ABSTRACTWomen who work have two roles, namely the role in family and the role in job. Both roles, if not balanced, can cause conflict. This study aims to examine and analyze the role of mediation work family conflict on the influence of emotional intelligence on the performance of female employees. Research type used is descriptive research with quantitative approach, which test the hypothesis using descriptive statistical analysis and path analysis. The study sample comprised 54 female employees who are married and have at least one child. The results show that emotional intelligence variables have a negative and significant effect on work family conflict, emotional intelligence have a positive and significant effect on employee performance, while work family conflict has a negative and significant effect on employee performance.Keywords: work family conflict, emotional intelligence, and employee performance.ReferensiAbassi, M. K., & Nadeem, S. (2017). 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From the introduction: The rapid adoption of wind energy in the renewable energy mix can be seen in many industrialized nations in the past decade, 'in particular the need to agreed greenhouse gas reduction and stable energy supply are seen as a sound vision for a sustainable energy policy'. In an emerging market such as South Africa there are abundant renewable resources including wind energy, however there is low adoption observed to date. This study aims to investigate barriers to entry in the South African wind energy sector and what the priorities are to remove such barriers for successful deployment of wind technology. Therefore, it was required to examine successful deployment of wind energy in the European Union and how such barriers were removed; this was set in the current status of the renewable energy sector and existing barriers in South Africa. It was necessary to gain insight of the inter-related issues on opening a traditional fossil fuel based energy market to a transitional implementation of renewable energy provisioning, also considering the current utility monopoly based energy landscape in South Africa. Chapter one considers the global shift for the need to implement renewable energy and highlights key issues such as security of supply, carbon reduction linked to climate change. Section three looks at the global benefits of renewable energy within the energy mix. Section four highlights key policy shifts and wind energy potential and section five gives an overview of South Africa's renewable energy policies. Chapter two looks at the research question of the need to answer what barriers exist and how to remove these in South Africa. Section three and four describe the qualitative research method applied and the setting of sampling. Section five, six and seven look at the tools used for telephone interviews. Section eight and nine describe the literary research applied, the key institutional papers reviewed and barriers identified. Chapter three describes the lessons learned in a global context on policies for renewable energy to deploy wind energy successfully. Section three looks at the background on European lessons learned with key European wind markets focused on such as Denmark, Germany, Spain and UK. Sections four to thirteen look at the barriers to entry, key mechanism such as feed-in tariffs, tendering, effectiveness of support schemes in various EU markets and conclusion on support schemes. Sections fourteen to twenty two look at specific barriers to entry, offshore, grid access, distribution, socio-economic effects, public and environmental issues with conclusion on removal of barriers. Chapter four sections one to three look at the energy mix, policy status and wind potential in South Africa. Sections four and five look at current support mechanisms and provincial initiatives. Sections six to eight describe distribution and small scale wind barriers and socio-economic considerations. Section nine and ten look at non implementation at regulatory and legal level, issues on power purchase agreements, and inconsistencies in integrated resource planning. Chapter five looks at the survey methods used the raw data analysis and limitations of the survey. Chapter six looks at the qualitative findings in South Africa. Section two to six describes the analysis is themed on successful initiatives, unsuccessful measures, barriers to entry, on priorities to remove barriers. Chapter seven presents the discussion based on the results. Chapter eight draws conclusions and chapter nine recommends and identifies further areas of research.Inhaltsverzeichnis:Table of Contents: Abstract3 Acknowledgements5 List of Abbreviations8 List of Illustrations9 Introduction9 Background and aims of study10 1.1.1Reasons for renewable energy in a world context12 1.2Global lessons on barriers to renewable energy12 1.3Global benefits of renewables in the energy mix14 1.4South Africa's Emissions15 1.5Scaling up wind energy17 1.6South Africa's wind energy potential18 2.Research Question20 2.1Research objective20 2.2Research method20 2.3Qualitative research method20 2.4Defining the qualitative research setting: Sampling21 2.5Method Tools21 2.6Questionnaires22 2.7Stakeholder interviews22 2.8Literary research outline22 2.9Academic sources23 3.Lessons from Europe24 3.1Lessons from Europe background24 3.2Barriers to entry25 3.3Support mechanisms26 3.4Regional harmonisation of support schemes26 3.5Tendering26 3.6Feed-in Tariffs27 3.7Fiscal mechanisms overview27 3.8Evaluation of specific support schemes29 3.9Effectiveness of support mechanisms29 3.10Effective mechanism in key wind markets in Europe31 3.11Conclusion on EU support mechanisms32 3.12Exploring barriers to entry33 3.13Gale force offshore barriers33 3.14Grid access34 3.15Smart grid and decentralized electricity34 3.16Renewable energy and socio economic effects35 3.17Public acceptance and property35 3.18Environmental impact assessment36 3.19Adverse Effects: Noise, visual and electromagnetic impact36 3.20Conclusion on removal of barriers37 4Energy Landscape in South Africa38 4.1Background38 4.2Renewable energy policy status40 4.3Barriers to wind energy in South Africa41 4.4Eskom and renewable energy sector42 4.5Barriers - Mapping the wind potential43 4.6Support mechanisms for removal of barriers45 4.7Provincial and local Initiatives47 4.8Distribution and decentralized Energy48 4.9Small scale wind49 4.10Renewable energy and socio-economic Impact50 4.11Measures remaining to remove existing barriers51 4.12Slowly off the mark – Refit53 4.13Priorities for removal53 5.1Survey Methods54 5.2Data analysis54 5.3Stakeholders interviewed55 5.4Limitations56 6.1Qualitative Findings57 6.2On current status of the South African RE sector57 6.3On successful support initiatives for renewable energy58 6.4On unsuccessful measures59 6.5On barriers to entry60 6.6On removal of barriers61 6.7On priorities to remove barriers61 7.1Discussion63 7.2Institutional and administration barriers63 7.3A question of liberalization63 7.4Market transformation65 7.5RE tradable certificates66 7.6Grid access66 7.7Issues of rising land prices67 7.8Skills transfer and training67 8.Conclusion67 9.Recommendations, Research and Development69 Appendix 1Energy from Wind70 Appendix 2Historical Overview of Promotion Strategies in European Countries73 Appendix 3Inventory of Current Support Systems74 Appendix 4Questionnaire Example78 Appendix 5Summary Research Results from Coded Analysis79 References80Textprobe:Text Sample: Chapter 3.15, Smart Grid and Decentralised Electricity: The further liberalisation of the energy markets in Europe has made decentralised energy (DE) more feasible as seen in the RE sector in Germany. A combination of RE sources and more cost effective control can balance out short-term fluctuations. Providing reliable electricity from 100 percent RE sources is shown in the combined power plant (CPP) projects linking 36 wind, solar biomass and hydropower installations throughout Germany. This follows, the World Alliance for Decentralized Energy claims that potential for DE in realizing electrification objectives is great anda far cheaper method of supplying power to local areas than grid extension including environmental benefits. Denmark for example benefits from a fifty percent shift to DE such as in case of wind turbines placed along transmission corridors, highways or train tracks. DE could therefore be of importance in the context of this investigation on support strategies in rural community electrification programmes in South Africa and improving energy efficiency. A wide range of technologies are available from the RE sector to benefit local ownership. However, barriers remain in the EU where it is recognised that inadequate progress has been made on lighter procedures for small projects implementation at local ownership level. The introduction of digital technology could present a further opportunity in form of the smart grid which allows more-efficient use of existing power capacity and of transmission and distribution, in addition to better handling of fluctuations in energy from wind and sun. Renewable Energyand Socio Economic Effects: The adoption by the European Council of the Renewable Energy Directive for 2020 sets ambitious targets for each Member State to achieve a twenty percent share of RE. In a study the EU investigated the macro- economic gross effects and net effects of RE policies in Europe, more specifically the findings suggest that the RE sector is already a very important one in terms of employment and value add. 'An estimated 2.8 million jobs by 2020 and 3.4 by 2030 will be created'.As a result of the RE support policies, the positive investment effect is currently based on installations in Europe and exports globally. However, it is recognized that inherent uncertainties about the future support of RE sources exist. In this context in the UK, the employment opportunities had been hitherto significantly underestimated. It is claimed an additional '130,000 jobs in the wind sectorby 2020 are a possibility'. Contrary to the report which claims that from a current 5000 jobs in the wind, wave and tidal energy sector, an increase to as many as 60,000 employees by 2020. However, the report suggests ' that the UK does not yet have a coherent approach to training' and step changes are required to achieve this goal. Whilst in Germany, the wind energy industry now employs close to 100,000 people. Public Acceptance and Property: In terms of property or land prices near wind farms, there appears to be conflicting and subjective evidence. A Canadian study noted that buying decisions are effected by different criteria's near wind farms such as some people finding it interesting and others do not like the look. (Wind farms and Land Values 2003 p.1) In further studies in the UK 60 percent of respondents in a Royal Institute of Chartered Surveyors survey experienced negative impact on house prices. However, the EWEA observes the social acceptance of wind farms depends on the way they are developed and managed. This also means authorities learn from past experience and find mechanisms to maintain and expand public engagement in wind development. Environmental Impact Assessments: The European Directive on Environmental Impact Assessments (EIA) would suggest a common approach, this however is not the case and carried out 'in different ways, in different countries and requires a more unified approach'. With specific regard to the approach in Germany, the Federal Building Code regulation is important as wind energy plants are regarded as so called 'privileged projects'. The local authorities thereby can allocate zones for wind energy utilization, or restrict construction (BWE 2009). Therefore, EIA can facilitate in this important decision process, at the same time regulation appears to give room for development. In the UK the combination of EIA and local planning may have hindered more rapid wind energy deployment as opposed to Denmark, Germany and Spain. As in other EU countries the majority of wind farm projects in the UK an Environmental Statement (ES) is required and used as a decision tool, identifying the environmental, social and economic impacts of a development. Whilst engaging local communities is a vital process in the successful deployment of RE such as wind technology. Contrary to this, however it is recognised that a more streamlined approach may be required to drive delivery of targets through the planning process. This appears to acknowledge the large body of studies on implementing EIA,linked to existing barriers as part of the planning process in the UK wind sector. Adverse Effects of Wind Technology: Noise, Visual Impact, electromagnetic interference Broadly, some observers cite concerns such as turbine noise and aerodynamic noise, in addition to electromagnet interference and migrating birds. Whilst wind turbine noise studies observe that the siting of wind turbines must take sound levels in consideration. A large body of literature exists confirming such barriers exist to implementation. Further, visual impact is a concern that has been raised and many studies have been made in this regard for on and off shore wind that can adversely effect deployment. In the wider context of environmental impact however, it is generally acknowledged that wind energy has a key role to play in not only combating climate change but also reducing CO2 emissions from electricity generation.
FLORENS'S RESISTANCE AGAINST SLAVERY IN TONI MORRISON'S A MERCY Dwi Arum Maryati English Literature, Faculty of Languages and Arts, Surabaya State University dwiarummaryati@yahoo.com Drs. Much. Khoiri, M.Si English Department, Faculty of Languages and Arts, Surabaya State University much_choiri@yahoo.com Abstrak Studi ini berpusat pada Florens sebagai karakter utama dan sebagai orang kulit hitam dan pengalaman hidupnya dalam sistem perbudakan pada abad ketujuh belas di Virginia dan perlawanannya terhadap hal tersebut yang terungkap dalam novel A Mercy. Penelitian ini menggunakan kedua konsep, yaitu konsep perbudakan dan teori Marxis feminis oleh Karl Max. Selain itu, untuk perlawanan yang dilakukan oleh karakter utama, konsep pertahanan seperti istilah silent oleh Audre Lorde, divisi Lanser tentang feminisme dan konsep Engel tentang meniru kaum borjuis juga digunakan untuk melakukan analisis. Selain itu, latar belakang perbudakan di Virginia juga disampaikan untuk memberikan gambaran tentang perbudakan untuk menjawab alasan mengapa Florens ingin melawan sistem perbudakan. Data dalam bentuk kutipan, komentar, dan dialog dalam novel yang mengekspos perbudakan dan pengalaman hidup Florens dan perlawanannya. Analisis kehidupan perbudakan yang dialami oleh tokoh utama dalam novel ini menunjukkan bahwa ia telah hidup sebagai budak kulit hitam dan tidak memiliki hak untuk memiliki kehidupan yang lebih baik. Cara karakter utama mengungkapkan perasaannya tentang perbudakan melalui surat yang ditulis untuk majikannya dan sikap yang meniru kaum borjuis mencerminkan perlawanannya terhadap perbudakan. Kata Kunci: teori Marxist Feminist, perbudakan, orang kulit hitam, perlawanan. Abstract This study is centered on Florens as the main character and as a Negro and her life experiences of slavery in the seventeenth century in Virginia and her resistance against it in the novel A Mercy. The study uses both slavery concept and Marxist Feminist criticism by Karl Max. In addition, for the resistance that the main character does, the concept of resistance such as silent terms Audre Lorde, Lanser's division of feminism and Engel's concept about imitating bourgeoisie are also used to conduct the analysis. Moreover, slavery background in Virginia is also delivered to give a description about slavery to approach the reason why Florens wants to resist the slavery system. Data are in form of quotations, comments, and dialogues inside the novel that expose the slavery of Florens's life experiences and her resistance. The analysis of slavery life experienced by the main character in the novel shows that she has lived as Negro slave and has no rights to have a better life. The way the main character expresses her feeling about slavery through the letter that she writes for her master and her attitude that imitating the bourgeoisie is reflecting the resistance against slavery. Keywords: Marxist Feminist criticism, slavery, Negro, resistance. INTRODUCTION Slavery is a relationship in which one person is controlled by violence through violence, the threat of violence, or psychological coercion, has lost free will and free movement, is exploited economically, and paid nothing beyond subsistence. (http://en.wikipedia.org/wiki/Slavery retrieved on October 20th, 2013). Slave means a person who is legally owned by someone else and has to work for them, while slavery means the activity of having slaves or the condition of being a slave. Historically, slaves were institutionally recognized by many societies. They recognized slaves merely as property but others saw them as dependents who eventually might be integrated into the families of slave owners. By the end of 17th century, there were many slavery system and freedom power of the different classes. In America Literary Thought Book reveals that indispensible to the rich sugar economy of the British West Indies, slavery at first was more a convenience than a necessity in the thirteen colonies. Slavery had been practiced inBritish North Americafrom early colonial days. In 1619, twenty Africans were brought by a Dutch soldier who had seized them from a captured Spanish slave ship and sold to the English colony ofJamestown, Virginiaas"indentured servants". The Spanish usually baptized slaves in Africa before embarking them. As English law considered baptized Christians exempt from slavery, these Africans joined about 1,000 English indentured servants already in the colony. By Colonial America Period, in 1671 Governor Berkeley of Virginia reported 2.000 slaves in the colony as against 4.000 white servants, but after 1680 the Negro population began to grow enormously, and in 1715 had reached 23.000 in Virginia alone. (Horten and Edward, 1967: 376). The novel is A Mercy, and this novel has many sources in culture values and social status values. Both of them are combined into many action and many different events in each period at that time. Then, A Mercy by Toni Morrison depicts slavery which is happened in the end of 17th century. The author describes about the slavery situation, women slaves, the economic situation, and the resistance against slavery in Virginia to amuse reader in understanding this country. The issues are the slavery situation, women slaves, and resistance against slavery. These issues will be discussed more interesting and that the novel can reveal more complex than one perspective or a certain point in one character, or a setting of the study. Toni Morrison's ninth novel, A Mercy, published in 2008. It is set in the 1690s, in the slave era, at a time when it was perilous to be without the "protection" of a man, independent women were still suspected of being witches and paternalistic relations between men and women were still the norm. In this novel, Morrison brings together representatives of all the major racial categories in the New World—African, Native American, Anglo and mulatto. A Mercy is set in the America of the 1680s, a dangerous time for everyone, male or female, slave or free. There's Florens, Rebekka, Vaark's wife; Lina, a dependable servant who is also Rebekka's closest friend; Sorrow, an odd girl whose dreamy ways make her a poor slave; and Florens' mother. As Morrison makes clear, all women in this world are at the mercy of the men in their lives; without them, these women are as good as lost. As one character notes, "To be female in this place is to be an open wound that cannot heal. Even if scars form, the festering is ever below." By the slavery period in 1680's, the slavery status can be treated and ruled. They did nothing, because of powerless people in a discrepancy, and there was a choice of freedom to get satisfaction. Florens, Lina, Sorrow, Willard, and Scully were the sacrificed people to be exploited in work area of slavery system by the master of household, and slave trades. As the novel progresses, other characters bring the New World to life, and each struggles to survive in the face of the wilderness that surrounds them. In addition to Florens, several other women add perspective to the novel, and each proves that no woman is truly free, regardless of color or station. In accordance of background study above, it can be simplify to discuss among two problems that emerge as significant concern toward this novel. How is slavery experienced by Florens in Toni Morrison's A Mercy? How is Florens's resistance against slavery in Toni Morrison's A Mercy? This study will uses two concepts and one theory which are in line with the statement of the problems. The first problem is how slavery experienced by Florens depicted in A Mercy. To answer the first problem, this study uses the concept of slavery. Slavery is a system under which people are treated as property to be bought and sold, and are forced to work, (Brace, 2004: 163). There is also an additional slavery background in Virginia which is use to support the analysis. Then the second problem is how Florens's resistance against slavery. This statement will apply the concept of resistance and Marxist feminist. This concept is developed by Karl Marx. It is use to analyze the bad treatment that Florens had as the oppressed low class woman from the brutality of her owner, her experience to confront the slavery and finally her resistance from slavery. RESEARCH METHOD Research methodology that used in this analysis here must be qualified as an applying in literary appreciation. The thesis is regarded as a descriptive-qualitative study and uses a library research. This study uses novel of Toni Morrison entitled A Mercy that published in 2008 as the data source of this study. The datas are in the form of direct and indirect speech of the characters, dialogues, epilogues and quotations which indicate and represent aspect of slavery and the way it is expressed. This thesis is using the library method in collecting the data. It does not use the statistic method. That is why it is not served in numbering or tables. Library research used an approach in analyzing this study. The kind of library research which is used here is intensive or closely reading to search quotations or phrases. It also used to analyze the literary elements both intrinsic and extrinsic. The references are taken from library and contributing ideas about this study from internet that support the idea of analyzing. The analysis is done by the following steps: (1) Classification based on the statement of the problems. This classification is used to avoid the broad discussion. There are two classifications in this study. They are the depiction of slavery that experienced by Florens. (2) Describing the reason for being slave. Quotations classified the reason for being slave that was done by main character in the novel. (3) Describing the slavery that experienced by the main character. In this case, the quotations that showed and indicated the slavery experienced that was done by the main character. (4) Describing the main character's resistance against slavery. In this case, the quotations that are showed how the resistance was done by the main character. (5) Drawing the conclusion based on the analysis which is in line with the problems. ANALYSIS The first section is about the description of Florens's experiences being slave in Master Jacob house. Master Jacob brought Florens from Mr. D'Ortega to pay the whole amount he owes to Master Jacob. Sir saying he will take instead the woman and the girl, not the baby boy and the debt is gone. A minha mae begs no. Her baby is still at her breast. Take the girl, she says, my daughter, she says. Me. Me. Sir agrees and changes the balance due. (Morrison, 2008: 07) That quotation is revealed that Florens was a girl who had been purchased by the Master of Slave at America Slavery. Master Jacob brought Florens from Mr. D'Ortega to pay the whole amount he owes to Master Jacob. After losing the majority of his crew from bad management decisions, D'Ortega offers to give a slave to Jacob to settle their debt. Jacob initially refuses, but requests D'Ortega's favorite servant. Instead, the woman offers her daughter – Florens. The word "minha mae" here means a call for a mother in Portuguese language. She lived with her mother and her brother in Mr. D'Ortega's house. Her mother had been slaved in Senhor house, who is a Parliament member in Maryland. In the beginning of the novel, Florens still call Jacob as "Senhor" and call Mr. D'Ortega as Sir. It means that at that time when the story took place, Florens still Mr. D'Ortega's slave. In the other hand, if the slaveowner can sell or exchange their slave with a debt, the person who their change it must be a slave. Because if they change with a free person is set the law of human right, in that time (in 1690) slave usually can exchange with another materials for their Senhor. For the next psychical condition of Florens is she is known as the seven age years old when she firstly come to Master Jacob's house, and she grow up to the sixteen years when Rebekka as her Mistress Jacob's wife send her to find the blacksmith. Lina says from the state of my teeth I am maybe seven or eight when I am brought here. We boil wild plums for jam and cake eight times since then, so I must be sixteen. (Morrison, 2008: 05) When Florens firstly came to Master Jacob's house she just seven years old, and she did not much understand how and why someone must say and faithful, because she is too young for understanding all things. Here she actually do not know her age exactly, perhaps she never given knowledge of her age from her another, that is why she write with word "or". Here Florens just make statement "I am maybe seven or eight when I am brought here" it can be explained that she is seven ages when she bought to Master Jacob's house. And when she retells her story, she just grows up as a girl in sixteen. Then, Florens also passed her day as a slave with her mother in the previous master's house, as describe, Before this place I spend my days picking okra and sweeping tobacco sheds, my nights on the floor of the cookhouse with a minha mae. (Morrison, 2008: 05) This quotation above described Florens's work in the previous master, Mr. D'Ortega. Her mother had been slaved in Senhor house, who is a Parliament member in Maryland. This condition makes Florens became a slave, because she was born from a slave. She has to fulfill her duties and help her mother. Because she was very young when she lived in Mr. D'Ortega, she got an easy job. She spend her days picking okra and sweeping tobacco sheds. In the night, she sleeps on the floor of the cookhouse with her mother. As a slave, she had no right to ask for a room to sleep, even she was in good health or sick. Moreover, Florens also got a similar treatment when she lives in her new owner, Master Jacob. As follows, In cold weather we put planks around our part of the cowshed and wrap our arms together under pelts. […] in summer if our hammocks are hit by mosquitoes Lina makes a cool place to sleep out of branches. (Morrison, 2008: 06) From the quotation above indicates that Florens treated not too different from the old master. In Master Jacob's house, she sleeps in cowshed with Lina. They just use a planks to separated them with the cows and use the pelts to warm their hands and their body. And when summer comes, they sleep in hammocks that they bonded between two trees. If their hammocks are broken hit by mosquitoes, they build a bed from branches to sleep. Florens would do the slavery with a pleasure, and she wanted to a good treatment. Mistress Jacob had given her a training system to be a servant of household. And as a slave, she must obey all Mistress's order. As reflected in her statement "It proves I am no body's minion but my Mistress (Morrison, 2008: 111)", it means that there was inseparable relationship between slave and their master because the slave owner paid for unlimited work. They have to fulfill their duty from their master at everytime and everywhere. Because the slave master has complete control over all aspects of the life of the slave, whether the slave is educated or provided medical treatment, what the slave eats and wears, and when the slave can ends their work at that day and sleeps. In America Slavery, there were many servants of the Master who had power and powerless in slavery system implied by the Master and Plantation Owners at that time. All the slaves had suffered on the slavery, because of them had no hope to change in the life chances of slavery. With the same position of them, they had worked on the time regularly and they had worked where the slavery rules was obeyed by the slaves. Therefore, this issue would appear a resistance against the slavery. Resistance occurs when some people feels something wrong against their will or unaccepted behaving. Also according to Marx, resistance occurs as class struggle for exploitation as the fundamental cause, due to the extent which increases the size of the exploitation of working class. In this case, the resistance in this novel has been done by a woman slave, named Florens. In contrast, she lived under a tremendous burden. As woman there are treated as inherently inferior to men and are mostly viewed as servants. She has the freedom of movement when she met the blacksmith. She had the thought of being married and changed her life as a free woman. Thus she has the freedom of choice. Moreover, this freedom of choice is complemented by her freedom of thought. The impetus of the entire novel is testament to Florens's thought, as she narrates it to the reader. When a child I am never able to abide being barefoot and always beg for shoes, anybody's shoes, even on the hottest days. (Morrison, 2008: 04) On this quotation revealed that Florens always want to life better. She was born as a nigger, but her desire to live like bourgeoisies lady is huge. She always wanted the best for her. But, born as a slave cause limitations to achieve her dreams. Even for shoes she has to beg for anybody. She tried to convince herself to make a change for her and the other slave. They may poor and worthless, but they want to live like a normal people whose not slave. She never let her foot being barefoot and hurt when she step her foot on the ground, just like bourgeoisie lady. This quotation can supports Marx and Engels's prediction about woman and children in worker class will be a part of worker market, it is not impossible to them making reaction over the capitalism exploitation which increased not by doing revolution but slowly return woman and children into human source in order to imitate the bourgeoisie life style. Florens, she says, it's 1690. Who else these days has the hands of a slave and the feet of a Portuguese lady? (Morrison, 2008: 04) From this quotation then can be said that her heart start to resist and says "enough" for the slavery thing. She decided that one day she will get her freedom but she is not taking some act directly. She waits till the right time show up and she will use that chance. As a starting, she changes her attitude and her perspective like a Portuguese lady which always live in glamorous. Moreover, Florens can read and write among three women in Master's house. It can be seen in Lina's statement about Florens, "Already Florens could read, write. Already she did not have to be told repeatedly how to complete the chore." (Morrison, 2008: 61). That quotation revealed that Florens is a clever person, only herself who can read and write among three women. Master and Mistress also do not need to tell Florens many times to fulfill her work in the house. It means that Florens always one step ahead from others. This makes it easy for her to achieve her dream to be free and have a better life when she has a great thought. The highlight point on her resistance is she resists with non-violence actions as the author writing styles with full of simplicity. Until the time Master Jacob develops the pox while building his own grand home, and when close to death, he requests to be brought to the new house to die. After Jacob dies, Rebekka develops pox herself. It brings Florens to her passionate love for the unnamed man comes up again. Her obsession with the man illustrates her youth and inexperience in love. This man also happens to be Florens's lover, and she goes to him with hope in her heart for a new and different life. Lina sends her on a wagon to find the blacksmith since he was able to cure Sorrow of her pox previously. She thus begins her journey alone to find the man she loves with the medicine Rebekka needs. "I'm adoring you" Florens said "And a slave to that too" "You alone own me" (Morrison, 2008: 141) Indicates that her desire becomes stronger and she does not want to postpone it. This thinking is related to Lanser's theory about the first level of feminism. "Feminine: The main female character in that literary looking about respect for her existence and tries to find a space in togetherness live with other social classes (man)." She belongs to this level due to her thought about marriage things. She wants to find a man who will pay the refund for her to Vaark's family. Also her thinking also refers to find her existence while all the daylong she is considered as never existed. The blacksmith leaves almost immediately in order to reach Rebekka before the illness takes her life. The man who loved by Florens choose his child rather than being married with Florens. While Florens is overjoyed to be with the blacksmith again, she realizes that he may not feel the same way. He has adopted a young boy, and Florens is worried because the blacksmith acts as if the boy is his future. Not Florens. He tells her, "Own yourself, woman, and leave us be". Florens is in shock over her lost love and once again feels the pain of abandonment she first experienced when her mother urged Jacob to take her. It means her internal conflict appears again and she already thinks about getting her freedom. Her desire to get free is close enough and makes her thinks to leave Vaark's family as soon as she can. Since her way to get freedom from being married with the blacksmith is failed. Thus, Mistress is now paying Willard and Scully to help out on the farm, while Mistress herself "beats Sorrow, has Lina's hammock taken down, and advertises the sale of Florens" (Morrison, 2008: 155). This quotation revealed that as Florens's owner, Mistress uses her power and authority to anything to her slave, including sell her to the new owner. Scully allows these things to happen without remarking on them because he needs the money Rebekka is paying him in order to one day be free. As Rebekka considers selling Florens and giving Sorrow, the girl who has an imaginary friend and is too naive to understand her pregnancies away, Sorrow wants to escape. But, Florens wants to finish her story to the blacksmith and Mistress. Afterwards, she runs back to the Vaark farm. Florens is writing her story on the floor and walls of the big house Jacob insisted upon constructing. "You won't read my telling. You read the world but not the letters of talk." (Morrison, 2008: 160). She writes both in hopes that the blacksmith will one day read her account as well as a means to catharsis, to free herself from the pain of her multiple abandonments. Florens laments the changes Rebekka has undergone as a result of her new religious piety and the cruelty she has enacted upon the slaves, as described, Downstairs behind the door in the room where Sir dies. Mistress slaps her face. Many times. [….] Her churchgoing alters her but I don't believe they tell her to behave that way. (Morrison, 2008: 159) Florens' reiterates the blacksmith's conviction about intellectual slavery and writes "that it is the withering inside that enslaves and open the door for what is wild" (Morrison, 2008: 187). Even though the process of writing is painful, "My arms ache but I have need to tell you this" (Morrison, 2008: 188), it is necessary to do so in order for Florens to be free, as follows, I am become wilderness but I am also Florens. In full. Unforgiven. Unforgiving. No ruth, my love. None. Hear me? Slave. Free. I last. (Morrison, 2008: 161) From the quotation above indicates that she begins saying her opinion, her willing to get free through the letter. Like Audre Lorde's statement about silence transformed into an action, Florens statement is considered to be her action form and also as David B. Loughram stated about resistance types: speech and action. Actually she really in a crisis situation because she can get caught and killed by stating statements that she wants to be free by herself not by her master. Her action actually has a big risk, remembering the rule of slavery is they do not have any rights to speak or against their owner as the person who has the power in exploiting and controlling them. Declaring that she is free by herself clarified that she is truly freed from Mistress Jacob's slavery. This quotation strongly supports Florens to classify as the second level feminist according to Lanser. Therefore, she belongs to the second level feminism because she already takes an action by brave stating her freedom and took a defense from the physical abused from her owner. CONCLUSION In this chapter, the conclusion of the study of Florens's Resistance Against Slavery in Toni Morrison's A Mercy is stated. Based on the analysis of the study there are two conclusions which related with statements of the problems drawn: the depiction of Florens's experienced in Slavery in Toni Morrison's A Mercy, and the resistance against slavery in the novel. First, the study shows the events were depicted the slavery that experienced by the slave who served their master in the novel. There is a main character who is Florens and some other supporting character who had been slave. Florens is African Black Slave Girl, Lina is Native American Slave, Sorrow is a mixed – blood girl and she was an unpaid slave, Willard and Scully are indentured servants from Europe. Therefore, they get different responsibility and different treatment of Master Jacob's determination in the farm house, and companies. Toni Morrison shows up a certain illustration of a slavery background and how Florens was working and getting a different treatment and a different benefit that lead to resistance against slavery. Florens came from family in a poor line, and she was taken by Master Jacob Vaark, and she had helped to the Jacob's family as a household. At the last period, she was a Negrita Girl. Florens has worked to the tobaccos company, and Master provided to her in living, and he also gave a good care for her condition. After Master died, she did not find a protection from Mistress. She wanted to escape from a Big House when Mistress wants to sell Florens again for the second time. Same as Florens, Sorrow wanted to escape from a Big House after Master died, because Mistress Jacob gave displeasure treatment on her works in a garden and sewing training. She also treated by Mistress Jacob with displeasure when she took a care for her baby intensively. Mistress Jacob did not like Sorrow's baby while she had lost of her baby. Second, the main character, Florens, resists the system of slavery by doing resistance to her owners, Vaark's family. Her resistance can be seen from her action and also her speech through letter that she written in Big House as the types like David B. Loughram stated. Her resistance also categorized as non-violence resistance because she does not do anything harmful when she resists them. It also the way to fulfill her material needs; freedom (as in historical materialism discussed). She also categorized into second level feminism as Lanser observed; she declare her freedom by herself is categorized into the second level. Because she already brave to speak up and take some action to realized her dream. Moreover, she considers as young sophisticated woman because all education and knowledge that she got when she was working as slave in Vaark's family. This case also represents Engels's theory in his works which stated about "Imitating bourgeoisie". Florens in here is the represent from Engels's theory. She imitates the bourgeois life style. She speaks like them, her style like them, and also wants to marry and living like them. REFERENCE Brace, Laura. 2004. "Slaveries and Property: Freedom and Belonging". The politics of property: labour, freedom, and belonging. Edinburgh: University Press. Engels, Friedrich. 1884. The Origins of the Family, Private Property and the State. Atlanta: Pathfinder Press. Horton, Rod W and Herbet Edward. 1967. Background of American Literary Thought. New York: APPLETON-CENTURY-CROFTS Division of Meredith Corporation. Loughran, David B. 1998. Rebellion. Scotland: Stewarton Bible School Press. Marx, Karl. 1887. Das Capital. Moscow: Progress Publishers. Morrison, Toni. 2008. A Mercy. New York: A Division of Random House, Inc. Olson, Loster C. 1997. "On the Margins of Rhetoric: Audre Lorde Transforming Silence into Language and Action". Quarterly Journal of Speech 83. pp. 49-70. Internet Source: (http://en.wikipedia.org/wiki/History_of_slavery_in_Virginia) retrieved on October 20th, 2013. (http://en.wikipedia.org/wiki/Slavery) retrieved on October 20th, 2013.
The ongoing conflict between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) is a pivotal event in the modern history of Sudan. With hundreds, possibly thousands of civilians killed in the conflict, there has been a deep sense of horror particularly in Sudan's capital Khartoum, resulting in 2.5 million residents of the city fleeing to nearby regions of Sudan, or neighboring countries Chad and Egypt.For those remaining in Khartoum, fear and anxiety are constant, as gunfire, heavy artillery, and smoke rise above the city, fighter jets fly at low altitude over residential areas. The current war will have a devastating mental health impact, in addition to its many fatalities and physical injuries. Children in particular are more likely to suffer severe depression, flashback and post-traumatic events as a result of exposure to the horrific violence and abuses.Exacerbating these anxieties is the use by both the SAF and RSF of psychological warfare. Through social media, both sides have shared graphic content from the battlefield, intended to intimidate their opponents and influence public opinion in their favor. Much of this content has been impossible to verify independently. The SAF has struggled to gain legitimacy with the public, discredited for being part of the former regime of Omar al-Bashir, Sudan's long-time former dictator. The SAF leadership claims to be fighting for stability in Sudan, despite allowing the proliferation of former regime-backed militias since the ousting of Bashir in 2019.Meanwhile, the RSF leadership has used media outlets to claim they are fighting against the SAF for being part of the former regime. Their stated intention is to restart the process of handing power from the military to civilian politicians in the framework agreement signed with the Forces of Freedom and Change, which came to an end with the military takeover in October, 2021. However, the RSF's claim is grossly misleading, as the RSF has been accused of committing genocide in Darfur since 2003.In both cases, the message is clear. Each side wishes to give the perception that it is winning the war on the ground. But, neither has been strong enough to achieve outright control of Khartoum. Hence, they merely seek to mislead people who are not residents of the city.The current war in Sudan arguably represents a long power struggle between the RSF, currently led by General Mohamed Hamdan Dagalo or "Hemedti," and remnants of the Bashir regime that dominate the SAF, headed by Lieutenant-General Abdel-Fattah al-Burhan. Since the Bashir regime was toppled, its supporters have used the transition period to organize.The SAF has targeted activists, members of resistance committees and politicians with arbitrary arrests and accusing them of backing the RSF. Over the last four years, they have waged a war against Sudan's demand for democracy. Effectively blocking all political efforts to ensure a smooth post-2019 transition, they have sought to prevent the outcome of a credible civilian democratic government. They have instigated violence, attacked civilians, and portrayed the revolution as a project planned in the West to divide Sudan.Furthermore, the SAF's leadership has made use of Sudan's lucrative black market to sabotage any economic progress. They have done so through raising the foreign currency rate against the Sudanese pound and creating shortages in the country, prompting the Sudanese people to feel economic pressure and protest against the civilians in power, providing justification for the military counterparts to launch their takeover. The emergence of numerous militias was encouraged, and the security forces that once maintained the Bashir regime's security turned a blind eye to crimes such as robbery, burglary, and aggravated bodily harm.Historically, the SAF is the oldest security institution of the state, and civilian political parties have used it to capture power in 1958, 1969 and 1989. After al-Bashir's coup in 1989, the Sudanese Islamists Movement, precursor of the National Congress Party (NCP), stacked senior officer positions in the SAF with their supporters.Simultaneously, the regime created various security institutions and militias to counterbalance the threat of a further coup, and to crush rebellions in outlying areas of Sudan. One of these security forces was the RSF, which originated in the early 2000s as the Janjaweed, Arab militiamen used by Bashir to defeat insurgencies in Darfur. Most Janjaweed fighters were of the Rizigat tribe, which includes the Mahria branch of which Hemedti is a member. In 2017, Sudan's parliament passed the Rapid Support Forces Act legitimating the militia. When Bashir felt threatened by his competitors within the NCP, he summoned the RSF to Khartoum to protect him; ultimately, it was the RSF's desertion of Bashir which sealed his regime's fate.After Bashir was toppled in 2019, Burhan became the president of Sudan, appointing Hemedti as his deputy in August 2019. Burhan's focus was on staying in power and preventing the transition to civilian rule. Burhan feared that out of power, he may be prosecuted for his claimed role in the Darfur genocide alongside Hemedti. To reduce any possibility of being ousted, he empowered Hemedti by abolishing article 5 of the RSF Act, allowing the RSF to act independently of the SAF command structure, while establishing loose ties to Burhan. Hemedti was able to increase the number of his forces from 20,000 to over 100,000, most being trained in SAF camps in Khartoum. The RSF was tasked with protecting strategic sites in Khartoum, including the presidential palace, general command, Khartoum airport, and the building of Sudan's Television and Broadcast Corporation. Burhan also retired several SAF generals who had criticized the expansion and new roles of the RSF.Ironically, Burhan's focus on staying in power resulted in his clash with Hemedti, who had his own presidential ambitions. Over time, Burhan and Hemedti started to compete with one another, regionally and internationally. Hemedti cemented his ties with Russia through the Wagner Group, a relationship with its origins in Bashir's request for Russia's help in protecting his regime in 2017. In 2018, it emerged that Wagner was contracted to train the regime's security forces, including the RSF, in riot control.Hemedti's relationship with Wagner expanded through gold smuggling operations that helped Russia offset the sanctions for its invasion of Ukraine, and the RSF's support and Hemedti's influence for Wagner's extraction of resources in the Central African Republic (CAR). In January 2023, Hemedti used his forces to close the Sudanese-CAR border, to prevent CAR opposition forces from using Sudanese territory. Wagner has supplied the RSF with anti-aircraft missiles that have deterred the SAF from attacking its positions in Khartoum in the current conflict.The RSF-Wagner relationship has deepened as a result of both paramilitary groups' relationship with the United Arab Emirates (UAE). The UAE is a key destination of Sudan's mineral resources, for example receiving 40 percent of Sudan's gold exports. Geopolitically, Wagner, Hemedti and the UAE are all backers of Libya's Field Marshall Khalifa Haftar. Hemedti sent 1000 RSF fighters to support Haftar's attempt to take over Libya's capital Tripoli in 2019, when Egypt refused to send ground forces to support Haftar despite also being an ally. There are indications that, in return, the UAE has been supporting Hemedti and the RSF in Sudan's current conflict.Burhan has also developed close regional alliances. Burhan received military training in Egypt, and the Egyptian Armed Forces today sees the SAF as the only institution that can hold Sudan together, and represent Egypt's own interests in the country. The Egyptian leadership deeply distrusts Hemedti and the RSF, who they view as a mercenary group with no loyalty to the state. Egypt has accordingly provided the SAF with covert air defence aid in its current conflict with the RSF.Burhan also uses his position as the president of Sudan, and commander of the SAF, to win the backing of Saudi Arabia. Strategically, Saudi Arabia needs to ensure the security of its Red Sea investments that are part of its Vision 2030. Saudi Arabia has also proven to be interested in investing in and deepening trade relations with Sudan, putting it in competition with the UAE's influence represented in Hemedti and the RSF.The current conflict has militarily incapacitated the forces of both Burhan and Hemedti, with Khartoum becoming a graveyard for their soldiers. The fighting has shown that both sides are just interested in cementing their own regimes in a post-conflict scenario. It remains to be seen how civilians will be able to resist whichever party, with its regional backers, emerges victorious from the violence, and continue Sudan's long journey towards democracy.
Tämä tutkimus käsittelee suojeluvastuun periaatetta, jota analysoidaan erityisesti Etelä-Sudanin konfliktin kontekstissa. YK:ssa ja YK:n turvallisuusneuvostossa kehitetty suojeluvastuu on poliittinen käsite, jolla on oikeudellisia seuraamuksia. Suojeluvastuussa on kyse ihmisoikeuksien toteutumisesta, joita tarkastellaan neljää vakavaa ihmisoikeusrikkomusta vasten: kansanmurha, sotarikokset, rikokset ihmisyyttä vastaan sekä etniset puhdistukset. Nämä rikkomukset on edelleen määritelty Kansainvälisen rikostuomioistuimen Rooman perussäännössä. YK:n keskeisiä tavoitteita on normatiivisen kehityksen edistäminen sekä kansainvälisen rauhan ja turvallisuuden ylläpitäminen sen peruskirjan mukaisesti. Suojeluvastuun periaate hyväksyttiin YK:n yleiskokouksen huippukokouksessa vuonna 2005. Tämä oli merkittävä poliittinen, moraalinen ja eettinen kannanotto suhteessa kaikkein vakavimpiin ihmisoikeusrikkomuksiin. YK:n pääsihteeri laati vuonna 2009 kolmen pilarin strategian suojeluvastuun toteuttamiseksi. Ensimmäinen pilari viittaa valtioiden vastuuseen suojella väestöään; toinen pilari puolestaan viittaa kansainvälisen yhteisön vastuuseen auttaa valtioita tässä tehtävässä ja kolmas pilari viittaa edelleen kansainvälisen yhteisön vastuuseen toimia oikea-aikaisesti ja päättäväisesti kyetäkseen suojelemaan väestöä mainituilta rikkomuksilta mikäli valtio itse ei ole siihen kykenevä. Nämä kolme pilaria käsitetään tässä tutkimuksessa suojeluvastuun diskursiivisiksi käytännöiksi. YK ei ole kuitenkaan kyennyt suojelemaan siviiliväestöä aseellisissa konflikteissa erityisen tehokkaasti, vaikka suojeluvastuun käytäntöjen kautta siihen olisi mahdollisuus. Tätä ristiriitaa tarkastellaan tutkimuksessa Etelä-Sudanin konfliktin kautta. Sen lisäksi, että huomio kiinnittyy usein epäonnistumisiin suojeluvastuun periaatteen mukaisessa toiminnassa, tulisi YK:n ja turvallisuusneuvoston toimintaa tarkastella tässä yhteydessä myös niiden luoman normatiivisen muutoksen ja kehityksen kautta. Tutkimuksessa selvitetään kuinka YK:n ja turvallisuusneuvoston diskursiiviset ja sosiaaliset käytännöt mahdollistavat suojeluvastuun ja kuinka nämä käytännöt muuttavat tai ylläpitävät kansainvälisen yhteisön primääri-instituutioita kuten ihmisoikeuksia, suvereniteettia ja suurvaltainstituutioita ja tätä kautta mahdollistavat kansainvälisen yhteisön muutosta. Ihmisoikeudet, suvereniteetti ja suurvaltainstituutio ymmärretään myös suojeluvastuun perusperiaatteiksi. Tutkimuskysymyksen ensimmäinen osa käsittelee YK:n ja turvallisuusneuvoston roolia kaikkein vakavimpien ihmisoikeusrikkomusten ehkäisemisessä ja niihin vastaamisessa. Toinen osa liittyy YK:n ja turvallisuusneuvoston sekä Kansainvälisen rikostuomioistuimen kaltaisten sekundääri-instituutioiden rooliin kansainvälisten suhteiden englantilaisen koulukunnan instituutioiden muutosta koskevassa teoreettisessa keskustelussa. Tutkimuksessa argumentoidaan että suojeluvastuun mahdollistamisella YK ja turvallisuusneuvosto myötävaikuttavat tavoitteidensa mukaisesti kansainväliseen rauhaan ja turvallisuuteen. Tutkimuksen teoreettinen viitekehys rakentuu kansainvälisten suhteiden englantilaisen koulukunnan ja instituutioiden muutosta käsittelevän teoretisoinnin sekä konstruktivismin ja eettisten näkökohtien tarkastelun varaan. Eettiset näkökohdat huomioidaan erityisesti englantilaiseen koulukuntaan liitettyjen käsitteiden pluralismi ja solidarismi kautta. Tutkimuksen menetelmälliset suuntaviivat muodostuvat tavoista tarkastella turvallisuusneuvoston käytäntöjä suojeluvastuuta rakentavina käytäntöinä osana suojeluvastuun muodostamaa normatiivista viitekehystä. Lisäksi analyysissä hyödynnetään eettisen päättelyn kriteereitä, koska suojeluvastuukäytäntöjen tulisi olla eettisesti päteviä. Tutkimuksen primääriaineisto ajalta 2011–2015 muodostuu YK:n, turvallisuusneuvoston, yleiskokouksen, Ihmisoikeusneuvoston, Afrikan Unionin sekä YK:n rauhanturvaoperaation UNMISSin Etelä-Sudania koskevista päätöslauselmista, keskusteluista, dokumenteista, raporteista ja lausunnoista. Analyysin perusteella turvallisuusneuvoston suojeluvastuukäytännöistä, jotka liittyivät valtion rakentumiseen, siviilien suojeluun, pakotteiden asettamiseen ja rauhansopimuksen saavuttamiseen, voidaan päätelminä esittää, että rauhanturvaoperaatio UNMISSin mandaatit muuttuivat Etelä-Sudanin konfliktin muuttuessa ja vastaavasti käytännöt muuttuivat. YK ja turvallisuusneuvosto mahdollistavat suojeluvastuun rakentumisen ja nämä käytännöt ilmentävät sekä pluralistisia että solidaristisia periaatteita. Voidaan esittää, että muutokset käytännöissä olivat merkityksellisiä sekä suojeluvastuun rakentumiselle että kansainvälisen yhteisön primääri-instituutioille. Ihmisoikeudet saattavat olla ensisijaisia suhteessa suvereniteettiin joidenkin käytäntöjen kohdalla ja tämä suurvaltainstituution myötävaikutuksella. Primääri- ja sekundääri-instituutiot ovat konstitutiivisessa suhteessa. Analyysissa havaittiin myös joitakin uusia käytäntöjä. Esimerkiksi UNMISS avasi tukikohtansa pakeneville siviileille, mikä oli eettisesti oikea ratkaisu. Myös uusia ongelmatilanteita syntyi, koska turvallisuusneuvosto ei halunnut toiminnallaan tukea vakavia ihmisoikeusrikkomuksia tehneitä tahoja kuten Etelä-Sudanin hallitusta. Turvallisuusneuvosto ei kyennyt siirtämään Etelä-Sudanin tilannetta Kansainväliselle rikostuomioistuimelle, vaikka tehdyistä rikkomuksista keskusteltiin turvallisuusneuvoston kokouksissa. Suvereniteetti on ensisijainen suhteessa ihmisoikeuksiin, mutta kuitenkin niin että rankaisemattomuuden periaate ei ole enää koskematon. Rauhanturvaoperaatio UNMISSin mandaatit olivat myös varsin laajoja heijastellen Etelä-Sudanin konfliktin moninaisuutta, mutta ilman riittäviä resursseja. Tätä kautta voidaan osaltaan selittää sitä, miksi niin usein ajatellaan YK:n ja turvallisuusneuvoston epäonnistuneen tehtävissään. Yhteenvetona voidaan esittää, että pluralismi ja solidarismi ilmenevät kansainvälisessä yhteisössä samanaikaisesti konstituoiden turvallisuusneuvoston toimintaa ja roolia kansainvälisen yhteisön institutionaalisessa kehityksessä, jatkuvuudessa ja muutoksessa. ; This doctoral dissertation studies the concept of responsibility to protect (R2P), especially in the context of the South Sudan conflict. R2P is a political concept, developed at the UN and United Nations Security Council (UNSC), which deals with preventing and responding to genocide, war crimes, crimes against humanity, and ethnic cleansing. These are atrocity crimes as defined in the Rome Statute of International Criminal Court (ICC). R2P is about human rights and human rights violations, and although it is a political concept, it has legal consequences. Normative development is one of the UN's main aims. The UN develops norms and standards according to its Charter and to implement its Charter, thus contributing to its fundamental aim of maintaining international peace and security. R2P was accepted at the UN World Summit in 2005, an important event in the international consensus on moral and ethical sentiment on mass atrocities. In 2009, the UN Secretary General developed a three-pillar approach for implementing R2P, in which Pillar I refers to the "protection responsibilities of the State", Pillar II refers to "international assistance and capacitybuilding" and Pillar III to "timely and decisive response of international community". These pillars are discursive practices of R2P. However, the UN and UNSC have not been able to do well in situations of grave human rights violations in armed conflicts, although the international community has a developed system of practices for mass atrocity prevention, namely R2P. How could this paradox be perceived in the South Sudan conflict situation? When discussing the UN and UNSC, it is good to see their long-term developments and achievements instead of only focusing on their failures and catastrophes. My research question regards how UN and UNSC practices, both discursive and social practices, constitute R2P and how they may change or maintain primary institutions – human rights, sovereignty, great power management – of international society and thus affect the nature of international society. The first part of the question refers to the UNSC's role in preventing and responding to mass atrocities, and the second part refers to the role of secondary institutions, the UN, UNSC and ICC, in the English School (ES) theory of international society and institutional change. The question especially concerns how these practices of mass atrocity prevention create and are created by the primary institutions of international society, the mentioned sovereignty, human rights and great power management, which are at the same time basic principles of the R2P. The theoretical framework is constructed with the help of the ES of international relations and constructivist and ethical considerations. Ethical considerations are significant and are discussed in terms of pluralism and solidarism, ES concepts which define different moral frames and possibilities for moral action. The methodological approach proceeds from "deeds to words", meaning how practices construct R2P. It is important to consider UNSC practices for preventing mass atrocities in South Sudan relative to the normative framework R2P has created and thus being able to analyse how the UNSC may change or maintain R2P and whether these practices could be ethically considered as R2P competent. Ethical considerations and reasoning provide criteria for analysing political debates at the UNSC. The primary research material consists of relevant UN, UNSC, General Assembly, Human Rights Council, African Union, United Nations Mission in South Sudan (UNMISS) resolutions, documents, reports, and statements concerning South Sudan during the period of the study 2011- to 2015. Based on the analysis of UNSC practices in South Sudan to prevent and respond to mass atrocities in practices of state-building, protection of civilians, sanctions regime, and peace agreement, it is suggested as a contribution of this study that the mandates of the UNMISS were changing as a response to changes in the South Sudan conflict and respective UNSC practices. All pillars of R2P were used. Thus, the UNSC and the ICC constituted R2P, and as practices, reflected both pluralist and solidarist moral frames. Further, it could be suggested that these changes in practices not only affected R2P, but also had effects on primary institutions of international society, the relation between human rights, sovereignty and great power management. At times, human rights superseded sovereignty, with the help of great power management, thus affecting the nature of international society. There were new practices to protect civilians; the UNMISS opened its base to fleeing civilians, and there were new problems as the UNSC did not want to protect perpetrators (the South Sudan government), and it changed the UNMISS mandate not to do so. These were ethically competent actions. However, the UNSC faced limits, as it could not refer the South Sudan case to the ICC, although mass atrocities were committed in South Sudan by all, and it was discussed openly at the UNSC. Sovereignty superseded human rights, but impunity is no longer intact in international society. The UNMISS mandates were "impossible mandates", and capacities and obligations were not in balance. This in part may explain why and how UN peace operations cannot meet the expectations of international community. To conclude, it is suggested that pluralism and solidarism exist at the same time in international society, thus making the UNSC's working and the role of secondary institutions in institutional continuity and change more understandable.
Author's introductionThe article provides an overview of research about social movements targeting and activism within organizations, such as corporations, educational institutions, the military, and religious orders. I begin by discussing older research in the field, then turn to four key questions that social movements scholars tend to ask and present a summary of the answers that scholars focusing on social movements in organizations have provided: what factors prompt the development of social movements in organizations; who becomes involved in insider activism, and why are they willing to face the risks inherent in participation; what strategies and tactics are used by social movements in organizations, and what are the relative costs and benefits of different strategic and tactical choices; and when do social movements have impacts on organizations, and what kinds of impacts do they have? This field remains underdeveloped, and the article concludes with an overview of potential directions for future research in an area of growing concern as the world population exists more and more under and within the influence of organizations.Author recommendsEisenstein, Hester 1996. Inside Agitators: Australian Femocrats and the State. Philadelphia, PA: Temple University Press.Hester Eisenstein's detailed study of the movement of Australian feminists into the state government bureaucracy is one of the first studies in the current wave of research into insider activism. While her case involves governmental agencies rather than non‐state organizations, the research provides a useful overview of how outsider activists become insiders and how their strategic choices are affected by their location with respect to the organization. The research finds that the creation of women's divisions within the state bureaucracy gave women both a seat at the government table and a foothold for the development of an insider consciousness and ultimately insider activism.Katzenstein, Mary Fainsod 1998. Faithful and Fearless: Moving Feminist Protest inside the Church and Military. Princeton, NJ: Princeton University Press. Faithful and Fearless considers campaigns by feminist activists to improve the situation for women in the United States military and the Catholic Church. Katzenstein highlights the personal costs of insider activism, the strategic choices activists make, the particular strengths and vulnerabilities of insider activists, and the way that accountability shapes insider activism. Particularly important is her discussion of the ways that the military and the Church, while both institutions that have stressed obedience and compliance, foster distinctive forms of activism and protest. While women in the military use legal action and lobbying to support their cause, women in the Church tend to turn to what Katzenstein calls 'discursive activism' (writing, workshops, conferences, and discussions reflecting on the meaning of faith and justice in the Church), and these different strategies have important consequences for the different ways that the impacts of these activists have developed.Klein, Naomi 2000. No Logo: Taking Aim at the Brand Bullies. New York, NY: Picador.While Naomi Klein is a journalist rather than a social scientist, No Logo provides a useful overview of the anti‐globalization and anti‐corporate movements written as they were beginning to make a global impression. Eminently readable, this text is a way to highlight the difference between movements targeting organizations from within and without. Klein's main focus is on branding, and she traces the development of branding, the reduction of choice by multinational corporations, and the global movement of manufacturing jobs and concomitant labor issues. In the final section of the book, the part of most use to scholars and students of activism, Klein discusses anti‐globalization movements and other forms of activism targeting corporations from the outside.Meyerson, Debra E. 2001. Tempered Radicals: How People Use Difference to Inspire Change at Work. Boston, MA: Harvard Business School Press.'Tempered radicals' are individuals who have successful careers within and identify with the organizations they are part of, but who simultaneously occupy marginal spaces in relation to these organizations due to some aspect of their personal identities, politics, practices, or ideals. Meyerson's book, written from a management studies perspective, shows how tempered radicals can create change in the corporate environments in which they work and provides an overview of the non‐disruptive forms of resistance such activists use. She presents many case studies of individuals who have created change in their corporate environments through the use of such non‐disruptive strategies, and structures her book as a guide to engaging in corporate change.Raeburn, Nicole C. 2004. Changing Corporate America from the Inside Out: Lesbian and Gay Workplace Rights. Minneapolis, MN: University of Minnesota Press.Raeburn's work provides an excellent way to bridge the discussion of activism within organizations with the discussion of other forms of organizational change. Her research begins with the observation that while the US government has made little progress in extending civil rights to gay and lesbian people, over half of all Fortune 500 corporations offered family leave and domestic partner health coverage by the beginning of the 2000s (up from just three in 1990). She argues that employee activists organized to convince their corporate employers to offer domestic partnership benefits, non‐discrimination policies, and other LGBT workplace rights, and she builds on this analysis to show how changes that originate in a small number of organizations can spread across the organizational field.Rojas, Fabio 2007. From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline. Baltimore, MD: Johns Hopkins University Press.Like Raeburn, Rojas's work shows the connection between insider activism and other processes of organizational change, such as foundation‐driven financial support and broad social change. His exploration of the emergence of black studies as an academic discipline in American higher education incorporates significant discussion of strategic choice and its effects on movement impacts. Rojas argues that black studies departments were able to emerge when they resonated with the culture of their college or university, particularly when they developed organizational structures that fit with institutional norms while still staying true to the movement itself. A particular strength of this book is its focus on the institutionalization of social movements and the ways in which institutionalization may actually be co‐evolution and compromise rather than cooptation.Scott, James C. 1990. Domination and the Arts of Resistance: Hidden Transcripts. New Haven, CT: Yale University Press. Domination and the Arts of Resistance does not focus on insider activism, but in this book, James Scott meticulously documents how resistance can occur beneath the surface and out of sight. It expands the reader's understanding of how insider activists can begin to resist the policies and practices at work in their organizations before they are willing to face repression and other personal costs. Drawing on examples from literature and history around the world, Scott shows how the public expressions of domination and submission differ markedly from the mocking and other forms of resistance that occur backstage – what he calls a 'hidden transcript'.Online materials Social Movements and Culture: A Resource Site http://www.wsu.edu/~amerstu/smc/ Developed by the Department of American Studies at Washington State University, this site contains extensive bibliographies of texts, syllabi, and websites concerning social movements and activism. While the site does not primarily focus on social movements in organizations, it is a useful place to begin investigating social movement campaigns and contains links to the websites of many organizational activists. Confronting Companies Using Shareholder Power http://www.foe.org/international/shareholder/ This primer outlines the history of shareholder activism and provides a detailed overview of how to mount a shareholder campaign. Most useful for teaching purposes, it provides links to primary source documents from a variety of shareholder campaigns in the late 1990s which could serve as the basis for a variety of course projects. Campus Activism http://www.campusactivism.org/ This site provides a directory listing hundreds of activist groups on college campuses across the United States, as well as organizing resources, lists of events and campaigns, and a discussion forum. It would be a great starting place for organizing local participant‐observation projects. Net2 http://www.netsquared.org/ Net2 is a database of projects that utilize social web tools on behalf of both activist and not‐for‐profit groups. The projects highlighted here can provide ideas of Web 2.0 projects for classroom development as well as show the ways that covert or non‐disruptive activism is utilized by those seeking social change.Sample syllabus Week 1. Introduction to Organizations Scott, W. Richard. 2000. 'Institutional Theory and Organizations.' Pp. 21–46 in Institutions and Organizations. Thousand Oaks, CA: Sage Publications. Week 2. Introduction to Social Movements Della Porta, Donatella and Mario Diani. 2006. Social Movements: An Introduction. Malden, MA: Blackwell.Snow, David A., Sarah A. Soule, and Hanspeter Kriesi. 2004. 'Mapping the Terrain.' Pp. 3–16 in David A. Snow, Sarah A. Soule, and Hanspeter Kriesi, ed. The Blackwell Companion to Social Movements. Malden, MA: Blackwell. Week 3. Schools of Social Movement Theory McCarthy, John D. and Mayer N. Zald. 2002. 'The Enduring Vitality of the Resource Mobilization Theory of Social Movements.' Pp. 533–565 in Jonathan Turner, ed. Handbook of Sociological Theory. New York, NY: Plenum.Melucci, Alberto. 1994. 'A Strange Kind of Newness: What's "New" in New Social Movements?' Pp. 101–130 in Enrique Laraña, Hank Johnston and Joseph R. Gusfield, eds. New Social Movements: From Ideology to Identity. Philadelphia, PA: Temple University Press.Kriesi, Hanspeter. 2004. 'Political Context and Opportunity.' Pp. 67–90 in David A. Snow, Sarah A. Soule, and Hanspeter Kriesi, ed. The Blackwell Companion to Social Movements. Malden, MA: Blackwell. Week 4. Labor and the Labor Movement Fantasia, Rick and Kim Voss. 2004. Hard Work: Remaking the American Labor Movement. Berkeley, CA: University of California Press. Week 5. Social Movements Targeting Organizations from the Outside Klein, Naomi 2000. No Logo: Taking Aim at the Brand Bullies. New York, NY: Picador. Week 6. When and Why do Movements Emerge within Organizations? Santoro, Wayne A. and Gail M. McGuire. 1997. 'Social Movement Insiders: The Impact of Institutional Activists on Affirmative Action and Comparable Worth Policies.'Social Problems 44: 503–519.Katzenstein, Mary Fainsod. 1998. 'Protest Moves Inside Institutions.' Pp. 3–22 in Faithful and Fearless: Moving Feminist Protest inside the Church and Military. Princeton, NJ: Princeton University Press.Van Dyke, Nella. 1998. 'Hotbeds of Activism: Locations of Student Protest.'Social Problems 45: 205–220. Week 7. Insider Activists Katzenstein, Mary Fainsod. 1998. 'Legalizing Protest.' Pp. 23–42 in Faithful and Fearless: Moving Feminist Protest inside the Church and Military. Princeton, NJ: Princeton University Press.Meyerson, Debra E. and Maureen A. Scully. 1995. 'Tempered Radicalism and the Politics of Ambivalence and Change.'Organization Science 6: 585–600.Meyerson, Debra E. 2001. 'Tempered Radicals.' Pp. 1–34 in Tempered Radicals: How People Use Difference to Inspire Change at Work. Boston, MA: Harvard Business School Press. Week 8. Strategies and Tactics in Organizational Activism Rojas, Fabio. 2006. 'Social Movement Tactics, Organizational Change, and the Spread of African‐American Studies.'Social Forces 84: 2147–2166.Meyerson, Debra E. 2001. 'How Tempered Radicals Make a Difference.' Pp. 35–138 in Tempered Radicals: How People Use Difference to Inspire Change at Work. Boston, MA: Harvard Business School Press. Week 9. Discursive Activism Katzenstein, Mary Fainsod. 1998. 'Discursive Activism.' Pp. 107–131 in Faithful and Fearless: Moving Feminist Protest inside the Church and Military. Princeton, NJ: Princeton University Press.Scott, James C. 1990. 'Behind the Official Story.' Pp. 1–16 in Domination and the Arts of Resistance: Hidden Transcripts. New Haven, CT: Yale University Press.Benford, Robert D. and David A. Snow. 2000. 'Framing Processes and Social Movements: An Overview and Assessment.'Annual Review of Sociology 26: 611–639. Week 10. Understanding Movement Impacts Amenta, Edwin and Michael P. Young. 1999. 'Making an Impact: Conceptual and Methodological Implications of the Collective Goods Criterion.' Pp. 22–41 in Marco Guigini, Doug McAdam, and Charles Tilly, ed. How Movements Matter: Theoretical and Comparative Studies on the Consequences of Social Movements, edited by Marco Guigini, Doug McAdam and Charles Tilly. Minneapolis, MN: University of Minnesota Press.Guigni, Marco. 1998. 'Was It Worth the Effort? The Outcomes and Consequences of Social Movements.'Annual Review of Sociology 24: 371–393.Earl, Jennifer. 2003. 'Tanks, Tear Gas, and Taxes: Toward a Theory of Movement Repression.'Sociological Theory 21: 45–68. Week 11. Impacts on Organizations Raeburn, Nicole C. 2004. Changing Corporate America from the Inside Out: Lesbian and Gay Workplace Rights. Minneapolis, MN: University of Minnesota Press.The remaining weeks are left open for studies of specific cases, student presentations, or coverage of research techniques in social movements. For a 10‐week trimester course, I would suggest combining weeks 2 and 3 and combining weeks 10 and 11. For those who wish to cover research techniques in social movements, the following selections are useful:Mahoney, James. 2003. 'Strategies for Causal Assessment in Comparative‐Historical Analysis,' pp. 337–371 in James Mahoney and Dietich Rueschemeyer, eds. Comparative Historical Analysis in the Social Sciences.Klandermans, Bert and Suzanne Staggenborg, eds. 2002. Methods of Social Movement Research. Minneapolis, MN: University of Minnesota Press.Hill, Michael. 1993. Archival Strategies and Techniques. Thousand Oaks, CA: Sage Publications.Focus questions
What factors prompt the development of social movements in organizations? Who becomes involved in insider activism, and why are they willing to face the risks inherent in participation? What strategies and tactics are used by social movements in organizations, and what are the relative costs and benefits of different strategic and tactical choices? When do social movements have impacts on organizations, and what kinds of impacts do they have? How are social movements within organizations different from and similar to other types of social movements and from other types of organizational change?
