China-AFRICOM Response
First read the following two papers. You’ll obviously want to take notes. It
might also help to outline or diagram the papers and their arguments.
1. Kofi Nsia-Pepra, “Militarization of U.S. Foreign Policy in Africa: Strategic
Gain or Backlash.”
Military Review
. Army University Press, January-
February 2014. 50-59.
2. Drew Petry, “Using AFRICOM to Counter China’s Aggressive African
Policies.”
Airman Scholar
. US Air Force Academy, Fall 2011. 25-30.
Next, respond to these articles in a thoughtful (and well-organized!) way.
Assume you are being asked to make policy—or at least to select
representatives who will review and make policy.
A number of different questions may be productive to answer, though the
format of your response is open-ended and I imagine there are other
questions you could also consider.
•
What is the problem-in-need-of-a-solution that frames each paper?
•
What is each paper’s primary argument—that is, what position or
policies does it support to solve whatever problem it means to
address?
•
Do the papers share any common ground? Where do they diverge?
•
How is China rendered in each article?
•
How does each paper envision the role of AFRICOM in US foreign
policy?
•
What kinds of evidence do these papers present?
•
What kinds of questions arise from each? In other words, what else
would you need to know to evaluate each paper’s validity?
•
How might either one of these papers be more of less relevant in the
context of a new presidential administration in the United States? See
https://www.forbesafrica.com/politics/2017/10/04/trumps-africa-
policy-still-incoherent-key-signals-emerging/ and
https://www.counterpunch.org/2017/10/20/chinese-dreams-and-
american-deaths-in-africa/
I expect that most responses will fall between 900 and 1200 words. No
outside research is necessary, but you will probably find yourself drawing
on material from class, including discussions, readings, and videos.
FORMAT
Double-spaced, with no extra space between paragraphs. Should be in .doc,
.docx, or .pdf format.
12-point, Times New Roman font
References to material from class should be clear. Use page #’s in
parentheses from readings. No works cited is necessary.
50 January-February 2014 MILITARY REVIEW
Kofi Nsia-Pepra, Ph.D., LLM
Dr. Kofi Nsia-Pepra is an assistant professor of political science at Ohio Northern University. He holds a master of
laws degree from Essex University UK and a Ph.D. in political science from Wayne State University. He served as a
flight lieutenant in the Ghana Air Force, was with the United Nations Assisted Mission in Rwanda as a military hu-
man rights observer, and served as Ghana’s Air Force detachment commander with ECOMOG in Sierra Leone. His
article “Robust Peacekeeping? Panacea for Human rights Violations,” Journal of Peace and Conflict Studies, Vol.18,
No. 2, Fall 2012, examines the conviction that robust peacekeeping—a strong and forceful pea ...
50 January-February 2014 MILITARY REVIEWKofi Nsia-Pepra,.docxalinainglis
50 January-February 2014 MILITARY REVIEW
Kofi Nsia-Pepra, Ph.D., LLM
Dr. Kofi Nsia-Pepra is an assistant professor of political science at Ohio Northern University. He holds a master of
laws degree from Essex University UK and a Ph.D. in political science from Wayne State University. He served as a
flight lieutenant in the Ghana Air Force, was with the United Nations Assisted Mission in Rwanda as a military hu-
man rights observer, and served as Ghana’s Air Force detachment commander with ECOMOG in Sierra Leone. His
article “Robust Peacekeeping? Panacea for Human rights Violations,” Journal of Peace and Conflict Studies, Vol.18,
No. 2, Fall 2012, examines the conviction that robust peacekeeping—a strong and forceful peacekeeping force—works
better than UN traditional peacekeeping in reducing human rights violation, specifically, civilian killing.
M ANY THINK AMERICAN foreign policy objectives reflect America’s values and ideals. The United States globally promotes human rights, democracy, international
justice, rule of law, and free trade. Achieving these liberal ends would require liberal poli-
cies. Ironically, U.S. foreign policymakers, informed by neorealist motivations, employ realist
mechanisms, especially military force, to pursue its putative liberal goals, undermining the at-
tainment of those liberal ends. U.S. policies toward Africa historically followed a “hands off”
approach until the onset of the Cold War. U.S. anti-communists stratagem led to its involve-
ment in Cold War African security issues, evidenced in the Angolan war and the militarization
of some client states and factions. In the post-Cold War era, America had limited political,
humanitarian, security, and economic interests in Africa. Expectedly, its interest in African
security issues dimmed with minimal military involvement in Africa. Eastern Europe and Asia
gained primacy in America’s foreign policy, demoting African security issues to the periphery
of its foreign policy. In 1995, the Defense Department asserted that American security and
economic interests in Africa were limited: “At present, we have no permanent or significant
military presence anywhere in Africa: We have no bases; we station no combat forces; and we
homeport no ships. . . .Ultimately we see very little traditional strategic interest in Africa.”1
Militarization of
U.S. Foreign Policy in Africa:
Strategic Gain or Backlash?
51MILITARY REVIEW January-February 2014
AFRICOM
Contrary to Africa’s strategic insignificance to
the United States in the post-immediate Cold War
era, it gained primacy in post-9/11 due to terrorism,
energy sources, and China’s creeping influence into
Africa.2 Defense secretary Robert Gates warned
against the risk of “creeping militarization” of U.S.
foreign policy and recommended the State Depart-
ment lead U.S. engagement with other countries.3
This article is an examination of the militarization
of America’s foreign policy and .
American Government - Chapter 16 - Foreign Policycyruskarimian
The document discusses the historical evolution of US foreign and defense policy from the Monroe Doctrine to modern day. Key policies and doctrines mentioned include the Monroe Doctrine, Open Door Policy, Roosevelt Corollary, Truman Doctrine, containment during the Cold War, and the Bush Doctrine. It also examines tools of foreign policy like diplomacy and military aid. Current threats discussed are terrorism, nuclear proliferation, and regional conflicts.
The document discusses the return of the Cold War dynamic between the US and Africa in the context of the War on Terror. It argues that just as the Cold War led the US to label any nationalist leader in Africa as communist, the War on Terror is defining US relations with Africa and undermining democracy by supporting dictatorial regimes. The US is spending vast amounts on military programs in Africa while relatively little on development. African leaders must provide a strategic response and speak up about this, emphasizing that political solutions rather than military ones are needed to address the roots of terror.
It is the core purpose of the Atlantic Council to foster bipartisan support for policies that promote the security of the United States and the transatlantic community. The signatories of this piece have either served in Afghanistan, been involved in the formation of US policy in government, or otherwise devoted considerable time to Afghan affairs. They have come together to register a broad, bipartisan consensus in support of certain principles that they believe should guide policy formation and decision-making on Afghanistan during the remainder of the Obama administration and the first year of a new administration, of whichever party. It is critical that the current administration prepare the path for the next. A new president will come into office facing a wave of instability in the Islamic world and the threat from violent extremism, which stretches from Asia through the Middle East to Africa. This will continue to pose a considerable challenge and danger to American interests abroad, and to the homeland. The signatories support the continued US engagement required to protect American interests and increase the possibilities for Afghan success.
Unit #3 & Unit #4 (Part 1) Student VersionNick Allgyer
This document discusses key concepts in US foreign policy and national security. It introduces foreign policy players in the Obama administration and defines national security. It then describes how the US is a global superpower economically, militarily, and culturally. The document discusses US defense spending and global military presence. It also outlines US military interventions since 1945. Finally, it defines concepts like spheres of influence, alliances like NATO, and how alliances serve nations' self interests in mutual protection.
This document provides an agenda and instructions for an Air Force class covering several lessons on cultural studies, terrorism, force protection, U.S. policy, and strategy. Cadets are assigned readings and will lead discussions on various topics. The class will include a video, group exercises, and discussions of assigned lessons. Cadets will also prepare talking papers and presentations for future classes.
This document provides an overview of lessons for an introductory cultural studies class, including discussions of setting the global stage, terrorism and force protection, U.S. policy, and making strategy. The instructor provides guidance for students to prepare for and lead discussions on various lessons covering regional issues, the goals of increased cultural awareness for U.S. officers, the history and tactics of terrorism, and the evolution of U.S. foreign policy from isolationism to contemporary strategies. Students will then tie these topics together in a group exercise and assignments.
U.S. Policies That Shape The Middle East Powerpoint2Jennifer Nix
- There are many terrorist groups based in the Middle East due to longstanding grievances against Western influence and support for authoritarian regimes in the region. These groups aim to force Western powers like the US to withdraw military and political support.
- The US is targeted by terrorist groups because it is seen as propping up regimes for its own interests like oil rather than promoting democracy. Groups want the US to remove influence and troops from the Middle East.
- While the US has had some successes like removing Saddam Hussein, the war on terror continues with ongoing instability, the threat of new terrorist groups, and mixed perceptions of US involvement in the region. There is no definitive answer to stopping international terrorism.
50 January-February 2014 MILITARY REVIEWKofi Nsia-Pepra,.docxalinainglis
50 January-February 2014 MILITARY REVIEW
Kofi Nsia-Pepra, Ph.D., LLM
Dr. Kofi Nsia-Pepra is an assistant professor of political science at Ohio Northern University. He holds a master of
laws degree from Essex University UK and a Ph.D. in political science from Wayne State University. He served as a
flight lieutenant in the Ghana Air Force, was with the United Nations Assisted Mission in Rwanda as a military hu-
man rights observer, and served as Ghana’s Air Force detachment commander with ECOMOG in Sierra Leone. His
article “Robust Peacekeeping? Panacea for Human rights Violations,” Journal of Peace and Conflict Studies, Vol.18,
No. 2, Fall 2012, examines the conviction that robust peacekeeping—a strong and forceful peacekeeping force—works
better than UN traditional peacekeeping in reducing human rights violation, specifically, civilian killing.
M ANY THINK AMERICAN foreign policy objectives reflect America’s values and ideals. The United States globally promotes human rights, democracy, international
justice, rule of law, and free trade. Achieving these liberal ends would require liberal poli-
cies. Ironically, U.S. foreign policymakers, informed by neorealist motivations, employ realist
mechanisms, especially military force, to pursue its putative liberal goals, undermining the at-
tainment of those liberal ends. U.S. policies toward Africa historically followed a “hands off”
approach until the onset of the Cold War. U.S. anti-communists stratagem led to its involve-
ment in Cold War African security issues, evidenced in the Angolan war and the militarization
of some client states and factions. In the post-Cold War era, America had limited political,
humanitarian, security, and economic interests in Africa. Expectedly, its interest in African
security issues dimmed with minimal military involvement in Africa. Eastern Europe and Asia
gained primacy in America’s foreign policy, demoting African security issues to the periphery
of its foreign policy. In 1995, the Defense Department asserted that American security and
economic interests in Africa were limited: “At present, we have no permanent or significant
military presence anywhere in Africa: We have no bases; we station no combat forces; and we
homeport no ships. . . .Ultimately we see very little traditional strategic interest in Africa.”1
Militarization of
U.S. Foreign Policy in Africa:
Strategic Gain or Backlash?
51MILITARY REVIEW January-February 2014
AFRICOM
Contrary to Africa’s strategic insignificance to
the United States in the post-immediate Cold War
era, it gained primacy in post-9/11 due to terrorism,
energy sources, and China’s creeping influence into
Africa.2 Defense secretary Robert Gates warned
against the risk of “creeping militarization” of U.S.
foreign policy and recommended the State Depart-
ment lead U.S. engagement with other countries.3
This article is an examination of the militarization
of America’s foreign policy and .
American Government - Chapter 16 - Foreign Policycyruskarimian
The document discusses the historical evolution of US foreign and defense policy from the Monroe Doctrine to modern day. Key policies and doctrines mentioned include the Monroe Doctrine, Open Door Policy, Roosevelt Corollary, Truman Doctrine, containment during the Cold War, and the Bush Doctrine. It also examines tools of foreign policy like diplomacy and military aid. Current threats discussed are terrorism, nuclear proliferation, and regional conflicts.
The document discusses the return of the Cold War dynamic between the US and Africa in the context of the War on Terror. It argues that just as the Cold War led the US to label any nationalist leader in Africa as communist, the War on Terror is defining US relations with Africa and undermining democracy by supporting dictatorial regimes. The US is spending vast amounts on military programs in Africa while relatively little on development. African leaders must provide a strategic response and speak up about this, emphasizing that political solutions rather than military ones are needed to address the roots of terror.
It is the core purpose of the Atlantic Council to foster bipartisan support for policies that promote the security of the United States and the transatlantic community. The signatories of this piece have either served in Afghanistan, been involved in the formation of US policy in government, or otherwise devoted considerable time to Afghan affairs. They have come together to register a broad, bipartisan consensus in support of certain principles that they believe should guide policy formation and decision-making on Afghanistan during the remainder of the Obama administration and the first year of a new administration, of whichever party. It is critical that the current administration prepare the path for the next. A new president will come into office facing a wave of instability in the Islamic world and the threat from violent extremism, which stretches from Asia through the Middle East to Africa. This will continue to pose a considerable challenge and danger to American interests abroad, and to the homeland. The signatories support the continued US engagement required to protect American interests and increase the possibilities for Afghan success.
Unit #3 & Unit #4 (Part 1) Student VersionNick Allgyer
This document discusses key concepts in US foreign policy and national security. It introduces foreign policy players in the Obama administration and defines national security. It then describes how the US is a global superpower economically, militarily, and culturally. The document discusses US defense spending and global military presence. It also outlines US military interventions since 1945. Finally, it defines concepts like spheres of influence, alliances like NATO, and how alliances serve nations' self interests in mutual protection.
This document provides an agenda and instructions for an Air Force class covering several lessons on cultural studies, terrorism, force protection, U.S. policy, and strategy. Cadets are assigned readings and will lead discussions on various topics. The class will include a video, group exercises, and discussions of assigned lessons. Cadets will also prepare talking papers and presentations for future classes.
This document provides an overview of lessons for an introductory cultural studies class, including discussions of setting the global stage, terrorism and force protection, U.S. policy, and making strategy. The instructor provides guidance for students to prepare for and lead discussions on various lessons covering regional issues, the goals of increased cultural awareness for U.S. officers, the history and tactics of terrorism, and the evolution of U.S. foreign policy from isolationism to contemporary strategies. Students will then tie these topics together in a group exercise and assignments.
U.S. Policies That Shape The Middle East Powerpoint2Jennifer Nix
- There are many terrorist groups based in the Middle East due to longstanding grievances against Western influence and support for authoritarian regimes in the region. These groups aim to force Western powers like the US to withdraw military and political support.
- The US is targeted by terrorist groups because it is seen as propping up regimes for its own interests like oil rather than promoting democracy. Groups want the US to remove influence and troops from the Middle East.
- While the US has had some successes like removing Saddam Hussein, the war on terror continues with ongoing instability, the threat of new terrorist groups, and mixed perceptions of US involvement in the region. There is no definitive answer to stopping international terrorism.
U.S. Central Command Posture Statement 2013Tisha Wright
General James Mattis testified before the Senate Armed Services Committee about security issues facing the US Central Command (CENTCOM) area of responsibility. He outlined several strategic risks, including malign Iranian influence pursuing nuclear weapons and destabilizing the region, violent extremist organizations like al Qaeda, and state instability in places like Syria and Afghanistan. CENTCOM works with partners in the region to counter these threats and protect US interests through military engagement, security cooperation programs, and a tailored military presence and posture.
Between 1969 and 2009:
- There were over 38,000 terrorist incidents worldwide, of which approximately 3,000 (7.8%) were directed at the United States. Nearly 5,600 people lost their lives and over 16,300 were injured in attacks on the US.
- Terrorism against the US accounted for a small percentage (7.8%) of global terrorism, but a large percentage of attacks on US military (43%), diplomatic (28.4%), and business (24.2%) targets.
- From 2001 to 2009 there were 91 domestic terrorist attacks in the US compared to 380 international attacks. The most common targets were businesses (international 26.6%, domestic 42.9%) and diplomatic offices
This document outlines a presentation on US foreign policy. It discusses key policies and interventions, including the Truman Doctrine, Marshall Plan, Eisenhower Doctrine and containment during the Cold War. It also examines more recent policies towards Afghanistan, Iraq, Syria and debates around intervention. The presentation covers the goals of US foreign policy and analyzes specific case studies to understand America's approach to global engagements over time.
This document discusses the threat of homegrown terrorism in the United States. It notes that since 9/11, there have been 63 homegrown violent jihadist plots or attacks. While the numbers seem small, even one successful attack could seriously harm Americans. It examines three terrorist groups - Al Qaeda, Al Shabaab, and ISIS - that have had some success recruiting American citizens to their cause. This threatens national security by giving groups access to intelligence and allowing them to potentially operate undetected within the country. The document aims to analyze the significance and severity of the homegrown terrorism threat.
This document analyzes the foreign policy of Iran toward Central Asia and how it has been influenced by confrontations with the United States. It discusses key interests and objectives of both Iran and the US in the region. The US seeks to limit Russian and Iranian influence, control radical Islamic tendencies, and dominate the consumer and military market. Iran aims to establish itself as an economic transit route, source of raw materials, and bridge between Central Asia and global markets. Confrontations with the US have politically, economically, and culturally undermined Iran's relations with Central Asia through policies aimed at isolating Iran.
1. The document argues that the US should declare war on Afghanistan in response to Osama bin Laden and Al Qaeda's terrorist activities. It outlines bin Laden and Al Qaeda's attacks on US embassies and naval ships.
2. It states that treating terrorism as a law enforcement issue has been ineffective, as Afghanistan continues to harbor bin Laden without extraditing him.
3. The document concludes that the US should attempt to get UN authorization to use force against Afghanistan first, but should act unilaterally if needed for self-defense against Al Qaeda terrorism emanating from Afghanistan. Declaring war would deter states from supporting terrorism in the future.
This document provides an overview of relations between North Korea and Southeast Asian countries as well as ASEAN's approach to North Korean denuclearization. It discusses historical economic and political ties between North Korea and individual Southeast Asian states like Myanmar, Indonesia, Singapore, and others. It also outlines ASEAN's preferred engagement approach of using dialogue and informal negotiations to resolve conflicts, as opposed to binding legal mechanisms. The document analyzes ASEAN's stated goals on denuclearization, which largely align with the US, though ASEAN's strategy has differed in relying more on statements and meetings rather than isolation tactics used by the US.
1) The document discusses the evolving threat of global terrorism and the importance of the US-Japan counterterrorism alliance. Terrorist groups like al Qaeda and ISIS have established regional networks and use social media to spread their message and recruit followers.
2) Japan faces both regional terrorist threats from groups in Southeast Asia with ties to al Qaeda and ISIS, and risks to its international assets and citizens given its role in the global economy. Japanese journalists have been kidnapped and killed by ISIS militants.
3) Cooperating closely with allies like the US through intelligence sharing and capacity building is crucial for Japan to address terrorist threats, but Japan also has an opportunity to play a more active regional and international role in counterterrorism
The current presentation is an article review as a part of my university assignment of the article : MANUFACTURING WAR: IRAN IN THE CONSERVATIVE IMAGINATION authored by Arshin Adib Moghaddam.
The document discusses how Africa is diverging economically and in terms of governance. While some countries are experiencing strong economic growth, others are falling behind due to issues like mismanagement and conflict. Institutionally, performance is uneven across the continent, with weak legislatures and pressure on civil society in many nations. Democracy has stalled in recent years, with countries ranked as either free, partly free, or not free. Overall, Africa is becoming more diverse, making broad policies and summits that cover the entire continent increasingly difficult.
The document summarizes that while some parts of Africa have enjoyed peace, other regions have seen increased conflict, with state-on-state wars being replaced by conflicts between governments and non-state armed groups. It notes several ongoing conflicts across Africa including in South Sudan, Central African Republic, Democratic Republic of Congo, Mali, Somalia, Kenya, and Nigeria, where groups like Boko Haram have killed thousands. The document concludes that violent non-state actors are often better armed and networked than government forces opposing them, challenging traditional security doctrines.
The document discusses US interventions overseas that often begin as humanitarian efforts but end up lasting much longer and costing more than initially estimated. It provides examples of interventions in Somalia, Iraq, Afghanistan, and Libya that were presented as limited humanitarian or counterterrorism missions but evolved into prolonged wars. The document also examines why the US continues these interventions, arguing it is largely due to fears of terrorist attacks on American soil and a view that perpetual warfare overseas prevents attacks at home. It notes rising anti-Western sentiment and terrorism as unintended consequences of US interventionism.
POLICY MAKING IN AMERICAAbdirahim M MuhumedPolicyTatianaMajor22
POLICY MAKING IN AMERICA
Abdirahim M Muhumed
Policy-Making in America
Prof: Dean Curry
Course: PPOG540
Date:11/07/2021
Impact of Faith in Founding America Comment by Abdirahim AMA Law Group:
During the founding of America, faith played a very significant role for the founding fathers. Take, for instance, Jefferson, who was a Christian and desired to follow Christianity to the core. As a Christian, he believed in doing what was right for humankind. He believed that everyone is obliged to do what is right to other human beings.[footnoteRef:1] However, like Jefferson, he never thought black Americans could have equal rights to Native Americans. [1: Hall, Mark David. "America's Founders, Religious Liberty, and the Common Good." U. St. Thomas LJ 15 (2018): 642.]
However, because he was a black man, he was able to overcome this perception. He advocated for others who had ideas like his to disregard them. He advocated for the respect of all humanity irrespective of their religion and ethnicity. This means that Native Americans had to treat even the black people with equality as native America. This was the impact of faith in the founding of America. Jefferson believed that if everyone took at as their initiative to do well to others and do only what is right would have been a good beginning for America as a nation. Comment by Abdirahim AMA Law Group: Relevance to the assignment? Stay focused on the assignment prompts.
Jefferson also owned a copy of the Quran when America was being founded. He said that Muslims had equal rights to run for public office just like Christians.[footnoteRef:2] Even though he said that he could not advocate America to be left under the control of a Muslim president, they had equal rights just like a person of any religion. This move by Jefferson impacted the founding of America and leadership. For instance, there is a religious qualification used in America today for someone to run for the presidency. This shows that everyone and anyone can run for the presidency. Their religion will not limit them because all of them are treated with the same regard. This is America of choice for anyone and everyone that does not discriminate aspirants of political positions based on their religions. [2: Dana, Karam, Bryan Wilcox-Archuleta, and Matt Barreto. "The political incorporation of Muslims in the United States: The mobilizing role of religiosity in Islam." Journal of Race, Ethnicity, and Politics 2, no. 2 (2017): 170-200.]
Features of America’s Foreign Policies
Over time, America has evolved along with different foreign policies. The way America practices foreign policies shows that the country is civilized enough even in its exercise of foreign policies. Different features can be identified from how America practices its foreign policies as follows:
Diplomacy is one of these features of American foreign policies.[footnoteRef:3] America advocates its government as a peaceful government with other jurisdictions. To ...
USA-Egypt RelationsTies With Egypt Army Constrain Washington .docxdickonsondorris
USA-Egypt Relations
“Ties With Egypt Army Constrain Washington
WASHINGTON — Most nations, including many close allies of the United States, require up to a week’s notice before American warplanes are allowed to cross their territory. Not Egypt, which offers near-automatic approval for military overflights, to resupply the war effort in Afghanistan or to carry out counterterrorism operations in the Middle East, Southwest Asia or the Horn of Africa.
Losing that route could significantly increase flight times to the region.
American warships are also allowed to cut to the front of the line through the Suez Canal in times of crisis, even when oil tankers are stacked up like cars on an interstate highway at rush hour. Without Egypt’s cooperation, military missions could take days longer…
“We need them for the Suez Canal, we need them for the peace treaty with Israel, we need them for the overflights, and we need them for the continued fight against violent extremists who are as much of a threat to Egypt’s transition to democracy as they are to American interests,” said Gen. James N. Mattis, who retired this year as head of the military’s Central Command.”
The New York Times, 8/17/2013, http://www.nytimes.com/2013/08/17/world/middleeast/us-officials-fear-losing-an-eager-ally-in-the-egyptian-military.html?hp&_r=0
USA-UAE Relations
The United States has enjoyed friendly relations with the U.A.E. since 1971.
Private commercial ties, especially in petroleum (the U.A.E. is the only GCC state to allow private-sector participation in its oil and gas sector), have developed into friendly government-to-government ties, which include security cooperation.
The U.A.E. is the United States’ single largest export market in the Middle East and North Africa region, with $14.4 billion in exports (in 2008) and more than 1000 U.S. firms operating locally (in 2013).
There are nearly 50 weekly non-stop flights to the U.A.E. from six U.S. cities.
The U.A.E. is a leading partner in U.S. counterterrorism efforts, providing assistance in the military, diplomatic, and financial arenas since September 11, 2001. In 2009, the U.A.E. was the largest foreign buyer of U.S. defense equipment. U.A.E. ports host more U.S. Navy ships than any port outside the U.S.
Source: Background Note: United Arab Emirates, March 16, 2011, http://www.state.gov/r/pa/ei/bgn/5444.htm
U.S. Relations With United Arab Emirates, June 11, 2013, http://www.state.gov/r/pa/ei/bgn/5444.htm
According to one U.S. Embassy official in Abu Dhabi, there are some 40,000 American citizens living in the United Arab Emirates in 2011, up from some 30,000 a few years ago.
The Israel Lobby in the United States
Paul Findley’s They dare to speak out (1985)
Edward Tivnan’s The Lobby (1987)
Jonathan Jeremy Goldberg’s Jewish power (1996)
James Petras’s The Power of Israel in the United States (2006)
Mearsheimer & Walt’s The Israel lobby and U.S. foreign policy (2007).
Mark Green (ed.)’s Persecution, Privilege ...
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
This document provides instructions for Assignment 2.1: Stance Essay Draft in an ENG 115 course. Students are asked to write a 3-4 page stance essay arguing a position on a topic and supporting it with evidence from the required WebText sources. The document outlines the requirements for the essay, including using third person point of view and a formal tone, writing an introduction with a clear thesis statement, including supporting paragraphs for each thesis point, using effective transitions and logical organization, and concluding in a way that leaves a lasting impression. Students are evaluated based on meeting criteria in these areas as well as applying proper grammar, mechanics, punctuation, and formatting according to SWS guidelines.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
This document provides guidelines and a rubric for Milestone Three of the ENG 510 Final Project. In this milestone, students are asked to analyze both a classic and contemporary text in terms of narrative structure, character development, literary conventions, and themes. Specifically, students must analyze each text's use of conflict, crisis, resolution, and character development, relate the author's choices to literary conventions of the time period, and evaluate how each text uses these elements to create its intended theme. The submission should be 3-4 pages following specific formatting guidelines and address all critical elements outlined in the rubric.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
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U.S. Central Command Posture Statement 2013Tisha Wright
General James Mattis testified before the Senate Armed Services Committee about security issues facing the US Central Command (CENTCOM) area of responsibility. He outlined several strategic risks, including malign Iranian influence pursuing nuclear weapons and destabilizing the region, violent extremist organizations like al Qaeda, and state instability in places like Syria and Afghanistan. CENTCOM works with partners in the region to counter these threats and protect US interests through military engagement, security cooperation programs, and a tailored military presence and posture.
Between 1969 and 2009:
- There were over 38,000 terrorist incidents worldwide, of which approximately 3,000 (7.8%) were directed at the United States. Nearly 5,600 people lost their lives and over 16,300 were injured in attacks on the US.
- Terrorism against the US accounted for a small percentage (7.8%) of global terrorism, but a large percentage of attacks on US military (43%), diplomatic (28.4%), and business (24.2%) targets.
- From 2001 to 2009 there were 91 domestic terrorist attacks in the US compared to 380 international attacks. The most common targets were businesses (international 26.6%, domestic 42.9%) and diplomatic offices
This document outlines a presentation on US foreign policy. It discusses key policies and interventions, including the Truman Doctrine, Marshall Plan, Eisenhower Doctrine and containment during the Cold War. It also examines more recent policies towards Afghanistan, Iraq, Syria and debates around intervention. The presentation covers the goals of US foreign policy and analyzes specific case studies to understand America's approach to global engagements over time.
This document discusses the threat of homegrown terrorism in the United States. It notes that since 9/11, there have been 63 homegrown violent jihadist plots or attacks. While the numbers seem small, even one successful attack could seriously harm Americans. It examines three terrorist groups - Al Qaeda, Al Shabaab, and ISIS - that have had some success recruiting American citizens to their cause. This threatens national security by giving groups access to intelligence and allowing them to potentially operate undetected within the country. The document aims to analyze the significance and severity of the homegrown terrorism threat.
This document analyzes the foreign policy of Iran toward Central Asia and how it has been influenced by confrontations with the United States. It discusses key interests and objectives of both Iran and the US in the region. The US seeks to limit Russian and Iranian influence, control radical Islamic tendencies, and dominate the consumer and military market. Iran aims to establish itself as an economic transit route, source of raw materials, and bridge between Central Asia and global markets. Confrontations with the US have politically, economically, and culturally undermined Iran's relations with Central Asia through policies aimed at isolating Iran.
1. The document argues that the US should declare war on Afghanistan in response to Osama bin Laden and Al Qaeda's terrorist activities. It outlines bin Laden and Al Qaeda's attacks on US embassies and naval ships.
2. It states that treating terrorism as a law enforcement issue has been ineffective, as Afghanistan continues to harbor bin Laden without extraditing him.
3. The document concludes that the US should attempt to get UN authorization to use force against Afghanistan first, but should act unilaterally if needed for self-defense against Al Qaeda terrorism emanating from Afghanistan. Declaring war would deter states from supporting terrorism in the future.
This document provides an overview of relations between North Korea and Southeast Asian countries as well as ASEAN's approach to North Korean denuclearization. It discusses historical economic and political ties between North Korea and individual Southeast Asian states like Myanmar, Indonesia, Singapore, and others. It also outlines ASEAN's preferred engagement approach of using dialogue and informal negotiations to resolve conflicts, as opposed to binding legal mechanisms. The document analyzes ASEAN's stated goals on denuclearization, which largely align with the US, though ASEAN's strategy has differed in relying more on statements and meetings rather than isolation tactics used by the US.
1) The document discusses the evolving threat of global terrorism and the importance of the US-Japan counterterrorism alliance. Terrorist groups like al Qaeda and ISIS have established regional networks and use social media to spread their message and recruit followers.
2) Japan faces both regional terrorist threats from groups in Southeast Asia with ties to al Qaeda and ISIS, and risks to its international assets and citizens given its role in the global economy. Japanese journalists have been kidnapped and killed by ISIS militants.
3) Cooperating closely with allies like the US through intelligence sharing and capacity building is crucial for Japan to address terrorist threats, but Japan also has an opportunity to play a more active regional and international role in counterterrorism
The current presentation is an article review as a part of my university assignment of the article : MANUFACTURING WAR: IRAN IN THE CONSERVATIVE IMAGINATION authored by Arshin Adib Moghaddam.
The document discusses how Africa is diverging economically and in terms of governance. While some countries are experiencing strong economic growth, others are falling behind due to issues like mismanagement and conflict. Institutionally, performance is uneven across the continent, with weak legislatures and pressure on civil society in many nations. Democracy has stalled in recent years, with countries ranked as either free, partly free, or not free. Overall, Africa is becoming more diverse, making broad policies and summits that cover the entire continent increasingly difficult.
The document summarizes that while some parts of Africa have enjoyed peace, other regions have seen increased conflict, with state-on-state wars being replaced by conflicts between governments and non-state armed groups. It notes several ongoing conflicts across Africa including in South Sudan, Central African Republic, Democratic Republic of Congo, Mali, Somalia, Kenya, and Nigeria, where groups like Boko Haram have killed thousands. The document concludes that violent non-state actors are often better armed and networked than government forces opposing them, challenging traditional security doctrines.
The document discusses US interventions overseas that often begin as humanitarian efforts but end up lasting much longer and costing more than initially estimated. It provides examples of interventions in Somalia, Iraq, Afghanistan, and Libya that were presented as limited humanitarian or counterterrorism missions but evolved into prolonged wars. The document also examines why the US continues these interventions, arguing it is largely due to fears of terrorist attacks on American soil and a view that perpetual warfare overseas prevents attacks at home. It notes rising anti-Western sentiment and terrorism as unintended consequences of US interventionism.
POLICY MAKING IN AMERICAAbdirahim M MuhumedPolicyTatianaMajor22
POLICY MAKING IN AMERICA
Abdirahim M Muhumed
Policy-Making in America
Prof: Dean Curry
Course: PPOG540
Date:11/07/2021
Impact of Faith in Founding America Comment by Abdirahim AMA Law Group:
During the founding of America, faith played a very significant role for the founding fathers. Take, for instance, Jefferson, who was a Christian and desired to follow Christianity to the core. As a Christian, he believed in doing what was right for humankind. He believed that everyone is obliged to do what is right to other human beings.[footnoteRef:1] However, like Jefferson, he never thought black Americans could have equal rights to Native Americans. [1: Hall, Mark David. "America's Founders, Religious Liberty, and the Common Good." U. St. Thomas LJ 15 (2018): 642.]
However, because he was a black man, he was able to overcome this perception. He advocated for others who had ideas like his to disregard them. He advocated for the respect of all humanity irrespective of their religion and ethnicity. This means that Native Americans had to treat even the black people with equality as native America. This was the impact of faith in the founding of America. Jefferson believed that if everyone took at as their initiative to do well to others and do only what is right would have been a good beginning for America as a nation. Comment by Abdirahim AMA Law Group: Relevance to the assignment? Stay focused on the assignment prompts.
Jefferson also owned a copy of the Quran when America was being founded. He said that Muslims had equal rights to run for public office just like Christians.[footnoteRef:2] Even though he said that he could not advocate America to be left under the control of a Muslim president, they had equal rights just like a person of any religion. This move by Jefferson impacted the founding of America and leadership. For instance, there is a religious qualification used in America today for someone to run for the presidency. This shows that everyone and anyone can run for the presidency. Their religion will not limit them because all of them are treated with the same regard. This is America of choice for anyone and everyone that does not discriminate aspirants of political positions based on their religions. [2: Dana, Karam, Bryan Wilcox-Archuleta, and Matt Barreto. "The political incorporation of Muslims in the United States: The mobilizing role of religiosity in Islam." Journal of Race, Ethnicity, and Politics 2, no. 2 (2017): 170-200.]
Features of America’s Foreign Policies
Over time, America has evolved along with different foreign policies. The way America practices foreign policies shows that the country is civilized enough even in its exercise of foreign policies. Different features can be identified from how America practices its foreign policies as follows:
Diplomacy is one of these features of American foreign policies.[footnoteRef:3] America advocates its government as a peaceful government with other jurisdictions. To ...
USA-Egypt RelationsTies With Egypt Army Constrain Washington .docxdickonsondorris
USA-Egypt Relations
“Ties With Egypt Army Constrain Washington
WASHINGTON — Most nations, including many close allies of the United States, require up to a week’s notice before American warplanes are allowed to cross their territory. Not Egypt, which offers near-automatic approval for military overflights, to resupply the war effort in Afghanistan or to carry out counterterrorism operations in the Middle East, Southwest Asia or the Horn of Africa.
Losing that route could significantly increase flight times to the region.
American warships are also allowed to cut to the front of the line through the Suez Canal in times of crisis, even when oil tankers are stacked up like cars on an interstate highway at rush hour. Without Egypt’s cooperation, military missions could take days longer…
“We need them for the Suez Canal, we need them for the peace treaty with Israel, we need them for the overflights, and we need them for the continued fight against violent extremists who are as much of a threat to Egypt’s transition to democracy as they are to American interests,” said Gen. James N. Mattis, who retired this year as head of the military’s Central Command.”
The New York Times, 8/17/2013, http://www.nytimes.com/2013/08/17/world/middleeast/us-officials-fear-losing-an-eager-ally-in-the-egyptian-military.html?hp&_r=0
USA-UAE Relations
The United States has enjoyed friendly relations with the U.A.E. since 1971.
Private commercial ties, especially in petroleum (the U.A.E. is the only GCC state to allow private-sector participation in its oil and gas sector), have developed into friendly government-to-government ties, which include security cooperation.
The U.A.E. is the United States’ single largest export market in the Middle East and North Africa region, with $14.4 billion in exports (in 2008) and more than 1000 U.S. firms operating locally (in 2013).
There are nearly 50 weekly non-stop flights to the U.A.E. from six U.S. cities.
The U.A.E. is a leading partner in U.S. counterterrorism efforts, providing assistance in the military, diplomatic, and financial arenas since September 11, 2001. In 2009, the U.A.E. was the largest foreign buyer of U.S. defense equipment. U.A.E. ports host more U.S. Navy ships than any port outside the U.S.
Source: Background Note: United Arab Emirates, March 16, 2011, http://www.state.gov/r/pa/ei/bgn/5444.htm
U.S. Relations With United Arab Emirates, June 11, 2013, http://www.state.gov/r/pa/ei/bgn/5444.htm
According to one U.S. Embassy official in Abu Dhabi, there are some 40,000 American citizens living in the United Arab Emirates in 2011, up from some 30,000 a few years ago.
The Israel Lobby in the United States
Paul Findley’s They dare to speak out (1985)
Edward Tivnan’s The Lobby (1987)
Jonathan Jeremy Goldberg’s Jewish power (1996)
James Petras’s The Power of Israel in the United States (2006)
Mearsheimer & Walt’s The Israel lobby and U.S. foreign policy (2007).
Mark Green (ed.)’s Persecution, Privilege ...
Similar to China-AFRICOM ResponseFirst read the following two papers. You.docx (15)
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
This document provides instructions for Assignment 2.1: Stance Essay Draft in an ENG 115 course. Students are asked to write a 3-4 page stance essay arguing a position on a topic and supporting it with evidence from the required WebText sources. The document outlines the requirements for the essay, including using third person point of view and a formal tone, writing an introduction with a clear thesis statement, including supporting paragraphs for each thesis point, using effective transitions and logical organization, and concluding in a way that leaves a lasting impression. Students are evaluated based on meeting criteria in these areas as well as applying proper grammar, mechanics, punctuation, and formatting according to SWS guidelines.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
This document provides guidelines and a rubric for Milestone Three of the ENG 510 Final Project. In this milestone, students are asked to analyze both a classic and contemporary text in terms of narrative structure, character development, literary conventions, and themes. Specifically, students must analyze each text's use of conflict, crisis, resolution, and character development, relate the author's choices to literary conventions of the time period, and evaluate how each text uses these elements to create its intended theme. The submission should be 3-4 pages following specific formatting guidelines and address all critical elements outlined in the rubric.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
Plato and Aristotle were two of the most influential philosophers of Classical Greece. Plato was a student of Socrates and founded the Academy in Athens, considered the first institution of higher learning. He is known for his dialogues that explored philosophical problems through questioning. Aristotle was a student of Plato and later taught Alexander the Great. He wrote on many topics including poetry, theater, and politics. Both made major contributions to Western philosophy and how we understand concepts like knowledge, justice, and the ideal state.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
This document provides guidance for an argumentative research essay assignment on August Wilson's play Fences. Students must choose one of four conflicts - Troy vs Society, Troy vs Himself, Troy vs Family, or Troy vs Death - and argue that it is the main driver of the other elements in the story. The document outlines the requirements, including a 3-4 page essay in APA format with an introduction, thesis, evidence from the play and outside sources, and integration of course concepts. It also provides a rubric for grading and notes on developing an argument, incorporating research, and using proper in-text citations.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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occur natural.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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How to Setup Warehouse & Location in Odoo 17 Inventory
China-AFRICOM ResponseFirst read the following two papers. You.docx
1. China-AFRICOM Response
First read the following two papers. You’ll obviously want to
take notes. It
might also help to outline or diagram the papers and their
arguments.
1. Kofi Nsia-Pepra, “Militarization of U.S. Foreign Policy in
Africa: Strategic
Gain or Backlash.”
Military Review
. Army University Press, January-
February 2014. 50-59.
2. Drew Petry, “Using AFRICOM to Counter China’s
Aggressive African
Policies.”
Airman Scholar
. US Air Force Academy, Fall 2011. 25-30.
Next, respond to these articles in a thoughtful (and well-
organized!) way.
Assume you are being asked to make policy—or at least to
select
representatives who will review and make policy.
A number of different questions may be productive to answer,
though the
format of your response is open-ended and I imagine there are
other
questions you could also consider.
•
What is the problem-in-need-of-a-solution that frames each
paper?
•
What is each paper’s primary argument—that is, what position
or
policies does it support to solve whatever problem it means to
2. address?
•
Do the papers share any common ground? Where do they
diverge?
•
How is China rendered in each article?
•
How does each paper envision the role of AFRICOM in US
foreign
policy?
•
What kinds of evidence do these papers present?
•
What kinds of questions arise from each? In other words, what
else
would you need to know to evaluate each paper’s validity?
•
How might either one of these papers be more of less relevant
in the
context of a new presidential administration in the United
States? See
https://www.forbesafrica.com/politics/2017/10/04/trumps-
africa-
policy-still-incoherent-key-signals-emerging/ and
https://www.counterpunch.org/2017/10/20/chinese-dreams-and-
american-deaths-in-africa/
I expect that most responses will fall between 900 and 1200
words. No
outside research is necessary, but you will probably find
yourself drawing
on material from class, including discussions, readings, and
videos.
FORMAT
Double-spaced, with no extra space between paragraphs. Should
be in .doc,
.docx, or .pdf format.
3. 12-point, Times New Roman font
References to material from class should be clear. Use page #’s
in
parentheses from readings. No works cited is necessary.
50 January-February 2014 MILITARY REVIEW
Kofi Nsia-Pepra, Ph.D., LLM
Dr. Kofi Nsia-Pepra is an assistant professor of political science
at Ohio Northern University. He holds a master of
laws degree from Essex University UK and a Ph.D. in political
science from Wayne State University. He served as a
flight lieutenant in the Ghana Air Force, was with the United
Nations Assisted Mission in Rwanda as a military hu-
man rights observer, and served as Ghana’s Air Force
detachment commander with ECOMOG in Sierra Leone. His
article “Robust Peacekeeping? Panacea for Human rights
Violations,” Journal of Peace and Conflict Studies, Vol.18,
No. 2, Fall 2012, examines the conviction that robust
peacekeeping—a strong and forceful peacekeeping force—
works
better than UN traditional peacekeeping in reducing human
rights violation, specifically, civilian killing.
M ANY THINK AMERICAN foreign policy objectives reflect
America’s values and ideals. The United States globally
promotes human rights, democracy, international
justice, rule of law, and free trade. Achieving these liberal ends
would require liberal poli-
cies. Ironically, U.S. foreign policymakers, informed by
neorealist motivations, employ realist
mechanisms, especially military force, to pursue its putative
4. liberal goals, undermining the at-
tainment of those liberal ends. U.S. policies toward Africa
historically followed a “hands off”
approach until the onset of the Cold War. U.S. anti-communists
stratagem led to its involve-
ment in Cold War African security issues, evidenced in the
Angolan war and the militarization
of some client states and factions. In the post-Cold War era,
America had limited political,
humanitarian, security, and economic interests in Africa.
Expectedly, its interest in African
security issues dimmed with minimal military involvement in
Africa. Eastern Europe and Asia
gained primacy in America’s foreign policy, demoting African
security issues to the periphery
of its foreign policy. In 1995, the Defense Department asserted
that American security and
economic interests in Africa were limited: “At present, we have
no permanent or significant
military presence anywhere in Africa: We have no bases; we
station no combat forces; and we
homeport no ships. . . .Ultimately we see very little traditional
strategic interest in Africa.”1
Militarization of
U.S. Foreign Policy in Africa:
Strategic Gain or Backlash?
51MILITARY REVIEW January-February 2014
AFRICOM
Contrary to Africa’s strategic insignificance to
the United States in the post-immediate Cold War
5. era, it gained primacy in post-9/11 due to terrorism,
energy sources, and China’s creeping influence into
Africa.2 Defense secretary Robert Gates warned
against the risk of “creeping militarization” of U.S.
foreign policy and recommended the State Depart-
ment lead U.S. engagement with other countries.3
This article is an examination of the militarization
of America’s foreign policy and the ramifications
for its strategic interests in Africa. It observes that
America’s military involvement in Africa, despite
some strategic gains, has backfired due to the
inherent contradiction of the use of realist means to
achieve liberal ends. The article recommends that
it would be prudent for America to deemphasize
“hard power” and heighten “soft power” to achieve
its interests in Africa.
Why Militarization?
U.S. militarization of Africa is intended to fight
terrorism, secure oil resources, and counter China’s
influence in the continent.4 Africa’s relevance in
U.S. national security policy and military affairs
gained primacy during the Bush administration.
Vice Adm. Robert T. Moeller, while serving as
deputy commander for Military Operations, U.S.
Africa Command, listed oil disruption, terrorism,
and the growing influence of China as challenges to
U.S. interests in Africa. The spillage of Al-Qaeda’s
heinous activities in the Middle East into Africa in
1998 with Al-Qaeda’s bombing of U.S. embassies
in Nairobi and Dar es Salaam changed America’s
disengagement policy with Africa. America’s
involvment in Africa was accentuated by the 9/11
attacks and the emerging hotbeds of terrorism in
East Africa.
6. America views weak and failed African states as
incubators of threats to its geo-strategic interests in
Africa. Weak and failed states are prone to growth
of terrorism and international criminal activities
such as drugs and money laundering, all of which
threaten America’s interests. Susan Rice, former
assistant secretary of state for African Affairs,
states:
Much of Africa has become a veritable
incubator for the foot soldiers of terrorism.
Its poor, young, disaffected, unhealthy,
uneducated populations often have no stake
in government, no faith in the future, and
harbor an easily exploitable discontent with
the status-quo . . . these are the swamps we
must drain . . . to do otherwise, is to place our
security at further and more permanent risk.5
The lethality of terrorism attained a new height
following the 9/11 attacks on the United States, and
the composition of the attackers reinforced the argu-
ment. Al-Qaeda, for example, enjoyed the hospital-
ity of Sudan, where it organized to launch attacks
on U.S. embassies in Nairobi and Dar es Salaam.6
Data on global terrorists’ attacks show that, from
1991 to 2007, most terrorists came from weak and
failed states such as Somalia, Afghanistan, Sudan,
and Algeria.7
An analysis of foreign jihadists in Iraq estimated
that 25 percent were from Africa, particularly from
North Africa and the horn of Africa. The strategi-
cally located east African seaboard near the ship-
7. ping lanes of the giant tankers that supply oil to the
United States from the Middle East has become
the hub of terrorists and pirates threatening U.S.
interests.8
A recent U.S. Central Command report antici-
pated a high regrouping of African trained jihad-
ists into the Horn.9 Consequentially, U.S. military
involvement in Africa has increased in the horn
region and parts of North Africa to counter growth
of Islamic fundamentalism and terrorism.10
U.S. militarization of Africa is also fueled by
Africa’s growing petroleum reserves. Africa today
accounts for about 15 percent of U.S.-imported
oil, and with the politicization of supplies from
the Middle East, the United States relies on Africa
for its energy needs. Coincidentally, nearly all of
Africa’s oil reserves are in countries experiencing
violence or instability, such as Sudan and Nigeria.
As Joanne Gowa and Edward D. Mansfield argue,
economic transactions generate security concerns
since trade thrives in secured environments.11
America is concerned with the insecurity of trading
partners and violence in those countries, prompting
U.S. intervention.12 U.S. current security commit-
ments in the Niger Delta region are to ensure its
continuous access to the region’s oil resources.
Perceived threats of terrorist attacks by northern
Nigerian Islamic fundamentalists on U.S. interests
in West Africa, coupled with criminal activities by
self-styled warlord Alhaji Dokubo-Asari’s group
52 January-February 2014 MILITARY REVIEW
8. that steals crude oil and kidnaps foreign oil work-
ers for ransom in the Delta region, threaten U.S.
investments and oil supplies.13
In a realist world, countering the influence of its
strategic rivals, especially China, reminiscent of
the Cold War, has renewed U.S. interest in Africa.
The rapidly growing economies of countries such
as Malaysia and China strategically compete with
America for Africa’s energy and other natural
resources. China, in particular, poses a formidable
challenge to U.S. interests in Africa. African lead-
ers seem to cater to China because its aid and
● Joint overt and covert military operations with
selected security allies.
In 1996, the United States launched the African
Crisis Response Initiative (ACRI) program to
address challenges of peacekeeping and conflict
management in Africa. Fears that the ethnic massa-
cres occurring in Rwanda in 1994 might also occur
in neighboring Burundi prompted its formation. In
addition, America’s reluctance to get involved in
African local conflicts following the 1993 Somali
debacle where 18 U.S. Army rangers died in Soma-
lia. The ACRI enabled selected African military
forces to respond to crises through peacekeeping
missions in Africa. The selection criteria of coun-
tries participating were democratic governance
and the preparedness of the military to submit to
civilian control. Benin, Ghana, Senegal, Malawi,
and Mali were the countries selected. Several coun-
tries initially considered for participation became
ineligible. However, because Uganda and Ethiopia
9. were U.S. military allies they were included in the
selection even though they did not pass the test.
Several antiterrorism programs were initiated,
including the Combined Joint Task Force-Horn of
Africa, consisting of 1,200 to 1,800 U.S. and allied
troops in Djibouti to patrol, interdict, and strike at
threatening targets in the Horn of Africa.18 The task
force led the U.S. engagement with Somalia,, estab-
lishing three permanent contingency operating loca-
tions at Kenyan’s Manda Bay Naval Base and Hurso
and Bilate in Ethiopia. From these locations the task
force trained allied troops and initiated attacks on
Somalia.19 The Pan Sahel Initiative deployed U.S.
Special Army Forces with the Special Command
Europe to Mali and Mauritania, engaging in coun-
terinsurgency wars in Mali and Niger against the
Tuareg rebels. The Trans Sahara Counter Terrorism
Initiative that replaced the Pan Sahel Initiative in
2004 has American military personnel assigned to
11 African nations—Algeria, Burkina Faso, Libya,
Morocco, Tunisia, Chad, Mali, Mauritania, Niger,
Nigeria, and Senegal—to counter the activities of
Islamist militants in the Sahel Sahara region in
Northwest Africa. For example, American forces,
in a joint operation with Chadian forces, killed 43
alleged militants in the Chad-Niger border.20 The
Joint Task Force Aztec Silence, created in Decem-
ber 2003, under the European Command, conducts
surveillance operations and, in coordination with
investment in Africa exclude conditionality such
as good governance and human rights commonly
associated with U.S. investment programs, which
are viewed by African leaders as imperialistic and
neocolonialistic.14 China’s investment approach
10. offers Africa equal opportunity and stake in their
development in view of China’s subtle diplomacy
of noninterference in Africa’s domestic issues.
China’s investment and aid programs have been
well received because they include infrastructure
projects, long ignored by the United States and
other Western aid programs.15
U.S. Military Involvement in
Africa
U.S. aid to Africa has been observed to be
increasingly militarized.16 In fact, its military is
involved in a range of activities that were per-
ceived to be the exclusive prerogative of civilian
agencies and organizations in the past.17 America’s
military involvement in Africa includes—
● Sales of arms.
● Military training and advice.
● Establishment of security commands and
intelligence.
China…poses a formidable
challenge to U.S. interests in
Africa.
53MILITARY REVIEW January-February 2014
AFRICOM
U.S. intelligence agencies, shares intelligence
with local military forces.21 America has military
11. ties with Nigeria and other oil-producing west and
central African states that include bilateral military
assistance, naval operations of the Africa Partner-
ship Station, and other initiatives to promote mari-
time safety and ensure uninterrupted oil supplies.
U.S. military involvement on the continent as
of 2006 was divided among three commands:
the European Command, Central Command, and
Pacific Command. On 6 February 2007, the Bush
administration created a new unified combatant
command—Africa Command (AFRICOM)—to
promote U.S. national security objectives in sur-
rounding areas. AFRICOM’S foremost mission
helps Africans achieve their own security and sup-
port African leadership efforts.22 However, accord-
ing to Maj. Gen. Mike Snodgrass, chief of staff
of Headquarters, U.S. AFRICOM, the command
conducts “sustained security engagement . . . to
promote a stable and secure African environment
in support of U.S. foreign policy.”23 Gen. Carter F.
Ham, former AFRICOM commander, stated that
the command’s immediate focus was on “the great-
est threats to America, Americans, and American
interests. . . . Countering threats posed by al-Qaida
affiliates in east and northwest Africa remains my
No. 1 priority,” including Al-Qaeda in the Islamic
Maghreb, Somalia-based al-Shabaab, and Boko
Haram in Nigeria.24 AFRICOM, in coordination
with U.S. military and intelligence agencies, has
initiated numerous major projects and programs to
implement these policiy objectives. These include
establishing Camp Lemonier at Djibouti as the base
for AFRICOM and allied military units in Africa,
creating an AFRICOM liaison unit at the African
12. Union headquarters in Ethiopia, and establishing
bases in Seychelles, Djibouti, and Ethiopia for oper-
ating drones for surveillance and attack operations.25
The United States is also involved in both covert
and overt military operations with security allies.
Joint American-Kenyan military operations at the
Kenya-Somalia border were targeting militant
Islamists in Somalia.26 U.S. troops also pursued
Army Gen. William E. (Kip) Ward, former commander, U.S.
Africa Command, talks with Ugandan People’s Defence Force
Col. Sam Kavuma
as they tour the Gulu District, Uganda, 10 April 2013. (U.S.
Army)
54 January-February 2014 MILITARY REVIEW
Al-Qaeda and affiliated suspects in Sudan from
2002 to mid-2003.27 The United States backed the
insurgency by the Sudan People’s Liberation, the
guerrilla force that fought the northern Khartoum
government, but the Bush government allied with
the Khartoum government in the U.S.-led Global
War on Terrorism.”28
Darfur reportedly has the fourth-largest copper
and third-largest uranium deposits in the world.29
Sudan is China’s fourth biggest supplier of
imported oil. U.S. companies controlling the pipe-
lines in Chad and Uganda seek to displace China
through the U.S. military alliance with “frontline”
states hostile to Sudan—Uganda, Chad, and
Ethiopia.30 America’s increasing militarization of
13. its foreign policy globally has been criticized by
some American foreign policy decision makers
and practitioners.
Strategic Gain or Backlash?
Despite some short-term modicum of success
like the flow of oil from strategic allies such as
Nigeria and Angola or the killing of leading ter-
rorists figures in Africa, U.S. militarization policy
has elicited backlash against its strategic interests
on the continent. Defense Secretary Gates warns
against the risk of a “creeping militarization” of
U.S. foreign policy and recommends the State
Department lead U.S. engagement with other coun-
tries. Ambassador Ronald E. Neumann denounces
the progressive militarization of U.S. foreign
policy over the past 20 years and underlines the
perils it has wrought.31 According to Mark Malan
“The danger is this strategy will not achieve the
security objectives of addressing the root causes of
terrorism, and it certainly won’t address the devel-
opmental objectives of U.S. foreign policy.”32 We
observe mounting adverse ramifications for U.S.
geo-strategic security interests in Africa.
America’s Cold War military policy correlates
with contemporary cycles of violence, crimes,
and conflicts plaguing Africa today. Throughout
the Cold War (1950-1989), the United States
delivered over $1.5 billion worth of weaponry to
its top arms clients—Liberia, Somalia, Sudan, and
Zaire (DRC)—that constitute the flashpoints of
violence, instability, and state collapse in Africa.
The ongoing DRC civil war exemplifies the devas-
tating legacy of U.S. arms sales policy to Africa.33
14. The U.S. military sustained the violent regime of
Mobutu Sese Seko— who brutalized Zairians and
plundered the economy for three decades—with
military arms ($300 million) and training (worth
$100 million) until overthrown by Laurent Kabila’s
forces in 1997.34
U.S. weapons transfers and continued military
training to parties of the conflict have helped
fuel the fighting. The United States helped build
the militaries of eight of the nine states directly
involved in the war that has ravaged the DRC since
Kabila’s coup. In 1998 alone, U.S. weapons to
Africa totaled $12.5 million, including substantial
deliveries to Chad, Namibia, and Zimbabwe—all
backing Kabila. On the rebel side, Uganda received
nearly $1.5 million in weaponry over the past two
years, and Rwanda was importing U.S. weapons as
late as 1993 (one year before the brutal genocide
erupted).
U.S. military transfers in the form of direct
government-to-government weapons deliveries,
commercial sales, and funds from the International
Military Education and Training (IMET) program
to the states directly involved in the DRC conflict
has totaled more than $125 million since the end
of the Cold War.35
Somalia is now a failed state and, like Sudan, it
has become a den for terrorism and other criminal
activities such as piracy, threatening America’s stra-
tegic interests. U.S. arms sales and military training
for officers of strategic allies correlate human rights
violations, poor governance, and anti-democratic
15. coups in Africa. An IMET trainee, Capt. Amadou
Sanogo, led the antidemocratic coup in Mali in
March 2012. This ignited U.S. congressional con-
cerns that the United States “may not be adequately
assessing long-term risks associated with providing
training and military equipment for counterter-
rorism purposes to countries with poor records of
human rights, rule of law, and accountability.”36
The U.S. discriminatory selection of countries
participating in African Crisis Response Initia-
tive bred animosity and tension among African
countries. The division undermined Africa’s col-
lective efforts to confront emerging threats on the
continent. Non-U.S. security allies do not cooper-
ate with the United States. Moreover, some U.S.
allies, informed by the U.S. foreign policy axiom
of permanency of interests, are suspicious of U.S.
55MILITARY REVIEW January-February 2014
AFRICOM
intentions and view its presence as exploitative
and imperialistic. The African Crisis Response
Initiative was not universally popular in Africa.
The selection criteria for countries participating in
ACRI raised questions about U.S. interests on the
continent. Some African states and even France
suspected that ACRI’s design gave the United States
a military foothold in Africa reminiscent of the
colonial and Cold War eras. It was conceptualized
as U.S. expansionism and exploitation of Africa’s
newfound energy sources. Opposition politicians
16. in African states receiving training as well as the
states excluded from the program were critical of
Washington for using ACRI to gather military intel-
ligence to advance other exclusive U.S. interests
in Africa.
No single issue or event in recent decades in
Africa has provoked so much controversy and
unified hostility and opposition as the AFRICOM.
The intensity and sheer scale of the unprecedented
unity of opposition to AFRICOM across Africa
surprised many experts. African nations have been
repeatedly opposed to the hosting of U.S. bases
on the African continent and the militarization
of their relations with the United States. Because
of this dissent, AFRICOM is located in Stuttgart,
Germany. Civil society leaders and journalists in
Africa have objected that AFRICOM will pursue
narrowly defined U.S. interests at the expense of
both the sovereignty and welfare of the African
nations.37 Regional organizations have been most
vocal in their critique of AFRICOM. The Southern
African Development Community, including U.S.
ally South Africa, stated that “it is better if the
United States were involved with Africa from a
distance rather than be present on the continent.”
The Southern African Development Community
defense and security ministers urged other states
not to host AFRICOM since it would have a nega-
tive effect.38 The economic community of West
African states (including Nigeria, a strong U.S.
ally), opposed AFRICOM.
African citizens and civil societies also objected
to AFRICOM. Ezekiel Pajino of the Center for
17. Empowerment in Liberia calls AFRICOM “a deadly
plan of U.S. military expansion on African soil.”
U.S. Army Maj. Thamus J. Morgan, a veterinarian from the
411th Civil Affairs Battalion in support of Combined Joint Task
Force-Horn of Africa, greets children
from Kakute Primary School in Kakute, Uganda, 23 April 2013.
(U.S. Navy, Petty Officer 1st Class Tom Ouellette)
56 January-February 2014 MILITARY REVIEW
Pajino states “AFRICOM will be the legacy of
Bush’s failed foreign policy that threatens future
generations of the continents.”39 Ikechukwa Eze
states, “Apprehension exists about the extent
to which AFRICOM may violate rules of sov-
ereignty and its attempt to replace the African
Union.”40 These observations raise concerns about
sovereignty, Africa’s welfare, the role of private
military contractors, U.S. military administered
development assistance, and U.S.-controlled Afri-
can resources at the expense of ordinary Africans,
especially in the face of China’s presence in Africa
for energy sources. America’s Africa Command,
in conceptual terms and actual implementation,
is not intended to serve Africa’s best interests. It
just happens that Africa has grown in geopolitical
and geo-economic importance to America and her
allies. Africa has been there all along, but the United
States with the notable exception of the Cold War
era, always had a hands-off policy toward Africa.
Severine Rugumamu, Professor of Development
Studies at the University of Dar es Salaam, Tan-
zania, understandably observes that “a consistent
18. axiom guiding U.S. foreign policy toward Africa
is permanency of interests and not friends or ene-
mies,”41 implying shifts in engagements in Africa
in accordance with shifts in its strategic interests.42
U.S. military covert operations with strategic
allies have adversely affected U.S. credibility and
reputation on the continent. The U.S. military,
Ugandan, and Rwandan forces covertly invaded
Zaire (now Congo) in 2007. On 5 September 2007,
U.S. covert military forces, Ugandan troops, and
rebels aligned with chief rebel Jean-Pierre Bemba
and occupied Congo’s oil- and gold-rich Semliki
Basin.43
U.S. military involvement indirectly correlates
with the protractedness and structural linkages of
the conflicts in the region, creating an environ-
ment of insecurity and instability prone to terrorist
recruitment and crimes such as piracy and money
laundering that are detrimental to America’s geo-
strategic interests on the continent. Countries mili-
tarily allied to the United States are involved in the
Congolese and Sudanese/Darfur conflicts. Rwandan
and Ugandan troops invaded Congo in 1998 and
triggered ongoing cross-border fighting that persists
to this day. Rwanda and Uganda are both U.S. and
British military client states. Uganda military forces
occupied the Congo oil- and mineral-rich towns
of eastern Congo. It internally fights the Lord’s
Resistant Army rebels, and has been accused of
“genocide” against the Acholi people. Rwanda is
fighting in eastern Congo, meddling in Burundi, and
has some 2,000 forces in Darfur. Ethiopia is at war
with Somalia and poised to reinvade Eritrea. Ethio-
19. pia, Uganda, and Chad are the “frontline” states
militarily disturbing Sudan. Sudan in turn backs
guerrilla armies in Uganda, Chad, and Congo. U.S.
support for factions and shifting loyalties with par-
ties in the Darfur and Sudan conflicts have affected
Sudan’s insecurity and instability.
The United States seems to replicate the Cold
War strategic mistakes with high risks of getting
deeply into African conflicts, supporting repressive
regimes, excusing human rights abuses, diverting
scarce budget resources, building resentment, and
undermining long-term U.S. interests in Africa.44
Oxfam and other charitable groups signed a
report called “Nowhere to Turn” that was very criti-
cal of the militarization of aid because it puts civil-
ians at greater risk.45 Elsewhere, in Afghanistan,
the Taliban targets schools and hospitals erected
by the U.S. Army or associated private contractors,
but those erected by civilian or nongovernmental
organizations are rarely harassed.46
Counterinsurgency analyst David Kilcullen has
warned that heavy-handed military action, such as
air strikes that kill civilians and collaboration with
counterinsurgency efforts by incumbent regimes,
far from diminishing the threat of terrorism, helps it
grow.47 Undoubtedly, we witness increasing terror-
ism in Africa despite U.S. military presence. These
conditions of insecurity and instability threaten
America’s geo-strategic interests in Africa, demand-
ing strategic change in its dealings with Africa.
Policy Implications—Demand for
Soft Power
20. Defense secretary Gates stresses civilian aspects
of U.S. engagement and recommends that the
State Department lead U.S. engagement with other
countries. He argues, “We cannot kill or capture
our way to victory” in the long-term campaign
against terrorism,” suggesting increased civilian
efforts.48 Despite its lofty agenda, AFRICOM’s
stratagem excluded state capacity building and
socio-economic development of the impoverished
57MILITARY REVIEW January-February 2014
AFRICOM
people. Refugees International reports that U S.
aid to Africa is becoming increasingly militarized,
resulting in skewed priorities and less attention
given to longer-term development projects that
could lead to greater stability across the continent.49
Malan argues that “this strategy will not achieve the
security objectives of addressing the root causes of
terrorism and it certainly won’t address the devel-
opmental objectives of U.S. foreign policy.”50 Gates
observes that “America’s civilian institutions of
diplomacy and development are undermanned and
underfunded relative to both the military budget and
U.S. relative responsibilities and challenges around
the world.”51 The Pentagon, which controlled about
3 percent of official aid money a decade ago, now
controls 22 percent, while the U.S. Agency for Inter-
national Development’s share has declined from 65
percent to 40 percent.52
21. Obviously, it would be naïve to ignore the rel-
evance of military force in overseas contingency
operations, but U.S. failure to address the causes
of growing insurgency in Africa is also a strategic
miscalculation. Gates recommends bolstering the
civilian efforts that he considers vital to U.S. success
overseas. According to Gates, “the most persistent
and potentially dangerous threats will come less
from emerging ambitious states, than from failing
ones that cannot meet their basic needs much less the
aspirations of their people.”53 The priority is rather
to resolve the problems of poverty, promote good
governance, help build weak state capacities, and
promote responsible use of the country’s wealth to
develop the human capacity of all the citizenry. Weak
and failed states, due to their inherent weaknesses,
are safe havens for terrorism and international crimi-
nal activities such as drugs and money laundering,
which finance terrorism. The U.S. must work with
African states to arrest the decline in state capacities.
The State Department and United States Agency
for International Development’s unprecedented
Quadrennial Diplomacy and Development Review
to enhance civilian capabilities of U.S. statecraft
are most welcomed. The review must design a clear
vision that will help build stronger and more effective
governance in weak states, reduce corruption, pro-
mote rule of law, stimulate economic development,
reduce poverty, and promote long-term develop-
ment.54 International coordination and trust-building
are what makes America strong, and Judah Grunstein
articulates this very well by stating :
Much of our national security strategy
depends on securing the cooperation of other
22. nations, which will depend heavily on the
extent to which our efforts abroad are viewed
Chebelley villagers and Djiboutian guests line the road singing
and clapping for the arrival of the official party for the
Chebelley Clinic grand
opening ceremony, Chebelly Village, Djibouti, 18 April 2012.
(U.S. Air Force, Senior Airman Lael Huss)
58 January-February 2014 MILITARY REVIEW
as legitimate by their publics. The solution is
. . . the steady accumulation of actions and
results that build trust and credibility over
time.55
To enlist the cooperation of Africa in achieving its
interests, the U.S. should formalize good relations
with all African states and design a framework that
harmonizes their security interests, which includes
Africa’s human-security needs. This requires an
operational paradigm shift from primarily selec-
tive bilateral military policy to one that prioritizes
collaborative and multilateral actions with both
Africa and global partners. All African states’
issues demand equal attention if the United States
is to obviate the imminent threats to its interests in
Africa. The challenges we face today are complex
and demand collective efforts and use of both hard
and soft powers. Selectivity and militarization
alone would fail to overcome these challenges. It
is prudent the United States debunks its neoreal-
ist “hard power” policy and adopts liberal “soft
power” policies in line with its idealist values and
23. ends to capture Africa’s support in fulfilling its stra-
tegic aspirations on the continent. President Bush
acknowledged the ineffectiveness of America’s
over-reliance on force alone as a foreign policy,
stating that the promotion of freedom was “not
primarily the task of arms,” and the United States
would not impose its own style of government
upon the world. “Our goal instead is to help others
find their own voice, attain their own freedom, and
make their own way.”56 To demonstrate real com-
mitment to develop a new partnership with Africa,
the United States needs to redirect the focus away
from strengthening military capacity and toward
promoting human development in Africa. The
United States, as the only super power in a unipolar
world, stands to benefit from a stable, developed,
and peaceful Africa. The United States could help
create the conditions needed for peace and stabil-
ity by restricting the flow of military weapons and
training and increasing support for sustainable
development policies. The United States can also
champion a cause of international arms sales code
of conduct based on human rights, nonaggression,
and democracy. The United States should provide
increased development assistance to Africa and
encourage civil-society building.
Conclusion
The United States increased military involvement
in Africa to suppress terrorism, seek energy sources,
and counter China’s influence in Africa. Other
nations conceptualized these actions as exploitative
and imperialistic, aimed at controlling Africa’s
energy resources. The U.S. involvement also raised
24. concerns about challenges to sovereignty, welfare,
and the survival of the African Union. America’s
covert and overt military alliances and joint opera-
tions with selected military allies affected spillage,
intensity, protractedness, and duration of the Congo,
Sudan, and Darfur conflicts. The U.S. militarization
policy has backfired, undermining the attainment of
its strategic interests. To elicit Africa’s support, the
United States needs to debunk its neorealist “hard
power” policy and adopt liberal “soft power” poli-
cies such as assisting Africa in its socio-political
economic development. MR
NOTES
1. Office of the Assistant Secretary of Defense (Public Affairs),
1995, “U.S.
Security Strategy for Sub-Saharan Africa,”
<www.defense.gov>.
2. David Wiley, 2012, “Militarizing Africa and African Studies
and the U.S.
Africanists Response,” African Studies Review, 55 (2): 147-61
3. Stephanie McCrummen, 2008, Report: U.S. Africa Aid is
Increasingly Mili-
tary, Washington Post Foreign Service,
<http://www.washingtonpost.com/wpdyn/
content/article/2008/07/17/AR2008071702550.html>.
4. “Making Peace or Fueling War in Africa,” Foreign Policy in
Focus, 13
March 2009.
5. Susan E. Rice, 2001, Testimony before the subcommittee on
Africa of
25. the international relations committee, United States House of
Representatives.
6. M.G. Marshall, Global Terrorism: An Overview and
Analysis, Report from
the Center for International Development and Conflict
Management, University of
Maryland, 2002,
<http://www.cidcm.umd.edu/inscr/papers/GlobalTerrorismmgm.
pdf>.
7. Ibid.
8. Anthony Lake and Christian T. Whitman, chairs; Princeton N.
Lyman and
Stephen Morrison, project directors, More Than
Humanitarianism: A Strategic
U.S. Approach Toward Africa (New York: Council of Foreign
Affairs, 2006), xiii.
9. Ibid.
10. Amendee Bollee, “Djibouti: From French Outpost to U.S.
Base,” Review of
African Political Economy 30, no. 97 (2003).
11. Joanne Gowa and Edward D. Mansfield, “Power Politics and
International
Trade,” American Political Science Review 87(1993): 408-20.
12. John Oneal and Bruce M. Russett, “The Classical Liberals
Were Right:
Democracy, Interdependence, and Conflict, 1950-1985,”
International Studies
Quarterly 41 (1997).
26. 13. Lake, Whitman, Lyman, and Morrison, 31.
14. Princeton N. Lyman and Dorff Patricia, Beyond
Humanitarianism: What
You Need to Know About Africa and Why It Matters (New
York: Brookings Institu-
tion Press, 2007), ix.
15. Ibid.
16. McCrummen.
17. Judah Grunstein, “The Militarization of American Foreign
Policy” World
Politics Review (2008).
<http://www.worldpoliticsreview.com/blog/2438/the-
militarization-of-american-foreign-policy>.
18. Bollee.
19. “Making Peace or Fueling War in Africa.”
59MILITARY REVIEW January-February 2014
AFRICOM
20. Ibid.
21. Ibid.
22. U.S. State Department.
23. Maj. Gen. Mike Snodgrass, 2008, in Wiley, “Command
Overview: United
States Africa”.
24. Wiley, 154.
25. Ibid., 155.
26. Jeevan, “Idyllic Hub of War on Terror,” The Guardian 6
27. (January 2004).
27. Africa Confidential, 2004.
28. Ibid., 12
29. Abu Iskandar as-Sudani “Darfur: The New American French
Protectorate,”
Damascus, 1365 (2005): 22-25.
30. Keith Harmon Snow, “Darfurism, Uganda and U.S. War in
Africa, The
Specter of Genocide” Global Research, 2007, 12.
31. Michael Hughes, “Ambassador Blasts U.S. Militarization of
Foreign Policy
and Development,” 18 February 2011,
<http://www.huffingtonpost.com/michael-
hughes/ambassador-blasts-us-mili_b_824938.html>.
32. Refugees International 2008, “The Report, U.S. Civil-
Military Imbalance
for Global Engagement: Lessons from the Operational Level in
Africa,” Global
Research Global Research in Stephanie McCrummen.
33. William D. Hartung and Bridget Moix, U.S. Arms to Africa
and the Congo
War: Deadly Legacy, Weapons Reports, Arms Trade Resource
Center, 2000.
34. Department of Defense, Foreign Military Sales, 1999.
35. Ibid.
36. Senate Foreign Relations Subcommittee on Africa, 2009.
37. African Voices on AFRICOM, 22 February 2008,
<http://www.africaaction.
org/newsroom/docs/AFRICOMStatement082.pdf>.
28. 38. See
<http://www.info.gov.za/speeches/2007/07083016151001.htm>.
39. Africa Action correspondence with author.
40. See
<http://www.finalcall.com/artman/publish/article_4289.shtml>.
41. Severine Rugumamu, “African Peacekeeping,” in Donald
Rothchild and
Edmond J. Keller, eds., Africa-U.S. Relations: Strategic
Encounters (Boulder and
London: Lynne Rienner Publishers, 2006), 23.
42. Ibid.
43. Ibid., 7
44. “Making Peace or Fueling War in Africa.”
45. Hughes.
46. Ibid.
47. Robert G. Berschinski, SSI books and monographs,
“AFRICOM’s Dilemma:
The Global War on Terrorism, Capacity Building,
Humanitarianism, and the Future
of U.S. Security Policy in Africa,” 27 November 2007 (Strategic
Studies Institute).
48. Ann Scott Tyson, “Gates Warns of Militarized Policy,”
Washington Post, 16
July 2008,
<http://www.washingtonpost.com/wpdyn/content/article/2008/0
7/15/
AR2008071502777.html>.
49. Refugees International Report 2008.
50. Ibid.
51. McCrummen.
29. 52. Ibid.
53. Tyson.
54. Gordon Adams, “The Militarization of U.S. Foreign Policy:
Reversing the
Trend,” Huff Post Politics, 2012,
<http://www.huffingtonpost.com/gordon-adams/
the-militarization-of-us_b_451435.html>.
55. Judah Grunstein, “The Militarization of American Foreign
Policy,” World Poli-
tics Review, 16 July 2008, <
http://www.worldpoliticsreview.com/trend-lines/2438/
the-militarization-of-american-foreign-policy>.
56. President Bush, “Bush pledges to spread democracy,” CNN
Politics, 2005,
<http://articles.cnn.com/2005-01-
20/politics/bush.speech_1_ideologies-that-feed-
hatred-bush-pledges-human-freedom?_s=PM:ALLPOLITICS>.
Africom & China 25
T
he African continent provides
an interesting case study for the
future application of American
power. Gone are the days of large-scale
American invasions of third world coun-
tries like Iraq or Afghanistan. Instead,
American power is shifting toward more
diplomatic and economic pressuring and
30. posturing. Africa is currently the prov-
ing ground for this quasi-application,
and the recent creation of U.S. Africa
Command is the legitimization of this
new approach. In the post-Cold War
world, world powers must come up with
real solutions to problems in the third
world, rather than sweeping them under
the rug for what may seem to be the
greater good. The emerging economic
importance of several African nations
must be nurtured and welcomed, but
also watched closely. Threats to these
developing economies (and democra-
cies, in some cases) include terrorism,
humanitarian crises, and influence from
a possibly mal-intentioned China. U.S.
AFRICOM faces these challenges on
a daily basis, and must expand its role
on the continent to ensure political and
economic stability in support of US
policy.
Formation and Current
Operations of AFRICOM
On 6 February 2007, President
George W. Bush formally announced
his decision to create a Unified Com-
batant Command for Africa called U.S.
Africa Command (AFRICOM).1 US
interest in Africa is largely a product
of two factors: the end of the Cold War
and the terrorist attacks of 11 Sep-
tember 2001. For the most part, US
31. involvement in Africa grew only after
both of these events had occurred. In
fact, in the decade between the Soviet
Union’s collapse and the beginning of
the Global War on Terror (GWOT),
there were only 20 military operations
on the African continent. Department
of Defense war planners publicly stated
that the United States “had very little
traditional strategic interest in Africa,”
and ranked the continent last in the
Clinton Administration’s 1998 inventory
of “Integrated Regional Approaches”
to US security.2 Perhaps the American
strategic assessment of Africa in the
1990’s was distorted by what might be
the only American military interven-
tion well known to the public: the “Black
Hawk Down” incident in Mogadishu,
Somalia in 1993. Along with the 1991
Gulf War, the Battle of Mogadishu was a
first conflict of the information age, and
combatant commanders were given little
chance to take risks, lest the American
public think their sons would soon go
off to fight another Vietnam. For this
reason, American policymakers found
it easier to ignore the African continent
than to intervene in humanitarian situ-
ations, with the 1994 Rwandan geno-
cide standing as the most obvious and
terrible example of the consequences of
non-intervention.
In the intervening years between
the end of American military action in
32. Africa and the 9/11 terrorist attacks,
threats to American security were
allowed to fester in Eastern and North-
ern Africa. Osama bin Laden himself
found refuge in Sudan after leaving his
home country of Saudi Arabia. Bin
Laden spent five years in Khartoum
growing Al Qaeda into a beast capable
of lashing out at the west. His organiza-
tion proved its capabilities with the twin
bombings of US Embassies in Kenya
and Tanzania, and a former associate
once testified in American court that bin
Laden “was busy training terrorists and
even trying to buy material for a nuclear
bomb.”3 After 9/11, the US was forced to
reevaluate its assessment of Africa as a
strategic non-factor and created AFRI-
COM.
From its inception, AFRICOM has
faced an identity crisis. Its mandate is
to promote American interests through
military, diplomatic, and economic
means. The command’s mission state-
ment reads: “AFRICOM, in concert
with other U.S. government agencies
and international partners, conducts
sustained security engagement through
military-to-military programs, military-
sponsored activities, and other military
operations as directed to promote a
stable and secure African environment
in support of U.S. foreign policy.4
33. AFRICOM reflects the security
threats American leaders perceive, and
Using AFRICOM to Counter
China’s Aggressive African Policies
DREW PETRY
Cadet Drew Petry is an Aeronautical
Engineering major in the Class of
2012.
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36. 26 Airman Scholar • Fall 2011
shows the need to prevent Africa from
becoming a haven for international
terrorist organizations. Barkely writes
that “Extreme poverty, ethno-religious
divisions, corrupt and weak governance,
failed states, and large tracts of ‘ungov-
erned space’ combine to offer what many
experts believe to be fertile breeding
grounds for transnational Islamist
terror.”5 AFRICOM’s dual nature is
exposed upon an examination of U.S.
economic interests on the continent.
As of 2006, U.S. imports of African oil
reached 921 million barrels, just under
20 percent of total U.S. consumption;
this figure surpassed oil imports from
the Middle East, meaning Africa is the
largest source for U.S. oil outside the
American continents. Additionally, U.S.
imports from Africa grew by 51 percent
since 2000, while imports from the
Middle East fell by about five percent.6
The third prong of AFRICOM’s mission,
humanitarian aid and development, is
the most complex. AFRICOM is the
first American military command to
heavily include other U.S. government
agencies in the DoD planning process.
In addition to a non-traditional military
role, part of AFRICOM’s identity crisis
comes as a result of its piecemeal con-
37. struction. AFRICOM took chunks of
U.S. European Command, U.S. Central
Command, and U.S. Pacific Command
and combined them into one operation
covering all of Africa except Egypt. The
need for reorganization was highlighted
after conflicts emerged on the ‘seam’
between EUCOM and CENTCOM,
especially in the Darfur region along the
Sudan/Chad border. Over time, Afri-
can crises required more and more of
EUCOM’s resources. In 2006, General
James Jones testified before Congress
that EUCOM’s staff spent more than half
its time on Africa issues, up from almost
none in 2003.7
The map below8 shows a graphical
depiction of the territory each combat-
ant command gave up to create AFRI-
COM.
The map opposite9 shows Africa
with depictions of each nation’s struggle
with nourishment and water supply,
which provides context for some of the
challenges facing AFRICOM and its
governmental partners. The map does
not show areas of political or armed
conflict, but there is often a correlation
between resource shortages and instabil-
ity. The Horn of Africa is a particularly
challenging region because it faces both
severe water stress and high undernour-
38. ishment, in additon to a lack of gover-
nance.
AFRICOM relies on a very small
staff to face these challenges. Its
component commands include ele-
ments from the Army, Navy, Air Force,
and Marines, and it also hosts special
operations forces. “Its staff of 2,000
includes no regular troops, no ‘trigger-
pullers,’ unlike its sibling CENTCOM,
which oversees Iraq and Afghanistan.”10
Another feature which distinguishes
AFRICOM from typical combatant
commands is the lack of permanent
U.S. bases within the command’s area
of responsibility. AFRICOM is head-
quartered in Stuttgart, Germany and
maintains no permanent bases on the
African continent. The closest it comes
to a permanent base is the installation at
Camp Lemonnier, Djibouti, which is the
leased home of the Combined Joint Task
Force—Horn of Africa (CJTF-HOA),
a force inherited from CENTCOM
designed to carry out “political, military,
and economic activities—particularly in
Ethiopia and Kenya—aimed at combat-
ing terrorism and strengthening the
capacity of regional governments and
the well-being of their populations.”11
Until Operation Odyssey Dawn, the
designation of NATO’s intervention
in Libya, which commenced in March
2011, CJTF-HOA was AFRICOM’s only
39. lasting military involvement on the
continent. CJTF-HOA has successfully
prevented al Qaeda and other terrorist
networks from gaining a feared foothold
in the Horn of Africa, mainly through
civic action programs and similar stabil-
ity operations.12 This means that U.S.
power in Africa is centered on the Horn
of Africa, especially Sudan, Somalia, and
neighboring countries.
Chinese Involvement in Africa
China, with its burgeoning econ-
omy and seemingly insatiable thirst for
raw material, is aggressively expand-
ing into African countries with rich
energy and mineral resources. In order
to understand China’s current involve-
ment in the region it is first important
to understand the recent drivers of
China’s engagement on the continent.
In the 1960s, Beijing began to distance
itself from its pro-Soviet policies and
instead opted for a so-called ‘three
worlds’ approach, which recognizes the
importance of the developing world in
international affairs.13 Mao identified
China as a developing country in the
third world and described Africa as an
important player in the struggle against
imperialism, but did not invest heavily
in an economic partnership between the
two regions. