for and recognize me for when they know me. Most people like the quality that I can make someone laugh when that aren't felling so great too.

If I could change something about myself it would have to be the gift of academics. I know that I try very hard to achieve high grades and goals, but for some reason I seem to fall short and not make it to where I want to be. I would want to have the quality or characteristic and someone recognize me as being an outstanding academic achiever. Even though I study hard and do my best most the time I still can't achieve the best grades. I would also probably like to not have the fear of making new friends because I have a tendency to not be who I really am by acting to shy or being who I really am. I feel pretty comfortable athletically and feel confident in how good I can do in a sport or activity. I think that I fall short emotionally because I seem to always be upset over everything and get angry for no apparent reason. I wish that I could maybe control my emotions a little better and be happy more of the time. I also feel pretty confident in my relationship with God and am spiritually connected with God just fine. Although sometimes I do have my doubts in God and tend to get angry with him when I really shouldn't be.

I think that any friend needs to be trustworthy, sharing, kind, forgiving, honest and compassionate. I would love to be al these things to my friends and family and in some cases improve in some areas. I also believe that I need to maybe change y attitude on the way I look at things at school and take them seriously so that I can become a true student. I could improve on being a little more encouraging u=instead of putting down my teammates in sports and help them achieve their goals just like I want to. I think that I could maybe find a little more time to pray to Jesus and thank Him for just how much he has given me, my friends and family. I usually don't take part in many community activities and know that I should. I wish that I could get a little more involved with my community and return a favor for what all they given me.

I love to build and create things on my free time. I love to try and invent things or try and improve things that might be a hassle to some people. I also find an interest in fixing things or putting things together. I would love to become a future Architect in my later years after graduating from college and excel in my career. At this point my older sister is studying all types of architecture classes and learning to become an architect for her future architecture. I really look up to her and would love to be just like her after I graduate high school. My mother has also always been a support and encouraged me to excel in something in the field of architecture and become the best person I can. I hope to become the world's greatest architect and have the greatest impact on the world of architecture ever in history. I hope to improve the ways everyone lives and help them to have a home that they can live in. I want to build a house for someone so that they can feel comfortable and relate to the design o f it. Just like the famous American architect Frank Lloyd Wright said once a house is not just a place to live, it's a way to live. When I graduate from college wherever that may be I hope to accomplish the same thought.

After I pass away I want to be remembered as an outgoing and adventurous person who always had fun even when I was depressed. I want o be known as the most creative guy and inspirational person. I want everyone to realize that you don't just have to take life so seriously, you can have fun some time too. Generosity is the most important thing to me. Because so many people have been so generous to me, I wish that when my kids grow up I will focus on telling them that quality and hope they will grow up and do the same. When my life is over and I pass on and am buried I wouldn't bother to have anything on my gravestone except for my name, birth and death date because that all anyone who knew me will need to know in order to remember me.

Please note that this sample paper on My Sacred History is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on My Sacred History, we are here to assist you. Your cheap custom college paper on My Sacred History will be written from scratch, so you do not have to worry about its originality.

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The Secular deterioration in terms of trade of developing countries confine them to be imitators and never innovators. Discuss.

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Secular deterioration the deterioration in the (commodity) terms of trade. Raul Prebisch and Hans Singer launched a hypothesis, secular decline in the terms of trade of primary products and primary producing region vis-a-vis manufactures and the industrial North (respectively). During the days of industrial revolution in the West, colonisation of the South led to the colonial pattern of North-South trade. Raw materials and food moved from the colonies and semi-colonies in the South to the industrial centre in the North. Artisan activities declined in the South due to competition from the machine-made goods as a part of the design of the colonial rulers.

Economic historians described this phenomenon as de-industrialisation. Mainstream economists hail this phenomenon as international division of labour according to comparative advantages. It was expected that the fruits of technical progress taking place in the industrial centre of the North would be transmitted to the peripheral agrarian countries constituting the South. This transmission mechanism was thought to be the improvements in the terms of trade of the agrarian region. Under free trade the operation of the so-called classical law of improvements in the terms of trade of primary product vis-à-vis manufactures operate.

Some of the explanations that have been offered for this decline include productivity differentials between countries, asymmetric market structure (where manufacturing industries capture oligopolistic rents relative to competitive firms earning zero economic profits and producing primary commodities) and high income elasticity of demand for manufacturing goods relative to that of primary commodities. One consequence of these findings is that developing countries, to the degree that they export primary commodities and import manufactures, will be subject to a secular deterioration in their net barter terms of trade. The clear policy implication is to diversify exports away from primary commodities or stimulate domestic production of manufactures.

In developing countries this secular deterioration was attributed to differences in the

possibility to capture the benefit spreading out from technical change. In the developing countries wages were said to be fixed at a competitive level as an effect of the high level of unemployment and of weakness of the labour unions. On the contrary, in the developed economies, the structure of products and of the labour markets tend to be more monopolistic, characterised by the existence of large corporation and well-organised labour unions.

While the developed countries productivities improvements were said to be translated into higher wages, in the developing countries labour supply pressure was said to keep wages unchanged, thus leading to lower prices.

With Prebisch's wordsthe great industrial centers not only kept for themselves the benefit of the use of new techniques in their economy, but are in a favourable position to obtain a share of that deriving from technical progress of the periphery. The combination of low income and price elasticities of demand for primary product, along with these different structures of the product and factor markets, were thought to be the keys of this persistent decline. These ideas support the view that developing countries had to develop a strategy that involved industrialisation, and in particular a reduced role of primary exports.

Several authors, notably Prebisch (150) and Singer (150), have argued that there is a secular tendency for the terms of trade for primary commodities to deteriorate over time. The confirmation of such a tendency through historical data is of course problematical. Since such data also include those for years characterized by unusual occurrences, like World Wars and breakdowns of currency regimes (as happened to the Bretton Woods system in 171), which have the effect of suddenly pushing up primary commodity prices, any tendency towards secular deterioration gets obscured by these sudden occasional boosts.

For long stretches of time, both before and after such sudden boosts however, a secular deterioration in the primary commodity terms of trade is clearly discernible. In particular, the fact that these terms of trade have moved against primary commodities over the last couple of decades, precisely when the contemporary phenomenon of globalization is claimed to have manifested itself, is undeniable.

Explanations for such a secular tendency for the terms of trade to move against primary

commodities have invariably focused on the behaviour of goods markets. Many of theses explanations of course, including Prebischs own one, are logically untenable. Prebisch argued that the effects of technological progress, leading to increases in labour productivity, in the manufacturing segment of the world economy do not get passed on in the form of lower prices, while the effects of similar technological progress in the primary commodity segment do; this according to him caused a secular deterioration in the primary commodity terms of trade.

The structure of the export trade of developing countries has, however, undergone a substantial transformation since the early 180s, with a rapid growth in the exports of manufactures, which by the early 10s had come to be the dominant flow of merchandise from developing to developed countries. By 11, for example, manufactures exports to developed countries represented three times the value of non-oil commodities, whereas in 180 exports of commodities had exceeded the value of manufactures exports. Over the past decade, the dominant exchange between developing countries and developed countries has thus become the `horizontal exchange of manufactures for other manufactures. This change in trade structure has led to the extension of the earlier debate on the vertical commodities/manufactures terms of trade to the new issue of the trend, if any, in the manufactures/manufactures terms of trade.

However, this new focus of the debate must not be taken to imply that the traditional concern with the commodities/manufactures terms of trade can now be ignored. This is because the expansion in developing countries exports of manufactures has been confined to relatively few countries. The four Newly-Industrializing Countries (NICs) of East Asia (Hong Kong, Singapore, South Korea and Taiwan) together with the Asian 4 (Indonesia, Malaysia, Philippines and Thailand) and China accounted for almost 80 per cent of the increase in the value of manufactures exported by all developing countries, including China, from 180 to 10. This leaves well over one hundred countries dependent, to a greater or lesser extent, on revenue from the export of primary (non-oil) commodities for the bulk of their export earnings. So, for the great majority of developing countries the commodity terms of trade remain a crucial element in their capacity to import essential goods for their economic development.

To say that the secular deterioration in terms of trade of developing countries confine them to be imitators and never innovators is partly true in the sense that the developing countries tend to imitate the developed countries in the terms of products so that

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