Seminar/project idea Activism in the College/University Context: An Archival Research Project In this project, individual students or small groups of students investigate periods of activism in their own college or university. The project will introduce students to both the promise and the challenge of doing research on movements in the past, and it will help them to see the complexity of processes of change in an organization they are intimately familiar with. While the moments of activism in each college and university are different, some good places to start might be changes in general education requirements or the development of new majors or programs; the end of parietal rules governing cross‐sex visitation in dorms; changes in religious observance, including chapel regulations or religious affiliations; times of social turbulence outside of the college or university, such as the Civil Rights movement, anti‐war movements, or divestment campaigns related to apartheid in South Africa; efforts related to the admission of students of different sex or race from the original student body; and labor movement activity. Instructors may wish to consult with archivists and/or faculty members with a long history at the institution to draw up a list of possible topics in advance, or they may encourage students to locate their own topics. Students will then need to spend time in the archives to develop an understanding of the context of the activist campaign they are studying. Most campaigns will have received coverage in student newspapers and will be documented in the archives to some extent, but some projects may require interviews with activists or observers present at the time. Students will then prepare papers and/or presentations that rely on the theoretical ideas covered in the course to explain the emergence, strategic choices, and impacts of these change campaigns. Corporate Case Study Assignment In this assignment, students conduct a case study of an individual incidence of shareholder activism. Drawing on publicly available documents, such as those that can be located at foe.org, SEC filings, and court cases, students develop an analysis of what lead to movement emergence, how shareholders developed their strategies (including framing), and what factors influenced the eventual impact of the activism. Depending on the case, instructors may also encourage students to locate and interview key activists in the campaign. For graduate courses, final projects on different corporations might be created by individual students or small groups; for undergraduate courses, instructors might choose a single case and have all the students contribute to a joint analysis. This project would be particularly well suited to courses in business or management that take organizational change and insider activism as topics of inquiry.Note * Correspondence address: Rhode Island College, Department of Sociology, 600 Mount Pleasant Avenue, Providence, RI 02908. E‐mail: marthur@ric.edu.
This article describes the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham (UAB), the first undergraduate certificate at the University, which was established in 2007. The SSPC caters to the professional needs of both traditional, degree-seeking students and non-traditional local professionals. The SSPC coexists with the long-established major and minor programs in Spanish in the Department of Foreign Languages and Literatures. The goal of the SSPC is to fulfill the needs of its dynamic, millennial students and of the increasingly diversified community. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 62 The Spanish for Specific Purposes Certificate (SSPC) Program: Meeting the Professional Needs of Students and Community Lourdes Sánchez-López University of Alabama at Birmingham Abstract: This article describes the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham (UAB), the first undergraduate certificate at the University, which was established in 2007. The SSPC caters to the professional needs of both traditional, degree-seeking students and non-traditional local professionals. The SSPC coexists with the long-established major and minor programs in Spanish in the Department of Foreign Languages and Literatures. The goal of the SSPC is to fulfill the needs of its dynamic, millennial students and of the increasingly diversified community. Keywords: Business Spanish, certificate programs, languages for specific purposes (LSP), medical Spanish, Spanish for occupational purposes, Spanish for specific purposes (SSP), translation and interpretation, University of Alabama at Birmingham (UAB) Introduction Society is changing rapidly and drastically. In a world that is no longer round but flat (Friedman, 2005), students prepare for a globalized job market that is open to anyone in the world. This means that the jobs that once were available to only a few, now are available to millions. And, often times, the decisive factor for an employer is the multilinguistic and multicultural qualifications of applicants. Recent studies and their data suggest a pressing need to revise foreign language curricula in the United States to better meet the needs of students and society ("Foreign Languages and Higher Education," 2007; "Report to the Teagle Foundation," 2009). Many university programs in the US are responding to these needs by adapting existing language programs or developing new ones (Doyle, 2010; Jorge, 2010; Sánchez-López, 2010). Two decades ago Grosse and Voght (1990) reported the results of the first extensive survey conducted in 1988 in the US regarding the status of languages for specific purposes (LSP) nationally. Linking their study to a report from the President's Commission on Foreign Languages and International Studies (1980), Grosse and Voght reported that LSP courses had gained a place in the higher education curriculum since the 1980s in the US. Their study suggested a decline of foreign language skills in the US and a need of language courses specific for the professions, and their survey results indicated that over 60% of language departments offered some type of LSP courses. However, these data also suggested that LSP still had a minor role in the foreign language curriculum overall. In a recent survey study by Long and Uscinski (2012) and following the model of Grosse and Voght, the authors report that the current "presence of LSP courses in colleges and universities across the United States has remained about the same over the past 30 years." (p. 175). There is no significant difference in the number of institutions that offer LSP courses. However, Long and Uscinkscy's timely study sheds new light on the type of LSP programs (e.g., majors, minors, certificates or graduate programs) that are offered SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 63 nationally. The results of their study suggest that 27% of the respondents offer some type of LSP program, most of them at 4-year universities. The authors conclude that LSP has steadily and quietly settled in as another curricular option, beside literature, cultural studies, and linguistics, in institutions where students demand it, thus providing the students who are motivated to enter these fields with valuable applied skills in both language and cultural understanding. We predict a continued steady presence of LSP in university curricula for years to come. (Long & Uscinski, p. 188) Two decades ago Grosse and Voght (1990) optimistically predicted growth of LSP in the US that, according to Long and Uscinkscy (2012), has not materialized yet. However, according to both of these studies, the status of LSP in the US is strong and has become slowly more visible with time, with dozens of new LSP programs that cater to new societal needs (for a list of some of these programs see Sánchez-López, 2010). One of these new programs is the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham (UAB), which was established in 2007 and was the first undergraduate certificate at the University. The SSPC caters to the professional needs of both traditional, degree-seeking students and non-traditional local professionals. The SSPC coexists with the long-established major and minor programs in Spanish in the Department of Foreign Languages and Literatures (DFLL), and it attempts to fulfill the needs of its dynamic, millennial students and of the increasingly complex community. Background The University of Alabama at Birmingham is a medium-sized (about 18,000 undergraduate and graduate students) public university in Birmingham, Alabama. Birmingham is a metropolitan city with a rapidly growing Hispanic population over the last three decades. Just recently, the state's Hispanic population grew from 1.7% in 2000 to almost 4% in 2010, a nearly 145% increase (US Census Bureau, 2010). Because of this, hospitals, clinics, police and fire departments, government offices and local businesses have seen the increasing need to be able to communicate with Hispanic patients, customers and clients in Spanish. However, this rapid and steady growth has recently and abruptly come to a halt due to a newly passed state immigration law. In June 2011, the state of Alabama Government passed the Beason-Hammon Alabama Taxpayer and Citizen Protection Act, commonly known as H.B. 56 (State of Alabama, 2011). This is one of the strictest immigration laws in the country, which has led to a general state of fear among undocumented individuals. It has already impacted demographics of the state with a significant decrease on the growth of Hispanics in the state, including children (Center for American Progress, 2011; Novak, 2012; Southern Poverty Law Center, 2011). UAB was established in 1945 originally as the Medical Center of Alabama. The academic side of campus was later established in 1969, branching off from the University of Alabama, Tuscaloosa. For decades both the medical and the academic sides functioned as two almost independent units, with very little interaction between them. Today, although most faculty, students and staff still refer to the west or the east side of campus SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 64 (or the medical and the academic side of campus), institutional efforts attempt to portray both sides of the University as one unit, with a synergetic relationship, interdependent, with everyone on board moving in the same direction. Health-care and diversity are two of the best-known and most marketed landmarks of the University. The UAB vision is: "A world-renowned research university and medical center—a first choice for education and healthcare" (UAB Vision, 2012). In addition, The Princeton Review has ranked UAB as the 5th most diverse campus nationally in 2011 (The Princeton Review, 2013). Many undergraduate students choose UAB because they would like to pursue a career in a health-related field. Pre-medicine is a popular track among UAB undergraduate students with an annual average of 44% of entering students who declare a pre-medicine track (UAB Office of Planning and Analysis, 2012). The UAB Department of Foreign Languages and Literatures (DFLL) was established in the late 1960s as most languages departments were at the time, with a focus on language, literature and culture. UAB had a language requirement for the core curriculum up to the late 1990s, when it was eliminated. Since then, there is no language requirement at UAB. In the early 2000s, the DFLL combined their two majors in Spanish and French into a major in Foreign Languages (with Spanish and French tracks), largely due to a state requirement for viability. In addition, the DFLL also offers minors in Arabic, Chinese, French, German, Italian, Japanese and Spanish. A large percentage of students in the major are double majors in Spanish or French and another disciple (biology, chemistry, criminal justice, international studies, pre-medicine, pre-nursing coupled with Spanish are some of the most common double majors). With an eye toward the long-term needs of the department in 2001 the UAB, DFLL hired me as the first applied linguist for a dual purpose. I was charged with developing linguistics courses at all levels and with developing and teaching certain Spanish for Specific Purposes (SSP) courses, such as medical, business, professional Spanish and translation and interpretation. All of these courses (linguistics and SSP) were never intended to replace the existing literature and culture courses, but rather, to expand the repertoire of offerings to cater to a larger pool of students and professional interests. The SSP courses were well received and offered on demand with regularity. After a few years, additional instructors were asked to teach these courses as well, becoming specialists in the different areas, such as business, health and translation and interpretation. However, the vast majority of students enrolled in the SSP courses were regular UAB students (either majors or minors, or students who took one or two of these courses as electives). The Department received frequent inquiries from individuals in the community and local businesses wishing to learn occupational Spanish, but, unfortunately, the University admission system did not make it easy for them to enroll as non-degree seeking students. Faculty also received almost daily requests from the medical side of campus, from other hospitals and clinics, from government agencies, from court services, and from different local businesses asking for translation and interpretation assistance. Faculty and/or students would help depending on the situation. As these challenges increased over the years, the DFLL decided to explore other options to better meet the needs of the community and the local professionals; and at the same time to reward the regular students who were successfully completing many or all of the SSP courses, but were not receiving any particular degree or recognition in SSP. At such point, offering a certificate program SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 65 in SSP was an interesting and promising idea, which materialized in the fall semester 2007. A Journey to the Spanish for Specific Purposes Certificate: Program Design: Approval and Description Due to the success and high demand of the SSP courses offered in the UAB DFLL and to the increasing requests for assistance with translation and interpretation to cater to the Hispanic community, in 2005 I was asked by my chairperson, Sheri Spaine Long, who sought to respond to societal trends, to investigate models of certificate programs worldwide and to explore if a certificate program in SSP would meet the specific needs of the DFLL, the UAB undergraduate population and those of the community. Over the course of several months, I investigated models of certificate programs and other types of languages for specific purposes programs nationally and internationally. Based on a careful assessment of the information gathered, the chairperson and I decided that a certificate program was an optimal option for UAB and for the Birmingham community. Then, the second and most detailed stage of the process started: the design of the program and the development of a program proposal. I was asked to design a program that utilized the resources of the DFLL and the courses that were already offered, at least at the outset. I met with a variety of institutional constituents (Office of Admissions, Office of Undergraduate Affairs, and Office of Undergraduate Policies and Procedures) at different stages during the design of the program proposal. These constituents gave me valuable advice on how to craft the program and what the prerequisites should be. Over the course of the following year, the SSPC proposal was approved at each stage by the DFLL, the School of Arts and Humanities Curriculum and Educational Policies Committee, the University Office of Undergraduate Policies and Procedures, and, finally, by the Board of Trustees of the University of Alabama System in May 2007. The SSPC was the first undergraduate certificate at UAB, and it was first implemented in the Fall 2007. It was lauded as a model program to meet societal needs and consolidate and expand language enrollment. The SSPC program was designed for traditional as well as non-traditional students. The main objective of this program was, and still is, not only to fulfill UAB students' academic needs for their future, but also to create connections with local professionals. Because of the steady growth of the Hispanic population in the nation, with almost 17% percent of the population (US Census Bureau, 2012), each day more and more pro-fessionals, such as teachers, medical care professionals, business people, law enforcement officers and others, have the need to communicate with the Hispanic community. The courses are content, vocabulary and culture-based. Students learn the vocabulary, language and cultural background that they use in their professional field through extensive practice in the classroom and also out of class through service-learning opportunities. Publication and promotion of a new program is paramount for its success. An easy to navigate and informative website is critical for the SSPC (http://www.uab.edu/languages/ssp). The website houses the necessary documents that offer information to prospective students and local professionals, and a detailed description of the application process can also be found there. Once the website and all SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 66 documentation (e.g., program application form, student manual, checklist, and flier) were created, the program was ready for promotion and student recruitment. Promotion and recruitment efforts included regular information sessions (2–3 per semester) open to all students and the general public; briefings at academic advisors general meetings; presentations at specific business, health and international studies classes; and announcements in local newspapers, magazines and UAB's website and newspapers. The SSPC program requires completion of a minimum of six classes (18 credits) in SSP, of which at least 12 credits must be at the advanced level. Students may choose classes within the professional track of their interest (e.g., health care, business or translation and interpretation), but they are required to take a phonetics and phonology course and a foreign language service-learning course for the completion of the SSPC requirements. The foreign language service-learning course must be taken towards the end of the program to ensure that students have the desired occupational language skills to function well working with a community partner.1 Students must receive an A or B grade in all courses and maintain a minimum of 2.8 GPA in Spanish to maintain a "good standing" status. They can retake courses for a higher grade if necessary. The final program requirement is to pass an oral interview at the level of intermediate-mid or above, according to the ACTFL speaking guidelines.2 There is a program application process that is open all year. Regular UAB students must submit an electronic application. Local professionals must first be admitted as non-degree seeking students at UAB before they can apply for the SSPC.3 The SSPC program director reviews applications and sends acceptance or rejection letters. Then, she communicates with the UAB Director of Academic Records who updates the students' records and transcripts. SSPC candidates are asked to meet with the SSPC advisor at least once a year for an advising session, although many students choose to meet more frequently. Outcomes, Program Assessment and Outgrowth The SSPC has become a popular program in the Department of Foreign Languages and Literatures. In its five years of existence, the program has enrolled 86 students, of which 27 have already successfully graduated from the program. The program offers three tracks: health care, business, translation and interpretation. Each track offers two courses, one at the intermediate and one at the advanced levels. Not surprisingly, due to the specific context at UAB and in the Birmingham area, the most popular and highest enrolled courses have usually been the Spanish for health professional classes, which are offered every semester (three times a year). The rest of the classes are offered once or twice a year, depending on demand and instructor availability. Because some of these courses are not offered every semester, it is very important that SSPC candidates meet regularly with the SSPC advisor to ensure that they graduate in a timely manner. One of the main and most visible successes of the SSPC are the collaborations that have been established with other units on campus, such as the Schools of Business, Dentistry, Health Professions, Nursing and Medicine. The advanced Spanish for Health Professionals course is offered cross-listed with the School of Nursing courses, creating a unique and enriching learning environment for all students, who share the same classroom. The SSPC faculty design and teach courses for students in the Schools of SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 67 Dentistry and Medicine with regularity. Recently, a former Spanish major from the DFLL and a current medicine student, partnered with the DFLL and the SSPC to organize a short Spanish course for medical students. The course was designed and taught by an SSPC faculty and offered during the winter break between sessions in the School of Medicine (Davidson & Long, 2012). Furthermore, weekly Spanish conversation tables are offered by SSPC faculty, which are open to any student on campus with an interest in health related professions. In addition, the Graduate Student Associations of the Schools of Medicine and Dentistry have separately organized weekly Spanish conversation tables led by SSPC faculty and students. All of these efforts clearly indicate the high level of interest to learn Spanish from the part of the students in health-related professions, who are doing whatever they can to include some level of medical Spanish study in their busy academic schedules. Another success of the SSPC is the quality of student research, which is linked to the professional interest of the student within a local context. Two illustrative examples, from the inception of the program to the most recent are "Legalese and Spanish: The Hispanic Immigrant Experience with the Legal System in Birmingham, Alabama" (Hall, 2007) and "H.B. 56 and Its Impact in the State of Alabama" (Novak, 2012). In the former, SSPC and Spanish Honor's student Brittlyn Hall conducted a survey study among law firms in Birmingham to investigate the level of legal support offered to the Hispanic population and the specific Spanish needs of these firms. In the most recent, SSPC graduate and current MBA student in the School of Business investigated the economic impact of the new State immigration law known as H.B. 56 mentioned earlier (Novak, 2012). Both studies linked the students' professional interest to their community. The studies taught them not only valuable information about their professions and future careers, but also gave them firsthand experience about how their professions interact with their community and the synergistic relationships that are born from such interactions. An integral part of the long-term success of a new program is periodic program evaluations to assist in implementing necessary modifications. At the end of the program students are asked to complete an SSPC Exit Survey, in which they provide useful feedback about the program. This is mainly a demographic and a student satisfaction survey (see survey in the Appendix) used to get to know our students, their needs and their expectations better and to make adjustments as necessary. One important modification that has already been implemented in light of the students' feedback is an additional course on translation and interpretation at the intermediate level (the original certificate only offered advanced translation and interpretation). This new course was necessary as a stepping-stone to the advanced course, which was regarded as too challenging by many students. Another important addition to the program occurred in 2010. The SSPC and the Department of Art and Art History partnered to have a student competition to design a logo for the SSPC. As a class requirement, all students in an advanced graphic design class were asked to design a logo. This was a unique and incredible experience for students, since not only was this their first real assignment, but they also were competing for the first time for a real client. There were 27 entries. Graphic design students met with the SSPC Director and explained their logo, motivations and meanings. After that, the SSPC Director asked all faculty in the Department of Foreign Languages and Literatures to vote on their first three choices. The logo with the most votes was selected as the SSPC official logo (see logo at http://www.uab.edu/languages/ssp).4 SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 68 In an effort to strengthen the business Spanish track of the SSPC, in 2010, the interim chairperson of the Department of Foreign Languages and Literatures John K. Moore and the SSPC Director met with administrators in the School of Business to discuss ways in which to collaborate. After several meetings, it was clear that there was a need and an interest for Spanish (and Chinese) in the business world. However, the business curriculum at UAB is rather inflexible due to their accreditation limitations. Because business students at UAB are unable to incorporate the SSPC program into their regular curriculum, the Department of Foreign Languages and Literatures offered to design a new and shorter 12-credit program catered to business majors: a new minor in Spanish for Business. The new minor employs courses already existing in the Department of Foreign Languages and Literatures: Spanish for the Professions, Business Spanish and any other two intermediate or advance Spanish courses. The proposal was approved by the University in April 2011 and was first implemented in the fall of 2012 (for an overview of the program, visit: http://www.uab.edu/languages/images/pdfs/news/Minor_Spanish_for_Business.pdf). As this new program is in its first year, it is still premature to make an accurate evaluation. However, due to the overall success of the SSPC and to the growing globalized economies and markets, we predict a successful prospect for this new program. We look forward to report related findings in the near future. Conclusions and Future Directions As the results of surveys by Grosse and Voght (1990) and recently by Long and Uscinski (2012) have demonstrated, LSP courses and programs in the United States are no longer peripheral within the educational curriculum in higher education. They have become highly demanded by a dynamic student population that is in charge of their own learning and wish to be well prepared for an extremely competitive future in a globalized world. This article has described the recently established Spanish for Specific Purposes Certificate program at the University of Alabama at Birmingham within a local context. This program caters to traditional and non-traditional students who share educational goals and classroom experiences. Because it is a highly practical and applicable program in real life, and because it is available to all students and local professionals, the SSPC has become one of the fastest growing programs at UAB with almost 30 graduates in its short existence. Most importantly, the program has created strong and synergistic connections and collaborations with local companies (e.g., hospitals, clinics, charity organizations, banks, libraries, law firms, government offices, schools and early learning centers) through the foreign language service-learning course required for the SSPC. In addition, the SSPC has established collaborations with other units on campus, such as the Schools of Business, Dentistry, Health-Professions, Nursing and Medicine. Furthermore, SSPC students produce high quality research linking their professional interest to their communities and exploring its synergetic relationships. SSPC graduates move on to a variety of professional fields in health, business and translation and interpretation services, or to graduate programs in related fields in which their knowledge of occupational Spanish is (or will be) useful and beneficial to them, their companies and their community. SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 69 One significant outgrowth of the SSPC is the new minor for Business Spanish established in fall 2012 utilizing SSPC resources. This new program seals collaborative efforts between the Department of Foreign Languages and Literatures and the School of Business and aims to cater primarily to Business students, but is also open to any student with an interest in pursuing an international career. As mentioned earlier, an integral part of a successful program is periodic program assessment. The SSPC Exit Survey taken by graduating students gives the SSPC director and faculty regular opportunities to reflect upon the progress of the program, and thus, to make revisions where necessary. In addition to this informal form of student satisfaction evaluation, it is important to conduct some type of performance assessment to investigate the impact that the SSPC classes have on students' Spanish performance. This performance program assessment has been projected to take place within the next academic year and we look forward to new findings. Acknowledgments I would like to sincerely thank former UAB DFLL chairperson Sheri Spaine Long for her full and constant support in the creation, development and implementation of the SSPC and for her always brilliant ideas, as well as for her input on earlier drafts of this paper; to former UAB DFLL Interim chairperson John K. Moore for his full support in the continuation of the SSPC and his critical role in the conceptualization and establishment of the new minor for Business Spanish; to SSPC faculty María Jesús Centeno, Krista Chambless, Brock Cochran, Belita Faki and Malinda O'Leary for their extraordinary work teaching the SSPC courses—the program would not be the same without these remarkable instructors; to all SSPC students who are our source of inspiration every day; and finally, I am grateful to the reviewers of earlier drafts of this paper for their accurate feedback. Notes 1For a detailed description and a sample syllabus of the Foreign Language Service-Learning course required for the SSPC, see Sánchez-López (2013; forthcoming). 2American Council for the Teaching of Foreign Languages proficiency guidelines can be found at http://www.actfl.org/files/public/Guidelinesspeak.pdf. 3Non-degree seeking students must have a minimum of 12 credit hours of successful college level work (grade C or above in all courses), with the following distribution (minimum): at least 6 credit hours in Area 1 (English Composition), at least 3 credit hours in Area 2 (Arts and Humanities), and at least 3 credit hours in Area 4 (Social Sciences). 4The artist of the SSPC logo is UAB's graphic design student Alan Heiman. The faculty member of the graphic design class that participated in this project is Professor Douglas B. Barrett. References American Council for the Teaching of Foreign Languages Proficiency Guidelines (1999). Retrieved from http://www.actfl.org/files/public/Guidelinesspeak.pdf SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 70 Center for American Progress (2011). Retrieved from http://www.americanprogress.org/ Davidson, L., & Long, S. S. (2012). Medical Spanish for US medical students: A pilot case study. Dimension, 1–13. Retrieved from http://scolt.webnode.com/ Doyle, M. S. (2010). A responsive, integrative Spanish curriculum at UNC Charlotte. Hispania, 93(1), 80–84. Foreign languages and higher education: New structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2007 (May). Retrieved from http://www.mla.org/flreport Friedman, T. (2005). The world is flat: A brief history of the 21st century. New York: Farrar, Strauss & Giroux. Grosse, C., & Voght, G. (1990). Foreign language for business and the professions at US colleges and universities. The Modern Language Journal, 74, 36–47. Hall, B. (2007). Legalese and Spanish: The Hispanic immigrant experience with the legal system in Birmingham, Alabama. Unpublished paper. Jorge, E. (2010). Where's the community? Hispania, 93(1), 135–138. Long, M., & Uscinski, I. (2012). Evolution of languages for specific purposes programs in the United States: 1990–2011 [Special Issue]. The Modern Language Journal, 96, 173–189. Novak, J. (2012). H.B. 56 and its impact in the state of Alabama. Unpublished paper. President's Commission on Foreign Language and International Studies (1980). Strength through wisdom: A critique of US capability. The Modern Language Journal, 64, 9–57. Report to the Teagle Foundation on the Undergraduate Major in Language and Literature. (2009). MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2009 (February). Retrieved from http://www.mla.org/pdf/2008_mla_whitepaper.pdf Sánchez-López, L. (2010). El español para fines específicos: La proliferación de programas creados para satisfacer las necesidades del siglo XXI. Hispania, 93(1), 85–89. Sánchez-López, L. (Forthcoming 2013). Service learning course design for Languages for Specific Purposes programs [Special Issue]. Hispania, 96(2). Southern Poverty Law Center (2011). Retrieved from http://www.splcenter.org/ State of Alabama (2011). Retrieved from http://www.ago.state.al.us/Page-Immigration The Princeton Review (2013). Retrieved from http://www.princetonreview.com/TheUniversityofAlabamaatBirmingham UAB Minor in Business Spanish. (2012). Retrieved from http://www.uab.edu/languages/images/pdfs/news/Minor_Spanish_for_Business.pdf UAB Office of Planning and Analysis. (2012). Retrieved from http://www.uab.edu/opa/ UAB Spanish for Specific Purposes program. (2012). Retrieved from http://www.uab.edu/languages/ssp United States Census Bureau. (2010). Retrieved from http://2010.census.gov/2010census/data/ United Stated Census Bureau. (2012). Retrieved from http://quickfacts.census.gov/qfd/states/00000.html UAB Vision. (2012). Retrieved from http://www.uab.edu/home/about University of Alabama at Birmingham (2013). Retrieved from http://www.uab.edu/ SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 71 APPENDIX The University of Alabama at Birmingham College of Arts and Sciences Department of Foreign Languages and Literatures Spanish for Specific Purposes Certificate (SSPC) Exit Survey Note: This survey is anonymous. Please, be as honest as possible when completing it. Thank you for providing us with valuable information to get to know our students and to improve our SSPC program. I. Personal Information (circle one) 1. Gender: Male Female 2. Age: 18–20 20–23 24–26 27–30 More than 31 3. Regular UAB Student Non-regular UAB student (local professional) 4. Work: Full-time job Part-time job Unemployed 5. Work place: ______________________________; Position: __________________ 5. Race: African American Caucasian Hispanic Indian Asian Other 6. Major/s: ____________________________ Minor/s: ________________ 7. Previous Higher Education Degrees: _____________________________________ 8. Your first language/s is/are:____________________________________________ SSPC related 1. How long did it take you to complete the SSPC program? ____________________ 2. In which of the three tracks did you specialize (health, business, translation & interpretation)?: ________________________________________________________ 3. Please explain why you pursued the SSPC: __________________________________________________________________________________________________________________________________________________ 4. Did the SSPC fulfill your expectations? Yes No Please explain why? __________________________________________________________________________________________________________________________________________________ SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 72 5. Did the SSPC classes fulfill your expectations in general? Yes No Please explain why? __________________________________________________________________________________________________________________________________________________ 6. What did you like the most about the program? __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 7. What did you like the least about the program? __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 8. Please give us your suggestions on how to improve the SSPC program: __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 9. How will the SSPC impact your current or future career? __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 10. Would you recommend the SSPC to your friends or colleagues? Yes No 11. Finally, do you give your permission to use the information that you provided above anonymously for statistical and research purposes? Yes No Note: If you have further comments, please use the back of this form. GRACIAS.
News media manufactures consent, and one way that happens is by manufacturing amnesia — burying a government's past misdeeds makes it easier to sell future ones. The catastrophic floods that Storm Daniel unleashed on Libya, which have killed as many as 10,000 people, are both a natural disaster and a human-made one. In the week following Storm Daniel, a large portion of the media coverage described "war" as a reason the country was ill-equipped to handle the catastrophe. However, media discussion of NATO's contribution to what has become Libya's forever war has been almost non-existent. NATO's intimate involvement — albeit by proxy — in the current war in Ukraine makes the omission all the more remarkable.War in contemporary Libya is traceable to February 2011, when protests against Muammar Gadhafi's government evolved into an armed conflict. In the initial days of the fighting, the U.S. media amplified claims that the Libyan air force was bombing demonstrators despite statements by top Pentagon officials that there was "no confirmation whatsoever" that such bombing was happening. Western media outlets and politicians accused Gadhafi of carrying out a systematic mass slaughter of civilians, and of intending to do more of the same, particularly as government forces advanced on rebel-held Benghazi. In this climate, the UN Security Council passed Resolution 1973 in March 2011, which authorized "all necessary measures" to protect civilians.NATO dubiously interpreted the resolution as granting it the right to overthrow the Libyan government. NATO forces — primarily Britain, France and the U.S. — subsequently conducted roughly 9,700 strike sorties and dropped over 7,700 precision-guided bombs during their seven-month campaign. The bombing not only assured eventual victory for the rebels — a mostly ragtag, disparate collection of local and tribal militias, Islamist fighters, and disaffected soldiers united only by their opposition to Gaddafi (whose death was facilitated by a NATO airstrike). It also killed scores of the civilians it claimed to be protecting and left Libya without a functioning government (in addition, it enabled the proliferation of tens of thousands of arms stockpiled by Gaddafi's government to insurgents throughout Libya, the Sahel, and beyond, notably in Syria).For most of the period since Gadhafi's overthrow, Libya has been afflicted by a civil war that has seen the country split between two heavily armed rival factions claiming to be the government: Khalifa Haftar's Libyan National Army (LNA) in the east and the Tripoli-based Government of National Accord in the west.There is no evidence that NATO bombing directly contributed to the collapse of the dams that caused the catastrophic flooding in Derna (although the war reportedly interrupted rehabilitation work by a Turkish construction company). However, it is beyond question that NATO's intervention contributed to the destruction of the Libyan state and social fabric, helping bring about years of warfare, one consequence of which has been the inability to maintain critical infrastructure. Yet this context has been all but invisible in U.S. mainstream media coverage of the recent floods, even in those reports that identified "war" as a factor that helps explain the scale of the cataclysm.I used the news database Factiva to search material published in The New York Times, The Wall Street Journal, and The Washington Post — arguably the three most influential national newspapers — between Sunday September 10, the day that Derna was flooded, and Saturday September 16. I searched the words "Libya" and variations on "flood," such as "flooding" and "floods," and got 67 results, the great majority of them supposedly "objective" news reports rather than op-eds., Forty of the 60 included the word "war." But only three of these also used the term "NATO," or just 7.5 percent of the content. Two additional articles contained the words "NATO," "Libya," and "flood," but not "war," instead using the word "intervention" to describe NATO's role. Thus, only five articles — or 7.4 percent — of the week's total coverage of the floods referenced NATO.Typical of the coverage in those articles when "war" was mentioned as a contributing cause of the disaster was a Post report noting that Libya was "battered by more than a decade of war and chaos, and split between rival governments, with no central authority to shore up infrastructure or draw up plans to save residents." Later, the article stated that "Oil-rich Libya has been ravaged by conflict since the fall of its longtime dictator, Moammar Gadhafi, in 2011," again with no mention of NATO's contribution.Similarly, the Times ran a piece calling Libya "a North African nation splintered by a war, [which] was ill-prepared for the storm….[D]espite its vast oil resources, its infrastructure had been poorly maintained after more than a decade of political chaos." Regarding the events of 2011, the articles goes to note that "Libya endured 42 years of autocratic rule under Col. Muammar el-Qaddafi before he was overthrown in a revolt in 2011." This account suggests that Gaddafi's ouster was strictly an internal affair and completely obscures the decisive role played by NATO's campaign on the side of the anti-government forces, creating the conditions for further instability and warfare.According to the Journal, "The natural disaster [in Libya] was decades in the making — a result of years of official neglect of two nearby dams during the authoritarian regime of Moammar Gadhafi and the political crisis and war since his ouster in a 2011 revolution." The authors highlight the role that war played in setting the stage for the floods but gloss over how the NATO intervention against the Gadhafi government helped generate societal and governmental collapse, and post- Gadhafi warfare.Of course, simply mentioning NATO doesn't necessarily mean that a news article has given readers an accurate picture of what the alliance did in Libya. For example, a Post story says Gadhafi ruled Libya until "he was killed by rebel forces during a NATO-backed Arab Spring uprising." This phrasing is ambiguous at best: it gives readers no sense of what form NATO's "back[ing]" of Libya's "Arab Spring uprising" took. An analysis by the Post's Ishaan Tharoor, which was not published in the paper's print edition, was much closer to the mark when it says that "Libya's unstable status quo" is both the result of domestic political forces in Libya and of "the intervention of outside actors. That began with the NATO-led intervention in 2011."The Times, Journal, and Post repeatedly noted the link between the flooding in Libya and armed conflict in the country. However, with very few exceptions, the publications declined to acknowledge that, in 2011, NATO opted to bomb Libya until its government was overthrown. In this regard, the papers have failed to remind their readers that NATO's intervention was part of the chain of events that led to this month's calamity. Such a reminder would seem especially pertinent today in light of NATO's much-touted reinvigoration and northern expansion owing to its growing role in supporting Ukraine against the Russian invasion.
This thesis consists of five chapters: the first three deal with the evolution of Chinese foreign aid from its inception to the publishing of China's first foreign aid White Paper in 2011; the two remaining chapters are reform case studies taking us up to the present. Chapter 1, "Relational Foreign Aid: Tracing the Origins of the Chinese Aid Thinking", traces the origins of the concepts that are considered basic principles of China's foreign aid today and explains when and in which context they were formulated first. Furthermore, the chapter suggests that China's early foreign aid was likely influenced by interactions between the Chinese Communists and the representatives of the United States in China. It shows, in particular, how the Communists' attempts to obtain economic assistance from the U.S. and the U.S.'s denial of ideological grounds on ideological grounds appear to have shaped the principle of political non-interference. Finally, chapter 1 argues that Chinese foreign aid was relational, in the sense of trying to find "common interests" (gongtong liyi 共同利益) in order to create relational power and overcome the international isolation China was faced with after 1949, and claim the China seat from the Republic of China (on Taiwan) in the United Nations General Assembly. Drawing on the Relational Theory of world politics, proposed by Qin Yaqing's 秦亚青 (2018), it analyses how foreign aid was linked to constructed common interest of building economic independence, which China saw as a precondition for political independence. In the process, this chapter challenges several dominant assumptions: first, that foreign aid was dominated by Mao Zedong and driven by ideology, and second, that Chinese aid was "merely an extension of Soviet aid". Chapter 2, "The Long March to "Win-Win": Assembling Chinese Foreign Aid Thinking", continues my historical enquiry and fills a gap that has been largely neglected in the research on Chinese foreign aid: the years between 1978 and 1995. It zooms in on government-linked foreign aid discourses and argues that the major foreign aid reform of 1995, namely the introduction of foreign aid concessional loans (对外援助优惠贷款) managed by the newly set-up China Exim Bank, were the outcome of a reform process, that started in 1979. Thereby, the chapter first debunks the assumptions that foreign aid lost its importance with the new leadership, often found in the literature on Chinese aid. It shows that, quite to the contrary, it was in 1979 (at least according to known documents) that foreign aid was explicitly called a strategic foreign policy tool, which was indispensable to secure a stable international environment for China's modernisation policy. It argues that the new "Four Principles of Economic and Technical Co-operation" (Jingji jishu hezuo de si xiang yuanze经济技术合作的四项原则), whose emphasis on "co-operation" was perceived by many as a departure from aid, in fact, represented an attempt to strike a delicate balance between finding ways to maintain good relations with recipients and to promote China's own economic development. Second, this chapter uses primary and secondary source material to show that the shift away from aid toward economic co-operation-which China's government had indeed sought and which works on Chinese aid or Sino-African relations repeatedly described as having occurred in the early 1980s-essentially did not take place. This happened only after China faced a new crisis: the Tian'anmen square protests, which ended with a violent crackdown and led to sanctions imposed by Western countries. It was then perceived as necessary to significantly increase aid to developing countries in order to ensure their political support – and this, in turn, led to the creation of foreign aid concessional loans as a new mode of aid delivery. Finally, the chapter argues that in order to understand the thinking and action logic behind Chinese foreign aid today, one has to understand the assemblage of Chinese concessional loans. Chapter 3, "Chinese Aid Meets the West – Tracing (Hidden) Reform Debates", discusses how contrary to widespread assumptions in the West that behind Chinese aid there was a clearly defined strategy, the Chinese aid system was (and in fact, still is) characterised by policy experimentation. As argued by Sebastian Heilmann (2018, 111), policy experimentation has been an asset and the key to the adaptability of China's political economy, allowing this authoritarian regime to find innovative solutions to long-standing or newly emerging challenges. Yet, in foreign aid policy experimentation has created a system that is described as highly complex, fragmented and ineffective by its stakeholders. The chapter follows a foreign aid reform debate that started in 2010 – and initiated a reform process that is still ongoing. Although this debate addressed many of the concerns DAC donors voiced towards Chinese aid after 2005, it remained "hidden" because it was conducted almost exclusively in Chinese. The chapter concludes by analysing the first visible outcome of this (hidden) reform debate: the White Paper on China's Foreign Aid which was published in 2011 and spelt out the official master narrative for Chinese foreign aid for the first time in the history of Chinese aid. Chapter 4, "Reform of the Foreign Aid Administration" and Chapter 5, "Credit Risk Management Regulations for Chinese Policy Banks", introduce two reform case studies: The first case study deals with the introduction of the first comprehensive legal document on foreign aid, the "Measures for the Administration of Foreign Aid" in 2014 (MOFCOM 2014b), and the establishment of the new foreign aid agency China Internationa Development Co-operation Agency (CIDCA) in 2018, which replaced the Ministry of Commerce as the lead administration actor for foreign aid. The second case study deals with the introduction of new credit risk management regulations for China's two policy banks, China Development Bank (CDB) 国家开发银行 and China Export-Import (Exim) Bank 中国进出口银行, which issue Chinese government loans to developing countries: the "Measures for the Supervision and Administration" (Jiandu guanli banfa 监督管理办法), issued in November 2017. The function of the case studies is not only to analyse the legal documents and legal processes at the centre of both reforms. Rather, they serve as exemplary cases of how major reforms, which addressed aspects of Chinese aid that have been hotly debated in the West, went completely unnoticed because the related information was available only in Chinese. Furthermore, the case studies are also methodological suggestions on how to trace reforms as they unfold. The thesis concludes with five arguments: China's foreign aid is relational; it is based on policy experimentation; it is guided by historical memory, which is in part responsible for the fact that China's foreign aid is an externalisation of China's domestic modernisation policy; China's foreign aid is not a China story but a global story, it is embedded in a global context and has been directly or indirectly shaped by global shifts.
Premi extraordinari doctorat curs 2011-2012, àmbit d'Enginyeria Civil ; El impacto de la contaminación del aire es un tema crítico para el medioambiente y el clima. Una mala calidad del aire es un tema de importancia para la salud pública, especialmente en ambientes urbanos. El material particulado (PM), el ozono (O3) y el dióxido de nitrógeno (NO2) son los contaminantes más problemáticos en Europa y España. La Comisión Europea ha mostrado una gran preocupación por desarrollar técnicas que permitan incrementar el conocimiento sobre la dinámica de los contaminantes atmosféricos para asegurar el cumplimiento de la legislación y para informar a la población acerca de sus niveles. Además, la directiva europea 2008/50/CE establece la posibilidad de usar técnicas de modelización para informar sobre calidad del aire. Esta tesis doctoral está desarrollada en el marco de dos proyectos: El proyecto CALIOPE y el proyecto CICYT CGL2006-08903, ambos basados en la necesidad de desarrollar un sistema de calidad del aire que permita informar y entender los niveles de contaminación en Europa y España, con el objetivo de obtener un preciso pronóstico de la calidad del aire. Con ese propósito, el sistema de modelización CALIOPE se ha desarrollado con alta resolución espacial y temporal sobre Europa (12 km x 12 km y 15 capas, 1 hora), dominio madre, y España (4 km x 4 km y 15 capas, 1 hora), dominio anidado. CALIOPE consiste en un conjunto de modelos que tienen en cuenta la contaminación tanto antropogénica como natural. La disponibilidad del supercomputador MareNostrum, alojado en el Barcelona Supercomputer Center- Centro Nacional de Supercomputación, ha permitido trabajar a tan alta resolución. El objetivo principal de esta tesis es aumentar la confianza científica en el sistema CALIOPE, identificando sus puntos fuertes y débiles con un nivel de detalle que contribuya a establecer necesidades de mejora en el proceso de modelización. Por tanto, el presente trabajo ha evaluado espacial y temporalmente las simulaciones de calidad del aire sobre Europa y España en términos de O3, NO2, SO2, PM2.5 y PM10 en superficie sobre el año completo 2004. Para identificar el origen de las incertidumbres en la modelización del PM, su composición química ha sido también evaluada en ambos dominios. Las evaluaciones han sido realizadas sobre más de 150 estaciones de calidad del aire (más de 2 millones de datos experimentales). Además, esta tesis ha usado el sistema CALIOPE para analizar los patrones de calidad del aire sobre 2004, identificando claramente las áreas de contaminación. Las ideas más importantes que se desprenden de esta tesis son tres. Primero, las condiciones de contorno químicas basadas en un modelo global, como el LMDz-INCA2, son esenciales para modelizar el O3 troposférico sobre los dominios de estudio. Segundo, para simular la concentración de PM en el sur de Europa, tanto a escala rural como urbana, la contribución de polvo procedente del desierto del Sahara deber ser considerada debido a la proximidad al continente africano. La contribución del polvo del desierto a través del modelo BSC-DREAM8b ayuda satisfactoriamente a modelizar los picos de PM10 observados. Tercero, para ser capaz de modelizar la calidad del aire a escala urbana sobre España es esencial (1) una alta resolución espacial y temporal que permita describir fenómenos mesoescalares en áreas de topografía compleja , (2) un modelo de emisiones altamente desagregado como HERMES; (3) unos modelos que representen el estado actual del conocimiento en meteorología y química atmosférica ; The impact of air pollution is a critical topic in environment and climate. Poor air quality is an important public health issue, especially in urban environments. Particulate matter (PM), tropospheric ozone (O3) and nitrogen dioxide (NO2) are the main problematic pollutants in Europe and Spain. The European Commission has shown a great concern for developing actions that allow increasing the knowledge on dynamics of atmospheric pollutants to assure the accomplishment of legislation and to inform the population about their levels. The European directive 2008/50/EC establishes the possibility of using modelling techniques to assess air quality. This Ph.D. thesis is developed in the framework of two projects: the CALIOPE project and the CGL2006-08903 CICYT project, both based on the necessity to develop an air quality modelling system that allows assessing and understanding the air pollution levels in Europe and Spain, with the aim of obtaining a precise air quality forecast. For that purpose, the CALIOPE air quality modelling system has been developed with high spatial and temporal resolution over Europe (12 km x 12 km, 1 h), as a mother domain; and Spain (4 km x 4 km, 1 h), as the nested domain. The CALIOPE system consists in a set of models that take into account both anthropogenic and natural pollution. The availability of the MareNostrum supercomputer, held in Barcelona Supercomputing Center- Centro Nacional de Supercomputación, has allowed such configuration of the CALIOPE system. The main objective of the present Ph.D. thesis is to increase the scientific confidence on the CALIOPE system, identifying skills and weakness with a degree of detail that contributes to establish necessities of improvements in the modelling process. Therefore, the present work has spatially and temporally evaluated CALIOPE air quality simulations over Europe and Spain in terms of O3, NO2, SO2, PM2.5, PM10 concentrations over the full year 2004. In order to identify the origin of uncertainties in PM modelling, PM chemical composition has been also evaluated in both target domains. Evaluations have been performed across more than 150 air quality-monitoring stations and over more than 2 million of experimental data. Furthermore, this Ph.D. thesis has used the CALIOPE system to assess air quality pattern over the year 2004, identifying clearly the areas of air pollution. There are three major thrusts of the present Ph.D. thesis. First, chemical boundary condition based on a global model, such as LMDz-INCA2, becomes essential to model O3 background concentrations in the target domains. Second, to simulate PM concentration in southern Europe, both regional and urban scales, the contribution of dust from the Saharan desert should be taken into account, since that region is frequently affected by dust outbreaks due to its proximity to the African continent. The contribution of desert dust through the BSC-DREAM8b helps to satisfactory model the observed episodic PM10 concentration peaks. Even more, the contribution of sea-salt aerosol is especially important over coastal areas. Third, to be able to model the air quality in urban scale over Spain it is essential (1) a high spatial (4 km x 4 km and 15 layers) and temporal (1h) resolution that allows describing mesoscale phenomena in very complex terrains; (2) a high disaggregated emission model to describe the sources, such as HERMES; and (3) an state-of-the-science meteorological and chemical models. This Ph.D. thesis has demonstrated that CALIOPE system applied over Europe and Spain is a useful tool which may contribute to (1) forecast air pollution in urban/suburban areas with a pervasive influence of anthropogenic emissions on a local scale and over very complex terrains and meteorology patterns; (2) assess about air pollution, discriminating between anthropogenic and natural episodes; and (3) manage air pollution, by means of modification of urban strategies or requirements of the legislation. ; Award-winning ; Postprint (published version)
Premi extraordinari doctorat curs 2011-2012, àmbit d'Enginyeria Civil ; El impacto de la contaminación del aire es un tema crítico para el medioambiente y el clima. Una mala calidad del aire es un tema de importancia para la salud pública, especialmente en ambientes urbanos. El material particulado (PM), el ozono (O3) y el dióxido de nitrógeno (NO2) son los contaminantes más problemáticos en Europa y España. La Comisión Europea ha mostrado una gran preocupación por desarrollar técnicas que permitan incrementar el conocimiento sobre la dinámica de los contaminantes atmosféricos para asegurar el cumplimiento de la legislación y para informar a la población acerca de sus niveles. Además, la directiva europea 2008/50/CE establece la posibilidad de usar técnicas de modelización para informar sobre calidad del aire. Esta tesis doctoral está desarrollada en el marco de dos proyectos: El proyecto CALIOPE y el proyecto CICYT CGL2006-08903, ambos basados en la necesidad de desarrollar un sistema de calidad del aire que permita informar y entender los niveles de contaminación en Europa y España, con el objetivo de obtener un preciso pronóstico de la calidad del aire. Con ese propósito, el sistema de modelización CALIOPE se ha desarrollado con alta resolución espacial y temporal sobre Europa (12 km x 12 km y 15 capas, 1 hora), dominio madre, y España (4 km x 4 km y 15 capas, 1 hora), dominio anidado. CALIOPE consiste en un conjunto de modelos que tienen en cuenta la contaminación tanto antropogénica como natural. La disponibilidad del supercomputador MareNostrum, alojado en el Barcelona Supercomputer Center- Centro Nacional de Supercomputación, ha permitido trabajar a tan alta resolución. El objetivo principal de esta tesis es aumentar la confianza científica en el sistema CALIOPE, identificando sus puntos fuertes y débiles con un nivel de detalle que contribuya a establecer necesidades de mejora en el proceso de modelización. Por tanto, el presente trabajo ha evaluado espacial y temporalmente las simulaciones de calidad del aire sobre Europa y España en términos de O3, NO2, SO2, PM2.5 y PM10 en superficie sobre el año completo 2004. Para identificar el origen de las incertidumbres en la modelización del PM, su composición química ha sido también evaluada en ambos dominios. Las evaluaciones han sido realizadas sobre más de 150 estaciones de calidad del aire (más de 2 millones de datos experimentales). Además, esta tesis ha usado el sistema CALIOPE para analizar los patrones de calidad del aire sobre 2004, identificando claramente las áreas de contaminación. Las ideas más importantes que se desprenden de esta tesis son tres. Primero, las condiciones de contorno químicas basadas en un modelo global, como el LMDz-INCA2, son esenciales para modelizar el O3 troposférico sobre los dominios de estudio. Segundo, para simular la concentración de PM en el sur de Europa, tanto a escala rural como urbana, la contribución de polvo procedente del desierto del Sahara deber ser considerada debido a la proximidad al continente africano. La contribución del polvo del desierto a través del modelo BSC-DREAM8b ayuda satisfactoriamente a modelizar los picos de PM10 observados. Tercero, para ser capaz de modelizar la calidad del aire a escala urbana sobre España es esencial (1) una alta resolución espacial y temporal que permita describir fenómenos mesoescalares en áreas de topografía compleja , (2) un modelo de emisiones altamente desagregado como HERMES; (3) unos modelos que representen el estado actual del conocimiento en meteorología y química atmosférica ; The impact of air pollution is a critical topic in environment and climate. Poor air quality is an important public health issue, especially in urban environments. Particulate matter (PM), tropospheric ozone (O3) and nitrogen dioxide (NO2) are the main problematic pollutants in Europe and Spain. The European Commission has shown a great concern for developing actions that allow increasing the knowledge on dynamics of atmospheric pollutants to assure the accomplishment of legislation and to inform the population about their levels. The European directive 2008/50/EC establishes the possibility of using modelling techniques to assess air quality. This Ph.D. thesis is developed in the framework of two projects: the CALIOPE project and the CGL2006-08903 CICYT project, both based on the necessity to develop an air quality modelling system that allows assessing and understanding the air pollution levels in Europe and Spain, with the aim of obtaining a precise air quality forecast. For that purpose, the CALIOPE air quality modelling system has been developed with high spatial and temporal resolution over Europe (12 km x 12 km, 1 h), as a mother domain; and Spain (4 km x 4 km, 1 h), as the nested domain. The CALIOPE system consists in a set of models that take into account both anthropogenic and natural pollution. The availability of the MareNostrum supercomputer, held in Barcelona Supercomputing Center- Centro Nacional de Supercomputación, has allowed such configuration of the CALIOPE system. The main objective of the present Ph.D. thesis is to increase the scientific confidence on the CALIOPE system, identifying skills and weakness with a degree of detail that contributes to establish necessities of improvements in the modelling process. Therefore, the present work has spatially and temporally evaluated CALIOPE air quality simulations over Europe and Spain in terms of O3, NO2, SO2, PM2.5, PM10 concentrations over the full year 2004. In order to identify the origin of uncertainties in PM modelling, PM chemical composition has been also evaluated in both target domains. Evaluations have been performed across more than 150 air quality-monitoring stations and over more than 2 million of experimental data. Furthermore, this Ph.D. thesis has used the CALIOPE system to assess air quality pattern over the year 2004, identifying clearly the areas of air pollution. There are three major thrusts of the present Ph.D. thesis. First, chemical boundary condition based on a global model, such as LMDz-INCA2, becomes essential to model O3 background concentrations in the target domains. Second, to simulate PM concentration in southern Europe, both regional and urban scales, the contribution of dust from the Saharan desert should be taken into account, since that region is frequently affected by dust outbreaks due to its proximity to the African continent. The contribution of desert dust through the BSC-DREAM8b helps to satisfactory model the observed episodic PM10 concentration peaks. Even more, the contribution of sea-salt aerosol is especially important over coastal areas. Third, to be able to model the air quality in urban scale over Spain it is essential (1) a high spatial (4 km x 4 km and 15 layers) and temporal (1h) resolution that allows describing mesoscale phenomena in very complex terrains; (2) a high disaggregated emission model to describe the sources, such as HERMES; and (3) an state-of-the-science meteorological and chemical models. This Ph.D. thesis has demonstrated that CALIOPE system applied over Europe and Spain is a useful tool which may contribute to (1) forecast air pollution in urban/suburban areas with a pervasive influence of anthropogenic emissions on a local scale and over very complex terrains and meteorology patterns; (2) assess about air pollution, discriminating between anthropogenic and natural episodes; and (3) manage air pollution, by means of modification of urban strategies or requirements of the legislation. ; Award-winning ; Postprint (published version)
Many countries have worked towards a common understanding of the concept of Sustainable Forest Management (SFM), which, according to Principle 2b (UNCED 1992), in a broad sense aims at managing forest resources and forest lands sustainably in order to meet the social, economic, ecological, cultural and spiritual needs of present and future generations. These forests, which are to be sustainably managed, are in most cases inhabited by indigenous and immigrant peoples who have customary rights to these forests and developed ways of life and traditional knowledge that are in tune with their forest environments. However, forest policies usually imposed by the state frequently treat forests as if they were uninhabited and therefore available for activities like logging, safari/sports hunting and conservation projects. The question therefore arises as to how the policy and practice of SFM (with its social, economic and environmental criteria) incorporates the welfare of these forest people. The criteria and indicators of the concept of SFM are usually defined too globally, such that the socio-cultural context of the forest dwellers, which usually is not the same for every region of the world or even within countries, is not acknowledged. This has been the main problem in understanding how and why people use and manage forests the way they do. The Sangha Trinational Conservation Area (the research area), which is also inhabited by indigenous people, is a high biodiversity area. The area comprises of: - the Lobéké National Park in Cameroon, - the Nouabalé-Ndoki National Park in the Republic of Congo, - the Dzanga-Ndoki National Park in the Central African Republic, - the Buffer Zones and - the Agroforestry Zones. Many of the problems in this area are faced by both, indigenous men and women, but this has often led to the subordination of gender in favour of collective rights for the indigenous people. This is problematic because women do not only face the problems they have in common with men, but in addition also face problems which stem from gender inequality in the society. Therefore, for these people to be involved in forest management, a socio-economic study organised along gender lines (and other diversity analysis i.e. ethnic groups) is necessary to be able to assess the needs and roles of each group of the society in forest use and management. The objective of this research is to illustrate that in order to improve on SFM, it is necessary to include both, the indigenous men and women in the management process, because sustainability requires an understanding of the construction of gender roles as a function of resource use and management. This study draws from two concepts of the feminist theory. These are the concepts of power and gender construction in relation to forest use and management. It uses the gender analysis and the Sustainable Livelihoods Framework to analyse the activities of the forest dependent people in the research area. The research focused on the inhabitants of six villages within the research area. The methods used to obtain this information included group discussions (ethnic groups separate and these groups further separated into men/boys and women/girls groups), individual interviews, field observations, informant interviews and household surveys. The two ethnic groups in the villages are the Bantu and Baaka. The Baaka are semi-nomads, who migrate between the forest and the village and form the minority group. The main economic activities in the area include agriculture, hunting/gathering, fishing and distilling of local alcohol. The results of this research show that forest use is gendered. Conservation regulations, which limit the activities of the local people in certain parts of the forest has led to conflicts between the local people and the conservation projects. The local people complain that they have been allocated only resource poor areas while resource rich areas are out of their reach. The forest products at their disposal have been reduced, thereby reducing the amount of assets and resources available to them to obtain livelihood outcomes like income, food security and wellbeing. The most important result of this research concerns the differences between men and women and the importance of these differences to SFM and the improvement of local livelihoods. The different activities and knowledge systems of one group are complementary to those of the other, meaning one group usually depends on the other to be able to develop strategies to efficiently use and manage the forest, in order to produce the livelihood outcomes they long for. This therefore indicates how important men and women are to the management process and that they should therefore be considered equal partners in this management process. ; Nachhaltiges Waldmanagement im weitesten Sinne bedeutet (laut UNCED 1992) das nachhaltige Managen von Wald und Waldressourcen, um den sozialen, ökonomischen, ökologischen, kulturellen und spirituellen Bedürfnissen jetziger und zukünftiger Generationen gerecht zu werden. Nachhaltig zu managende Wälder werden in den meisten Fällen von Naturvölkern bewohnt, welche dort seit jeher Gewohnheitsrechte in Anspruch nehmen und sich unter Nutzung ihres traditionellen Wissens eine Lebensweise angeeignet haben, die im Einklang steht mit der natürlichen Waldumgebung in der sie leben. Die aktuelle Waldpolitik vieler Länder behandelt allerdings die Wälder als wären sie unbewohnt, indem sie die Wälder freigibt zur Abholzung, zum Jagen und für Naturschutzprojekte. Daher erhebt sich die Frage, inwieweit Politik und Praxis des nachhaltigem Waldmanagements (mit seinen sozialen, ökonomischen und umweltbezogenen Kriterien) das Wohlergehen der lokalen Bevölkerung mit einbeziehen. Die Kriterien und Indikatoren des Konzeptes von "Nachhaltigem Waldmanagement" dienen dazu, Trends der Entwicklung des Waldmanagements zu beobachten und zu beurteilen. Sie sind jedoch zu global definiert, so dass der jeweilige soziokulturelle Kontext der Waldbewohner nicht zur Kenntnis genommen wird. Das trifft insbesondere für das in dieser Dissertation zu untersuchende Forschungsgebiet zu, das Sangha-Trinational-Naturschutzgebiet in Zentralafrika. Dieses Gebiet umfasst: - den Lobéké-Nationalpark in Kamerun, - den Nouabalé-Ndoki-Nationalpark in der Republik Kongo, - den Dzanga-Ndoki-Nationalpark in der Zentralafrikanischen Republik, - die Pufferzonen und - die Agroforstwirtschaftlichen Zonen. Viele der Probleme in diesem Gebiet betreffen sowohl die Männer als auch die Frauen. Allerdings hat die Behandlung von Männern und Frauen als kollektives Ganzes eine Unterordnung von Gendergesichtspunkten zur Folge, was besonders für die Frauen problematisch ist, da sie zusätzlich zu ihren allgemeinen täglichen Problemen auch noch mit Problemen konfrontiert sind, die von einer Geschlechterungleichheit in der Gesellschaft herrühren. Um diese Menschen in das Waldmanagement involvieren zu können, ist es notwendig, eine sozio-ökonomische Untersuchung durchzuführen, um die Bedürfnisse und Rollenverteilungen aller Gruppen der Gesellschaft in Bezug auf Waldnutzung und Waldmanagement zu beurteilen. Das Ziel dieser Untersuchung ist es zu zeigen, dass es notwendig ist, sowohl die Männer als auch die Frauen in den Managementprozess mit einzubeziehen, da Nachhaltigkeit das Verstehen der Konstruktion der Geschlechterrollen als Funktion von Ressourcennutzung und -management erfordert. Diese Untersuchung baut auf zwei Konzepten der feministischen Theorie auf: das Konzept von Macht und das Konzept von Geschlechterkonstruktion in Relation zu Waldnutzung und -management. Die Studie nutzt die Geschlechteranalyse und das Konzept des Sustainable Livelihoods Framework, um die Aktivitäten der waldabhängigen Menschen im zu untersuchenden Gebiet zu analysieren. Die Untersuchung bezog die Einwohner von sechs Dörfern innerhalb des Forschungsgebietes ein. Es wurden folgende Methoden benutzt, um an die Informationen zu kommen: Gruppendiskussionen (ethnische Gruppen separat und diese Gruppen weiter aufgeteilt in Männer/Jungen und Frauen/Mädchen), individuelle Gespräche, Feldobservationen, Informantengespräche, Expertengespräche und Haushaltsumfragen. Die beiden ethnischen Gruppen in den Dörfern sind die Bantu und die Baaka. Die Baaka stellen die ethnische Minderheit dar. Die wichtigsten ökonomischen Aktivitäten umfassen Landwirtschaft, Jagen, Sammeln und Fischen sowie das Brennen von Alkohol. Das Ergebnis dieser Untersuchung zeigt, dass die Waldnutzung geschlechterabhängig ist. Naturschutzreglements führen zu Einschränkungen der Aktivitäten der lokalen Bevölkerung in bestimmten Teilen des Waldes und damit zu Konflikten zwischen ihnen und den Naturschutzprojekten. Die Dorfbewohner monieren, dass ihnen nur ressourcenarme Gebiete zugeteilt wurden. Das bedeutet einen Rückgang der von ihnen nutzbaren Waldprodukte und damit einen Rückgang der Ressourcen, welche zur Sicherung ihres Lebensstandards notwendig wären. Zu den wichtigsten Ergebnissen dieser Forschungsarbeit gehört die Herausstellung der Bedeutung, die die unterschiedlichen Rollen von Männer und Frauen beim nachhaltigen Waldmanagement sowie beim Bestreiten des Lebensunterhaltes haben. Die unterschiedlichen Aktivitäten und das unterschiedliche Wissen von Männern und Frauen ergänzen sich. Das bedeutet, dass sie voneinander abhängig sind, wenn es darum geht, Strategien zu entwickeln, die zu effizienter Nutzung und nachhaltigem Management des Waldes führen und damit zu ihren Überlebensstrategien beitragen. Deshalb ist es wichtig, dass Männer und Frauen als gleichwertige Partner in den Managementprozess einbezogen werden.
Publisher's version (útgefin grein) ; Background In an era of shifting global agendas and expanded emphasis on non-communicable diseases and injuries along with communicable diseases, sound evidence on trends by cause at the national level is essential. The Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) provides a systematic scientific assessment of published, publicly available, and contributed data on incidence, prevalence, and mortality for a mutually exclusive and collectively exhaustive list of diseases and injuries. Methods GBD estimates incidence, prevalence, mortality, years of life lost (YLLs), years lived with disability (YLDs), and disability-adjusted life-years (DALYs) due to 369 diseases and injuries, for two sexes, and for 204 countries and territories. Input data were extracted from censuses, household surveys, civil registration and vital statistics, disease registries, health service use, air pollution monitors, satellite imaging, disease notifications, and other sources. Cause-specific death rates and cause fractions were calculated using the Cause of Death Ensemble model and spatiotemporal Gaussian process regression. Cause-specific deaths were adjusted to match the total all-cause deaths calculated as part of the GBD population, fertility, and mortality estimates. Deaths were multiplied by standard life expectancy at each age to calculate YLLs. A Bayesian meta-regression modelling tool, DisMod-MR 2.1, was used to ensure consistency between incidence, prevalence, remission, excess mortality, and cause-specific mortality for most causes. Prevalence estimates were multiplied by disability weights for mutually exclusive sequelae of diseases and injuries to calculate YLDs. We considered results in the context of the Socio-demographic Index (SDI), a composite indicator of income per capita, years of schooling, and fertility rate in females younger than 25 years. Uncertainty intervals (UIs) were generated for every metric using the 25th and 975th ordered 1000 draw values of the posterior distribution. Findings Global health has steadily improved over the past 30 years as measured by age-standardised DALY rates. After taking into account population growth and ageing, the absolute number of DALYs has remained stable. Since 2010, the pace of decline in global age-standardised DALY rates has accelerated in age groups younger than 50 years compared with the 1990-2010 time period, with the greatest annualised rate of decline occurring in the 0-9-year age group. Six infectious diseases were among the top ten causes of DALYs in children younger than 10 years in 2019: lower respiratory infections (ranked second), diarrhoeal diseases (third), malaria (fifth), meningitis (sixth), whooping cough (ninth), and sexually transmitted infections (which, in this age group, is fully accounted for by congenital syphilis; ranked tenth). In adolescents aged 10-24 years, three injury causes were among the top causes of DALYs: road injuries (ranked first), self-harm (third), and interpersonal violence (fifth). Five of the causes that were in the top ten for ages 10-24 years were also in the top ten in the 25-49-year age group: road injuries (ranked first), HIV/AIDS (second), low back pain (fourth), headache disorders (fifth), and depressive disorders (sixth). In 2019, ischaemic heart disease and stroke were the top-ranked causes of DALYs in both the 50-74-year and 75-years-and-older age groups. Since 1990, there has been a marked shift towards a greater proportion of burden due to YLDs from non-communicable diseases and injuries. In 2019, there were 11 countries where non-communicable disease and injury YLDs constituted more than half of all disease burden. Decreases in age-standardised DALY rates have accelerated over the past decade in countries at the lower end of the SDI range, while improvements have started to stagnate or even reverse in countries with higher SDI. Interpretation As disability becomes an increasingly large component of disease burden and a larger component of health expenditure, greater research and development investment is needed to identify new, more effective intervention strategies. With a rapidly ageing global population, the demands on health services to deal with disabling outcomes, which increase with age, will require policy makers to anticipate these changes. The mix of universal and more geographically specific influences on health reinforces the need for regular reporting on population health in detail and by underlying cause to help decision makers to identify success stories of disease control to emulate, as well as opportunities to improve. Copyright (C) 2020 The Author(s). Published by Elsevier Ltd. ; Research reported in this publication was supported by the Bill & Melinda Gates Foundation; the University of Melbourne; Queensland Department of Health, Australia; the National Health and Medical Research Council, Australia; Public Health England; the Norwegian Institute of Public Health; St Jude Children's Research Hospital; the Cardiovascular Medical Research and Education Fund; the National Institute on Ageing of the National Institutes of Health (award P30AG047845); and the National Institute of Mental Health of the National Institutes of Health (award R01MH110163). The content is solely the responsibility of the authors and does not necessarily represent the official views of the funders. The authors alone are responsible for the views expressed in this Article and they do not necessarily represent the views, decisions, or policies of the institutions with which they are affiliated, the National Health Service (NHS), the National Institute for Health Research (NIHR), the UK Department of Health and Social Care, or Public Health England; the United States Agency for International Development (USAID), the US Government, or MEASURE Evaluation; or the European Centre for Disease Prevention and Control (ECDC). This research used data from the Chile National Health Survey 2003, 2009-10, and 2016-17. The authors are grateful to the Ministry of Health, the survey copyright owner, for allowing them to have the database. All results of the study are those of the authors and in no way committed to the Ministry. The Costa Rican Longevity and Healthy Aging Study project is a longitudinal study by the University of Costa Rica's Centro Centroamericano de Poblacion and Instituto de Investigaciones en Salud, in collaboration with the University of California at Berkeley. The original pre-1945 cohort was funded by the Wellcome Trust (grant 072406), and the 1945-55 Retirement Cohort was funded by the US National Institute on Aging (grant R01AG031716). The principal investigators are Luis Rosero-Bixby and William H Dow and co-principal investigators are Xinia Fernandez and Gilbert Brenes. The accuracy of the authors' statistical analysis and the findings they report are not the responsibility of ECDC. ECDC is not responsible for conclusions or opinions drawn from the data provided. ECDC is not responsible for the correctness of the data and for data management, data merging and data collation after provision of the data. ECDC shall not be held liable for improper or incorrect use of the data. The Health Behaviour in School-Aged Children (HBSC) study is an international study carried out in collaboration with WHO/EURO. The international coordinator of the 1997-98, 2001-02, 2005-06, and 2009-10 surveys was Candace Currie and the databank manager for the 1997-98 survey was Bente Wold, whereas for the following surveys Oddrun Samdal was the databank manager. A list of principal investigators in each country can be found on the HBSC website. Data used in this paper come from the 2009-10 Ghana Socioeconomic Panel Study Survey, which is a nationally representative survey of more than 5000 households in Ghana. The survey is a joint effort undertaken by the Institute of Statistical, Social and Economic Research (ISSER) at the University of Ghana and the Economic Growth Centre (EGC) at Yale University. It was funded by EGC. ISSER and the EGC are not responsible for the estimations reported by the analysts. The Palestinian Central Bureau of Statistics granted the researchers access to relevant data in accordance with license number SLN2014-3-170, after subjecting data to processing aiming to preserve the confidentiality of individual data in accordance with the General Statistics Law, 2000. The researchers are solely responsible for the conclusions and inferences drawn upon available data. Data for this research was provided by MEASURE Evaluation, funded by USAID. The authors thank the Russia Longitudinal Monitoring Survey, conducted by the National Research University Higher School of Economics and ZAO Demoscope together with Carolina Population Center, University of North Carolina at Chapel Hill and the Institute of Sociology, Russia Academy of Sciences for making data available. This paper uses data from the Bhutan 2014 STEPS survey, implemented by the Ministry of Health with the support of WHO; the Kuwait 2006 and 2014 STEPS surveys, implemented by the Ministry of Health with the support of WHO; the Libya 2009 STEPS survey, implemented by the Secretariat of Health and Environment with the support of WHO; the Malawi 2009 STEPS survey, implemented by Ministry of Health with the support of WHO; and the Moldova 2013 STEPS survey, implemented by the Ministry of Health, the National Bureau of Statistics, and the National Center of Public Health with the support of WHO. This paper uses data from Survey of Health, Ageing and Retirement in Europe (SHARE) Waves 1 (DOI:10.6103/SHARE. w1.700), 2 (10.6103/SHARE.w2.700), 3 (10.6103/SHARE.w3.700), 4 (10.6103/SHARE.w4.700), 5 (10.6103/SHARE.w5.700), 6 (10.6103/SHARE.w6.700), and 7 (10.6103/SHARE.w7.700); see Borsch-Supan and colleagues (2013) for methodological details. The SHARE data collection has been funded by the European Commission through FP5 (QLK6-CT-2001-00360), FP6 (SHARE-I3: RII-CT-2006-062193, COMPARE: CIT5-CT-2005-028857, SHARELIFE: CIT4-CT-2006-028812), FP7 (SHARE-PREP: GA N degrees 211909, SHARE-LEAP: GA N degrees 227822, SHARE M4: GA N degrees 261982) and Horizon 2020 (SHARE-DEV3: GA N degrees 676536, SERISS: GA N degrees 654221) and by DG Employment, Social Affairs & Inclusion. Additional funding from the German Ministry of Education and Research, the Max Planck Society for the Advancement of Science, the US National Institute on Aging (U01_AG09740-13S2, P01_AG005842, P01_AG08291, P30_AG12815, R21_AG025169, Y1-AG-4553-01, IAG_BSR06-11, OGHA_04-064, HHSN271201300071C), and from various national funding sources is gratefully acknowledged. This study has been realised using the data collected by the Swiss Household Panel, which is based at the Swiss Centre of Expertise in the Social Sciences. The project is financed by the Swiss National Science Foundation. The United States Aging, Demographics, and Memory Study is a supplement to the Health and Retirement Study (HRS), which is sponsored by the National Institute of Aging (grant number NIA U01AG009740). It was conducted jointly by Duke University and the University of Michigan. The HRS is sponsored by the National Institute on Aging (grant number NIA U01AG009740) and is conducted by the University of Michigan. This paper uses data from Add Health, a program project designed by J Richard Udry, Peter S Bearman, and Kathleen Mullan Harris, and funded by a grant P01-HD31921 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with cooperative funding from 17 other agencies. Special acknowledgment is due to Ronald R Rindfuss and Barbara Entwisle for assistance in the original design. Information on how to obtain the Add Health data files is available on the Add Health website. No direct support was received from grant P01-HD31921 for this analysis. The data reported here have been supplied by the United States Renal Data System. The interpretation and reporting of these data are the responsibility of the authors and in no way should be seen as an official policy or interpretation of the US Government. Collection of data for the Mozambique National Survey on the Causes of Death 2007-08 was made possible by USAID under the terms of cooperative agreement GPO-A-00-08-000_D3-00. This manuscript is based on data collected and shared by the International Vaccine Institute (IVI) from an original study IVI conducted. L G Abreu acknowledges support from Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (Brazil; finance code 001) and Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq, a Brazilian funding agency). I N Ackerman was supported by a Victorian Health and Medical Research Fellowship awarded by the Victorian Government. O O Adetokunboh acknowledges the South African Department of Science and Innovation and the National Research Foundation. A Agrawal acknowledges the Wellcome Trust DBT India Alliance Senior Fellowship. S M Aljunid acknowledges the Department of Health Policy and Management, Faculty of Public Health, Kuwait University and International Centre for Casemix and Clinical Coding, Faculty of Medicine, National University of Malaysia for the approval and support to participate in this research project. M Ausloos, C Herteliu, and A Pana acknowledge partial support by a grant of the Romanian National Authority for Scientific Research and Innovation, CNDS-UEFISCDI, project number PN-III-P4-ID-PCCF-2016-0084. A Badawi is supported by the Public Health Agency of Canada. D A Bennett was supported by the NIHR Oxford Biomedical Research Centre. R Bourne acknowledges the Brien Holden Vision Institute, University of Heidelberg, Sightsavers, Fred Hollows Foundation, and Thea Foundation. G B Britton and I Moreno Velasquez were supported by the Sistema Nacional de Investigacion, SNI-SENACYT, Panama. R Buchbinder was supported by an Australian National Health and Medical Research Council (NHMRC) Senior Principal Research Fellowship. J J Carrero was supported by the Swedish Research Council (2019-01059). F Carvalho acknowledges UID/MULTI/04378/2019 and UID/QUI/50006/2019 support with funding from FCT/MCTES through national funds. A R Chang was supported by National Institutes of Health/National Institute of Diabetes and Digestive and Kidney Diseases grant K23 DK106515. V M Costa acknowledges the grant SFRH/BHD/110001/2015, received by Portuguese national funds through Fundacao para a Ciencia e Tecnologia, IP, under the Norma Transitaria DL57/2016/CP1334/CT0006. A Douiri acknowledges support and funding from the National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care South London at King's College Hospital NHS Foundation Trust and the Royal College of Physicians, and support from the NIHR Biomedical Research Centre based at Guy's and St Thomas' NHS Foundation Trust and King's College London. B B Duncan acknowledges grants from the Foundation for the Support of Research of the State of Rio Grande do Sul (IATS and PrInt) and the Brazilian Ministry of Health. H E Erskine is the recipient of an Australian NHMRC Early Career Fellowship grant (APP1137969). A J Ferrari was supported by a NHMRC Early Career Fellowship grant (APP1121516). H E Erskine and A J Ferrari are employed by and A M Mantilla-Herrera and D F Santomauro affiliated with the Queensland Centre for Mental Health Research, which receives core funding from the Queensland Department of Health. M L Ferreira holds an NHMRC Research Fellowship. C Flohr was supported by the NIHR Biomedical Research Centre based at Guy's and St Thomas' NHS Foundation Trust. M Freitas acknowledges financial support from the EU (European Regional Development Fund [FEDER] funds through COMPETE POCI-01-0145-FEDER-029248) and National Funds (Fundacao para a Ciencia e Tecnologia) through project PTDC/NAN-MAT/29248/2017. A L S Guimaraes acknowledges support from CNPq. C Herteliu was partially supported by a grant co-funded by FEDER through Operational Competitiveness Program (project ID P_40_382). P Hoogar acknowledges Centre for Bio Cultural Studies, Directorate of Research, Manipal Academy of Higher Education and Centre for Holistic Development and Research, Kalaghatagi. F N Hugo acknowledges the Visiting Professorship, PRINT Program, CAPES Foundation, Brazil. B-F Hwang was supported by China Medical University (CMU107-Z-04), Taichung, Taiwan. S M S Islam was funded by a National Heart Foundation Senior Research Fellowship and supported by Deakin University. R Q Ivers was supported by a research fellowship from the National Health and Medical Research Council of Australia. M Jakovljevic acknowledges the Serbian part of this GBD-related contribution was co-funded through Grant OI175014 of the Ministry of Education Science and Technological Development of the Republic of Serbia. P Jeemon was supported by a Clinical and Public Health intermediate fellowship (grant number IA/CPHI/14/1/501497) from the Wellcome Trust-Department of Biotechnology, India Alliance (2015-20). O John is a recipient of UIPA scholarship from University of New South Wales, Sydney. S V Katikireddi acknowledges funding from a NRS Senior Clinical Fellowship (SCAF/15/02), the Medical Research Council (MC_UU_12017/13, MC_UU_12017/15), and the Scottish Government Chief Scientist Office (SPHSU13, SPHSU15). C Kieling is a CNPq researcher and a UK Academy of Medical Sciences Newton Advanced Fellow. Y J Kim was supported by Research Management Office, Xiamen University Malaysia (XMUMRF/2018-C2/ITCM/00010). K Krishan is supported by UGC Centre of Advanced Study awarded to the Department of Anthropology, Panjab University, Chandigarh, India. M Kumar was supported by K43 TW 010716 FIC/NIMH. B Lacey acknowledges support from the NIHR Oxford Biomedical Research Centre and the BHF Centre of Research Excellence, Oxford. J V Lazarus was supported by a Spanish Ministry of Science, Innovation and Universities Miguel Servet grant (Instituto de Salud Carlos III [ISCIII]/ESF, the EU [CP18/00074]). K J Looker thanks the NIHR Health Protection Research Unit in Evaluation of Interventions at the University of Bristol, in partnership with Public Health England, for research support. S Lorkowski was funded by the German Federal Ministry of Education and Research (nutriCARD, grant agreement number 01EA1808A). R A Lyons is supported by Health Data Research UK (HDR-9006), which is funded by the UK Medical Research Council, Engineering and Physical Sciences Research Council, Economic and Social Research Council, NIHR (England), Chief Scientist Office of the Scottish Government Health and Social Care Directorates, Health and Social Care Research and Development Division (Welsh Government), Public Health Agency (Northern Ireland), British Heart Foundation, and Wellcome Trust. J J McGrath is supported by the Danish National Research Foundation (Niels Bohr Professorship), and the Queensland Health Department (via West Moreton HHS). P T N Memiah acknowledges support from CODESRIA. U O Mueller gratefully acknowledges funding by the German National Cohort Study BMBF grant number 01ER1801D. S Nomura acknowledges the Ministry of Education, Culture, Sports, Science, and Technology of Japan (18K10082). A Ortiz was supported by ISCIII PI19/00815, DTS18/00032, ISCIII-RETIC REDinREN RD016/0009 Fondos FEDER, FRIAT, Comunidad de Madrid B2017/BMD-3686 CIFRA2-CM. These funding sources had no role in the writing of the manuscript or the decision to submit it for publication. S B Patten was supported by the Cuthbertson & Fischer Chair in Pediatric Mental Health at the University of Calgary. G C Patton was supported by an aNHMRC Senior Principal Research Fellowship. M R Phillips was supported in part by the National Natural Science Foundation of China (NSFC, number 81371502 and 81761128031). A Raggi, D Sattin, and S Schiavolin were supported by grants from the Italian Ministry of Health (Ricerca Corrente, Fondazione Istituto Neurologico C Besta, Linea 4-Outcome Research: dagli Indicatori alle Raccomandazioni Cliniche). P Rathi and B Unnikrishnan acknowledge Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal. A L P Ribeiro was supported by Brazilian National Research Council, CNPq, and the Minas Gerais State Research Agency, FAPEMIG. D C Ribeiro was supported by The Sir Charles Hercus Health Research Fellowship (#18/111) Health Research Council of New Zealand. D Ribeiro acknowledges financial support from the EU (FEDER funds through the Operational Competitiveness Program; POCI-01-0145-FEDER-029253). P S Sachdev acknowledges funding from the NHMRC of Australia Program Grant. A M Samy was supported by a fellowship from the Egyptian Fulbright Mission Program. M M Santric-Milicevic acknowledges the Ministry of Education, Science and Technological Development of the Republic of Serbia (contract number 175087). R Sarmiento-Suarez received institutional support from Applied and Environmental Sciences University (Bogota, Colombia) and ISCIII (Madrid, Spain). A E Schutte received support from the South African National Research Foundation SARChI Initiative (GUN 86895) and Medical Research Council. S T S Skou is currently funded by a grant from Region Zealand (Exercise First) and a grant from the European Research Council under the EU's Horizon 2020 research and innovation program (grant agreement number 801790). J B Soriano is funded by Centro de Investigacion en Red de Enfermedades Respiratorias, ISCIII. R Tabares-Seisdedos was supported in part by the national grant PI17/00719 from ISCIII-FEDER. N Taveira was partially supported by the European & Developing Countries Clinical Trials Partnership, the EU (LIFE project, reference RIA2016MC-1615). S Tyrovolas was supported by the Foundation for Education and European Culture, the Sara Borrell postdoctoral programme (reference number CD15/00019 from ISCIII-FEDER). S B Zaman received a scholarship from the Australian Government research training programme in support of his academic career. ; "Peer Reviewed"
AN ANALYSIS OF SPEECH ACTS IN MARTIN LUTHER KING'S "I HAVE A DREAM" SPEECH Saiko Rudi Kasenda English Literature, Faculty of Languages and Arts, Surabaya State University rudisaikokasenda@gmail.com Lisetyo Ariyanti, S.S., M.Pd. English Department, Faculty of Languages and Arts, Surabaya State University lisetyo.a@yahoo.com ABSTRAK Memerintah seseorang telah menjadi sesuatu yang amat umum di masyarakat. Hal tersebut selalu terjadi di setiap aspek ketika berkomunikasi yang tanpa disadari terjadi. Ini dapat didefinisikan sebagai speech act yang pada dasarnya adalah suatu tindakan yang dilakukan melalui perkataan. Fokus skripsi ini adalah speech act yang diucapkan Martin Luther King di pidatonya yang berjudul "I Have a Dream". Rumusan masalah yang diajukan pada skripsi ini adalah (1) Apakah makna yang tersirat dari speech acts yang diucapkan Martin Luther King di pidatonya yang berjudul "I Have a Dream"?, (2) Bagaimana speech acts yang diucapkan Martin dapat mempengaruhi pendengarnya?, dan (3) Apakah yang diharapkan Martin melalui speech acts yang diucapkan pada pidatonya tersebut? Skripsi ini bertujuan untuk mengungkap speech acts yang diucapkan oleh Martin Luther King. Dalam hal ini, skrispsi ini mencoba menganalisa makna tersirat yang terdapat dalam speech acts yang diucapkan oleh Martin Luther King, bagaimana speech acts tersebut dapat mempengaruhi pendengarnya, serta tindakan yang diharapkan oleh Martin dalam speech acts-nya. Metode deskriptif kualitatif beserta teori dari Yule dan Searle diaplikasikan di dalam skripsi ini. Ada beberapa langkah yang diterapkan dalam skripsi ini. Langkah-langkah tersebut adalah menganalisa makna tersirat dari speech acts yang diucapkan oleh Martin beserta tipe locutionary dan illocutionary-nya, menganalasi pengulangan sebagai cara bagi Martin untuk mempengaruhi pendengarnya, dan menganalisa tindakan yang diharapkan Martin dari speech acts-nya. Hasil dalam skripsi ini menunjukkan bahwa speech acts Martin memiliki berbagai makna tersirat. Hal ini merupakan pencerminan dari cara Martin mencoba mempengaruhi pendengarnya mengenai hal yang berkaitan dengan diskriminasi dan ketidakadilan yang terjadi pada orang kulit hitam pada saat itu. Pengulangan yang terdapat pada pidato "I Have a Dream" juga dapat dipahami sebagai caranya untuk mempengaruhi pendengarnya dan juga pandangannya sebagai figur yang sangat berpengaruh di masa Civil Rights Movement. Speech acts yang diucapkan Martin juga dapat dilihat sebagai caranya untuk menunjukkan harapan dan aspirasinya. Ini disebabkan karena speech acts-nya adalah wadah bagi Martin untuk menentang ketidakadilan pada orang kulit hitam. Dalam hal ini, pengulangan pada speech acts menunjukkan bahwa harapan yang dimiliki Martin sangatlah kuat. Penggunaan kekuasaan juga dapat dipahami dari speech acts Martin. Kata kunci: speech act, locutionary act, illocutionary act, perlocutionary act ABSTRACT Getting other people to do something has been something very common in our society. It is something that always occurs in human interaction in almost every aspect in our lives which is unconsciously done. This is defined as speech act which is basically described as type of action performed by a speaker with the utterance (Yule, 2006, p. 118). This study focuses on speech act performed by Martin Luther King Jr in his speech called "I Have a Dream". The research questions proposed in this study are (1) What are intended meanings in Martin Luther King's speech acts in his "I Have a Dream" speech?, (2) How do Martin's speech acts in his "I Have a Dream" speech engage the audience?, and (3) What are actions hoped by Martin Luther King in his speech acts?.The purpose of this study is to reveal the significance of speech acts performed by Martin Luther King. This study includes the analysis of intended meanings embedded in Martin's speech acts, how the speech acts are able to engage the audience as well as actions hoped by Martin in his speech acts. The writer applies descriptive and qualitative method and speech act theory from Yule and Searle. In the data analysis, there are several steps which are applied, they are analyzing intended meanings in Martin's speech acts as well as its locutionary act and illocutionary act type, analyzing repetition as the mean that allows Martin to engage the audience, and analyzing hope that is implied in his speech acts. The result shows that Martin's speech acts have various intended meanings. This is as the result of how Martin tried to engage the audience about matters related to discrimination and injustices towards the African-Americans or the Negro people. In this case, repetition that appears in many of Martin's speech acts is seen as the signal of his attempt to influence the audience as well as his vision as the widely influential figure who fought for justice for the Negro people during the Civil Rights Movement. As Martin's speech acts in his "I Have a Dream" are the form of his strong resistance of the discrimination and injustices, they also serve as the mean to show his hope or aspiration as well. In this case, repetitions in his speech acts are seen as the signal that Martin's hopes are strongly spoken. The use of power is also revealed in Martin's speech acts. Key words: speech act, locutionary act, illocutionary act, perlocutionary act INTRODUCTION When someone says something such as "I'm so thirsty" to his boyfriend, then the boy would immediately do something. He would bring a glass of fresh water to the girlfriend so that she would not be thirsty anymore. This indicates how the girlfriend as the speaker can make someone else to do something without deliberately asking the person by saying "Could you please bring me a glass of water?" or "Fetch me a glass of water, please." This is the case of how speech act occurs. It is basically defined as the actions performed in saying something (Cutting, 2002, p. 16). It can be understood through different levels and through various approaches. In this case, a speech can be understood through Speech Act Theory which is a part of Pragmatics. Speech act theory is related to description of actions such as 'requesting', 'commanding', 'questioning', or 'informing' (Yule 2006: 118). Speech acts are classified into three levels; locutionary acts, illocutionary acts, and perlocutionary acts (Cutting, 2002, p.16). It will be interesting to analyze public speech spoken by someone more deeply through its speech acts since it is found that people or hearers are not actually aware about the intended meanings that a speaker has delivered. A public speech called "I Have a Dream" by Martin Luther King Jr. is chosen as the data source of the study since it contains intended meanings and associations to social phenomena that captured the portrayal of inequality, power abuse, and the use of power. Speech Acts is not something new to be analyzed. It has been analyzed by Murmaniati, Riyanto and Christy as main points of their study. Murmaniati used a book containing Soekarno's public speech as the data to analyze his speech acts. The speech is used by Soekarno as a way to protest about injustice done by the government of Netherland at that time. While Murmaniati used Soekarno's speech as her source of data, Riyanto used a literary work called 'Fences' written by Pulitzer Prize winner August Wilson. 'Fences' is a drama about black people in 1950s. He analyzed the speech acts used by characters to show how the characters in the drama could engage other characters to do something. The speech act is also employed by Christy to be analyzed in her research study. She used a literary work as her source of data as well. She used George Bernard Shaw's novel called 'Arms and the Man' to show how speech acts could raise the issue of power. This study will try to analyze speech acts spoken by Martin Luther King Jr in his "I Have a Dream" speech by applying speech act theory which is a part of pragmatics. Historical values contributing to the production of Martin Luther King Jr's speech acts such as social aspects and culture at that time will be the points that would lead to answering the conducted research questions. The research questions of this study are: (1) What are intended meanings in Martin Luther King's speech acts in his "I Have a Dream" speech mean?, (2) How do Martin Luther King's speech acts in his "I Have a Dream" speech engage the listeners?, and (3) What are actions hoped by Martin Luther King from his speech acts? This study is conducted to find the intended meanings in speech acts spoken by Martin Luther King in his "I Have a Dream" speech, to find out how speech acts in Martin Luther King's "I Have a Dream" speech engage the listeners, and to find out the actions hoped by Martin Luther King from his speech acts in his "I Have a Dream" speech. The significance of the study is to make the readers understand the significance of the use of speech acts used in Martin Luther King 's "I Have a Dream" speech. Moreover, it is hoped that this study could be a reminder of the importance of appreciating other people's right without looking at their race and social status. Several theories are applied in conducting this study. The first theory is speech act theory comes byYule and Searle. In very general terms speech acts are the type of action performed by a speaker with the utterance (Yule, 2006, p. 118). Another theory used in this study is from Hymes and Brown. In this case, the theory is referring to context that determine, specify, or clarify the meaning of an event or other occurrence. Repetition theory from Tannen and Murmaniati are also applied in this study. Another theory used in this study is by Fairclough and Foucault which refers to power in discourse. RESEARCH METHOD Descriptive qualitative is the method used in this study. Descriptive qualitative method is concerned with structures and patterns. Since this study focuses on Martin Luther King's speech acts, the subject of this study is Martin himself. He was the writer and the sole speaker of the speech. The source of data used in this study is taken from Martin Luther King Jr's "I Have a Dream" speech. The researcher uses utterances in Martin Luther King Jr's speech called "I Have a Dream" as the source of the data. Meanwhile, the data used in this study is utterances from Martin Luther King Jr's "I Have a Dream" speech. Observation is applied as the mean to find out the answers of the the research questions. In this study, the writer and "I Have a Dream" by Martin Luther King Jr. are the instruments who observes Martin Luther King's "I Have a Dream" speech. The writer uses his skill to collect the data from various sources. The point in which the writer is the primary instrument or medium through which the research is conducted (Lofland, Snow, Anderson, & Lofland, 2006, p. 3), Laptop/computer, digital files and other electronic devices are used as the tools to support the instruments and data in conducting this study. In conducting data analysis in his research study the researcher uses some procedures and techniques. There are three steps of analyzing data: data reduction, data display, conclusion, and verification (Miles and Huberman, 1992, p. 20). In order to answer the three research questions, understanding features of context is the first step that will be done. The researcher will focus on matters related to the "I Have a Dream" speech such as the addressor of the speech, the addressee in locutionary and illocutionary speech acts. The Analysis of the study are based on the three research questions: The first research question is about intended meanings in Martin Luther King's speech acts. The first step of answering the first research question is Answering Features of Context, such as participant, topic, setting, channel, code, event, key, and purpose are the first thing that will be done. Then, it will be followed by classifying Locutionary Act. In this stage utterances are classified into several locutionary acts (Declarative Imperative, or Interrogative). After that, the intended meanings are analyzed by reviewing the context and the locutionary act. After finding out the intended meanings in speech acts spoken by Martin Luther King Jr, Searle's theory and other theories are used to classify illocutionary speech act. Based on his theory, there are five categories of illocutionary speech act (representative, directive, comissive, expressive, and declaration). The second research question is about how Martin's speech acts are able to engage the audience. In this case, the question is answered by using repetition theory by Murmaniati and Tannen. The repetitions in Martin's speech acts are analyzed to find out its functions that can contribute to the speech acts. The third reserach question is about hopes implied in Martin's speech acts. The hopes are the representation of the perlocutionary acts. In order to answer the question, the first thing that will be done is reviewing the intended meanings embedded in the speech acts produced by Martin Luther King Jr and how the repetition of his speech acts employed by Martin could engage his audience. DATA ANALYSIS AND DISCUSSION Data Analysis On this section, the analysis of the first, the second, and the third research questions are shown each data. Each data consists of Martin's speech acts followed by the analysis which are presented by using three paragraphs. The first section displays the analysis the first research question. The second section displays the analysis the second research question. And the third section displays the analysis of the third research question. Presentation of Data 2 Intended Meanings in Martin's Speech Acts in Data 2 Two speech acts in the passage above contain Martin Luther King Jr's intended meanings, how they can engage the audience, and hope beneath them. Martin's refusal toward the notion of the absence of opportunity to achieve justice is the theme of the speech acts above. The speech acts above can be seen on paragraph 5 in line 39 to line 43. It is understood that Martin Luther King Jr's put himself as the symbol of himself and his audience who cannot accept injustice toward Negro people. In this case, Martin uses the phrase "the bank of justice" and "insufficient funds" in the speech acts to reflect Martin's denial towards the state where they do not have a chance to achieve racial justice. In this case, the speech act has intended meaning of refusal. It demonstrates Martin's disbelief that there is nothing that can be done to get racial justice and to end segregation and discrimination towards the Negro people. The speech act above also seems to have another intended meaning. It is not just about Martin Luther King Jr's refusal of injustice which is racism toward Negro people. It is also understood that the speech act has an intended meaning of suggesting. The speech act above proposes the audience to have the same belief that there is still opportunity to fight for racial justice. It shows that Martin would like to influence the audience that somehow racial justice can be achieved as long as they believe that it can be accomplished. The speech acts above can be categorized as comissive speech act which is a representation of Martin Luther King Jr's rejection toward racism of Negro people. As a speech act that has intended meaning of suggestion, which is to have the audience the same belief that racial justice can be achieved, it can be classified as directive speech act which commits other people to do something. How Speech Acts in Data 2 Engage the Audience How Martin Luther King Jr could engage his audience is associated in the use of repetition of words "we refuse to believe" in his speech acts above. It can be known that the words "we refuse to believe" are repeated twice. As can be noticed on the speech acts above, the words "we refuse to believe" is followed by clauses such as "there are insufficient funds in the great vaults of opportunity of this nation" and "the bank of justice is bankrupt." Those can be understood as the reflections of racism of Negro people. The existence of repetition in those speech acts is understood to emphasize particular circumstances. It is reflected by how the indications of strong resistance of Martin Luther King Jr toward racial injustice of Negro people are easily recognized in those speech acts. It implies Martin Luther King Jr's will to ask his audience to reject whatever segregation that happened to Negro people and to gain righteousness that had been fought for so long. It is understood that Martin Luther King Jr would like to prove his audience that there was still an opportunity that could be achieved to end racism of Negro people. The use of repetition can also be understood to give the audience a thought that racial injustice could be ended them if they have courage to make a change. Hope Implied in Martin's Speech Acts in Data 2 The speech acts above express what Martin Luther King Jr felt delivered through locutionary act of declarative. In this case, the speech acts have intended meanings of suggesting and refusing. The speech acts are intended to offer Martin Luther King Jr's audience an idea to do the same thing like Martin Luther king Jr did which was rejecting racism toward Negro people. They also have an intended meaning of refusal which put Martin Luther King Jr and his audience to have no tolerance to injustice toward Negro people. Those speech acts can be classified as comissive act which express Martin Luther King Jr's refusal. It can also be interpreted as directive speech acts having intended meaning of suggesting. The use of repetition "we refuse to believe" reflects how the strong resistance of Martin Luther King Jr toward racial injustice of Negro people is easily recognized in those speech acts. It is understood that Martin Luther King Jr would like to prove his audience that there was still an opportunity that could be achieved to end racism of Negro people. By looking at those speech acts explained before, it can be seen that Martin Luther King Jr hoped that he wanted the audience to have the same point of view that justice can achieved as long they believe that it can be accomplished. It can also be understood that Martin would like to influence the audience to refuse that there is no chance left for them to gain justice and to end racial discrimination. The realization of Martin's hope in the speech acts above is the signing of Civil Rights Act of 1964, Voting Rights of Act of 1965, and Civil Rights Act of 1968. Those acts are signed to end segregation and discrimination of the African-American people and to open opportunity for them to live and to vote. SUMMARY OF DATA ANALYSIS Summary of Intended Meanings in Martin Luther King's Speech Acts Martin's speech acts are found to have various intended meanings. They are spoken by him as statement of fact, as complaint, as refusal, as suggestion, as persuasion, and as assertion. Table 1: Intended Meanings in Martin's Speech Acts Data Speech Act Locutionary Type Illocutionary Type Intended Meaning 1 One hundred years later, we must face the tragic fact that the Negro is still not free. Statement Expressive & Representative As statement of fact and as a complaint. 1 One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. Statement Expressive & Representative As statement of fact and as a complaint. 1 One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. Statement Expressive & Representative As statement of fact and as a complaint. 1 One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. Statement Expressive & Representative As statement of fact and as a complaint. 2 We refuse to believe that the bank of justice is bankrupt. Statement Comissive & Directive As a refusal and as a suggestion 2 We refuse to believe that there insufficient funds in the great vaults of opportunity of this nation. Statement Comissive & Directive As a refusal and as a suggestion 3 Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Statement Directive As a suggestion 3 Now is the time to open the doors of opportunity to all of God's children. Statement Directive As a suggestion 3 Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Statement Directive As a suggestion 4 We must forever conduct our struggle on the high plane of dignity and discipline. Statement Directive As a suggestion 4 We must not allow our creative protest to degenerate into physical violence. Statement Directive As a suggestion 5 We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. Statement Expressive As a complaint 5 We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. Statement Expressive As a complaint 5 We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. Statement Expressive As a complaint 6 Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Statement Directive As a suggestion 7 "I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." Statement Representative As a persuasion 7 "I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood." Statement Representative As a persuasion 7 "I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice." Statement Representative As a persuasion 7 "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." Statement Representative As a persuasion 8 With this faith we will be able to hew out of the mountain of despair a stone of hope. Statement Representative & Directive As an assertion and as a suggestion. 8 With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. Statement Representative & Directive As an assertion and as a suggestion. 8 With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. Statement Representative & Directive As an assertion and as a suggestion. 9 And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Statement Directive As a sugestion 9 Let freedom ring from the mighty mountains of New York. Statement Directive As a suggestion 9 Let freedom ring from the heightening Alleghenies of Pennsylvania! Statement Directive As a suggestion 9 Let freedom ring from the snowcapped Rockies of Colorado! Statement Directive As a suggestion 9 Let freedom ring from the curvaceous slopes of California! Statement Directive As a suggestion Summary of How Martin Luther King's Speech Acts Engage the Audience Repetitions in Martin Luther King's speech acts play such a significant part in his "I Have a Dream" speech. It is seen as a medium that allows Martin to engage the audience. In this case, the repetitions are found to have various functions, such as: as reminder, as an objection, to show Martin's dissatisfaction, to show Martin's assurance, as an advice, and to unite his audience. Table 2: Repetition in Martin Luther King's Speech Acts Data Speech Acts Repeated Sentence or Phrase Function 1 ""One hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land." One hundred years later As a reminder 2 "We refuse to believe that the bank of justice is bankrupt. We refuse to believe that there insufficient funds in the great vaults of opportunity of this nation." We refuse to believe As an objection 3 "Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood." Now is the time To urge the audience to take actions 4 "We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence." We must As an advice 5 "We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We can never be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote." We can never be satisfied To show Martin's dissatisfaction 6 "Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed." Go back to As a reminder 7 "I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." "I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood." "I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice." "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." I have a dream. To show Martin's aspiration 8 "With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day." With this faith To show Martin's assurance 9 And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! Let freedom ring To unite his audience Summary of Hopes Implied in Martin Luther King's Speech Acts The following is a table containing the simplification of what has been conducted on the analysis section. The table contains Martin's speech acts and hope implied beneath them. Table 3: Hopes Implied in Martin's Speech Acts Data Speech Act Speech Act Type Hopes (Perlocutionary Act) 1 "One hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land." That the audience would be reminded that the Negro people are the victims of racial discrimination for hundreds of years. 2 We refuse to believe that the bank of justice is bankrupt. We refuse to believe that there insufficient funds in the great vaults of opportunity of this nation. That the audience would have the same point of view that justice for the Negro people can be achieved as long as they believe it can be accomplished. 3 Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. That the audience should start to make a change by fighting for racial justice and ending segregation. That the Negro people have the same opportunity as white people have. 4 "We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence." That Martin's supporters would never use violence in protesting for justice of the Negro people. 5 "We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote." That the unfairness that the Negro people suffered must be ended in a way that they should gain the right to rest at a motel or any other facilities 6 "Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed." That the audience would have the conviction that situations in parts of The United States can be changed to the better one. 7 "I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." "I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood." "I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice." "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." That the racist people would realize that all human beings, including the Negro, are just the same. That the States in America, heavily plagued with racial discrimination, would turn out to be the place would respect the Negro people without looking at their racial identity. 8 "With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day." That the audience would have the belief that somehow racial injustice and discrimination can be ended. 9 And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! That freedom for the Negro people must be unleashed immediately in states in America such as New Hampshire, New York, Pennsylvania, Colorado, and California DISCUSSION In the discussion section, the elaboration of the entire analysis that has been conducted is explained to present the final result. The discussion section consists of the elaboration of the intended meaning of Martin Luther King's speech acts, how the speech acts could engage the audience, and the Martin's hope embedded in the speech acts which will be discussed with the theories that have been applied and with the previous studies which are used in this study. Discussion of Intended Meanings in Martin Luther King's Speech Acts The intended meanings that have been found are connected with how the speech acts serve as Martin's expression and his intention to persuade his audience to commit for future actions and other related matters. It is found that Martin's speech acts in his "I Have a Dream" speech are intended as statement of fact, as complaint, as refusal, as suggestion, as persuasion, and as assertion. One of the intended meanings in Martin's speech acts that can be seen is to state a fact consisting description of an event or a situation. It is how Martin, the sole speaker of the speech, was able to tell the truth of what happened as well as the history that drove the event of "I Have a Dream" to occur in August 28, 1963. This can be seen in speech acts in Data 1. In this case, it can be confirmed that Martin Luther King Jr has fulfilled the requirement of speech act, which is representative act, that drives him to confront his audience with the truth or fact regarding to racial injustice of the Negro people. Representative act is speech act whose purpose is to commit the speaker to something's being the case, to the truth of the expressed position (Searle, 1975). This view is also supported by Yule that said the speech act can has the ability to state what the speaker believes to be the case (Yule, 1996, p. 53). In other words, Martin's speech act has the capacity to make his audience to have thoughts of what really happened to the Negro people as the outcome of racial injustice and discrimination. As a speech act that has an intended meaning to commit people to do a particular action, Martin Luther King's speech act supports the landmark of speech acts that says it is an action done via utterance. It has the ability to make other people to do something. In this case, the speech act has a tendency to persuade people who supported Martin to not do any harm as a part of their protest towards racial injustice and discrimination of the Negro people. The speech act can be perceived as the expression of what Martin Luther King Jr wants (Yule, 1996, p.54). It is found that there are speech acts which have more than one intended meaning. It can be seen in the speech acts in Data 1 and Data 2. Speech acts in Data 1 deals with what happened one hundred years after the Emancipation of Proclamation was approved by the US representatives. While the speech acts in Data 1 have intended meanings to state a fact and to complain, the speech acts in Data 2 have intentions to refuse and to suggest things related to racial discrimination and segregation of the Negro people. In this case, those speech acts reflect with the theory conducted by Searle and Vandeverken. It says that whenever a speaker utters a sentence in an appropriate context with certain intentions, he performs one or more illocutionary acts (Searle & Vandeverken, 1985, p.34). Therefore, it can be concluded that the speech acts in Data 1 and Data 2 fit to the theories that have been described before. Discussion of the Repetitions in Martin Luther King's Speech Acts Repetition is applied to emphasize certain elements in the mind of the listeners (Murmaniati, 2007, p. 35). According to Tannen, repetition also functions to accomplish social goals and has the ability to bond participants (the addressor and the addressee) linking the speaker in a discourse and in relationships (Tannen, 2007, p. 58-61). The repetition in Martin Luther King Jr's speech act is used as his mean to engage his audience about matters related to racial injustice and discrimination of the Negro people. In the result section, it is found that repetition is applied in many Martin's speech acts. The repetition found in the speech acts is words or sentences or phrases or clauses repeated in several different sentences. The words which are repeated in the utterances are seen to have various function, which are as reminder, to show Martin's aspiration, to unite his audience, as an advice, and as an objection. In this case, it can be said that repetition in Martin's speech acts is seen to have big contribution towards the meaning of As for the repetitions having function to bond participants, it can be seen that Martin Luther King Jr would like to unite himself with the audience. It is reflected in Martin's speech acts in Data 3. In this case, the sentence "Now is the time" is repeated three times to unite his audience. The repetition has the ability to unite his audience which eventually is able to urge the audience to take actions regarding to injustices of the Negro people. It can also be noticed in Martin's speech acts in Data 9. In data 9, it is shown that the repetition of "Let freedom ring" has the function to unite the audience as well. The repetition has the purpose to unite the audience to spread out the notion of freedom and justice of the Negro people to many states in The United States. Since Martin's speech acts in "I Have a Dream" recount very crucial issues such as racial discrimination and freedom, it can be seen that the theory from Tannen that says repetition has the capacity to accomplish social goals supports the idea of Martin's speech act itself. It can be understood that how Martin accomplish the social goal, which is to end racial segregation and discrimination, is expressed through the repetitions in many of his speech acts. Discussion of Hopes Implied in Martin LutheKing's Speech Acts As seen on the table above, it can be seen that Martin hoped that his audiences would be persuaded to act and to have a state of mind regarding to how they should deal with racial discrimination of the Negro people. One of the examples of Martin's suggestion can be seen on speech acts in Data 5. Martin's hope speech acts in Data 5 suggest that in order to fight for justice for the Negro people must be done by never using any violence for it would only show that the Negro people are as bad as the racist people who oppose them by doing harm. This shows how Martin's speech acts can persuade to do a particular thing. This fits with Austin's belief that the speech act can cause the hearers to feel a requirement to do something (Austin in Horn & Ward, 2004, p.54). Another example that can be seen regarding to how Martin's hope is embodied in his speech acts can be noticed on Data 1. The speech acts are intended to state the facts that the Negro people have been the victims of racial discrimination for so long. The hope embedded in the speech acts in Data 1 is that the audience would have a state of mind where the Negro people are the victims of racial discrimination for hundreds of years. This also matched with Austin's theory that the perlocutionary act consist in the production of effects upon the thoughts, feelings, or actions of the addressee in which it can convince the addressee of the truth of a statement (Austin in Horn & Ward, 2004, p. 54). From the explanations delivered above, it is proven that there is hope implied in Martin's speech acts. The hopes are embedded in Martin's speech acts which are to state facts or to suggest his audience to do something and so on. This shows that the speech acts do not just have the ability to make the hearers to act, but also it is revealed that speech acts have the capacity to make the hearers to have the urge in doing something. Discussion of Power Used in Martin Luther King's Speech Acts One of the indications how power is exercised is that Martin Luther King serves as someone who had an influence toward the people who wanted to embrace justice for the Negro people. In this case, Martin is seen as a force that can persuade his audience to deal with injustices of the Negro people. As what Foucault said an agent, which is Martin, has the will to influence other people who to do things which they do not wish to do (Foucault, 2003, p.34). Another circumstance that shows how power is enacted in Martin Luther King's speech acts is his description of the status quo of the Negro people. It is shown in Martin's speech acts in Data 1. In the speech acts, the Negro people are told by Martin as the victims of discrimination for hundreds of years. This is considered as a strategy to show how power is exercised. As what Van Dijk said, one strategy of exercising power in discourse is to persuasively define the ethnic status quo as 'natural', lust', 'inevitable' or even as `democratic', for instance through denials of discrimination or racism (Discourse Power and Access, Teun A van Dijk, p.91). It can be concluded that by giving the description of how difficult the Negro people's lives are can be used as an approach to persuade the audience to face the fact and start to make a change. Since Martin Luther King's speech acts deal with a matter related to the Negro people as the ones who were discriminated, it can be seen that Martin exercised power in speech acts to allow himself to effect social change. Foucault stated that it opens up the space for individuals to act, to exercise power at the capillaries in order to effect social change. (Power, Discourse, Subjectivity, p.37). It can be said that Martin tried to use his influence as a figure who can persuade his audience to start making a change in terms of ending racial discrimination and justice of the Negro people. This also shows that when power is exercised, it eventually can affect social life. CONCLUSION There are several conclusions that can be drawn regarding to results and discussion that has been conducted. In this case, the conclusions are presented as the outcome of the production of Martin Luther King Jr's speech acts. One of the conclusions is related to intended meanings in Martin Luther King Jr's speech acts. In this case, it can be seen that Martin Luther King Jr had used his speech acts to express his thoughts regarding to racial injustice and discrimination of the Negro people. It is found that he delivered his disappointment in many of his speech acts. His disappointment is delivered through how he complained by stating facts which are mostly conveyed by locutionary acts of statement. It proves that although the locutionary acts state facts of what really happened to the Negro people, the speech acts are intended as a form of Martin's protest towards racial injustice of the Negro people. As for another intended meaning in Martin's speech act, the speech acts also serve as a way to convey the audience to do a particular action. Just like locutionary acts of statement to complain, this is also done by not deliberately uttering locutionary act of imperative. There is another conclusion that can be drawn regarding to Martin's speech acts. In this case, it is related to repetition in his speech acts which is seen as a mean to engage the audience. It is found that that repetition is applied in many of Martin Luther King's speech acts. In this case, the repetition is applied by Martin to strengthen his thoughts towards racial injustice and discrimination of the Negro people. This is done in order to make sure that the points given by Martin as the sole speaker would be perceived well by the audience since the speech acts deal with such crucial circumstances. Another conclusion can be made regarding to the results and discussion that have been conducted. It is concluded that there are hopes that lies in Martin's speech acts. Since speech acts are actions via utterance which are intended to make other people to do something, the speech acts are the reflections of Martin's hopes or desires. They reveal the point of what Martin was striving for during the fight for racial justice. As Martin's speech acts reveal his intention and hope, it is also seen as a medium used by him to use power. It can be seen that the speech acts show Martin's influence as the speaker who exposed racial injustices and discrimination of the Negro people. How Martin exercised power is also shown when Martin would like to challenge those who oppose justice for the Negro people. In this case, Martin's speech acts show that they can affect social change toward the lives of the Negro people. Rather than being aggressive, it is also revealed that Martin's speech acts are the democratic approach of how Martin exercised power. The speech acts are able to give the audience the urge to fight for justice for the Negro people. 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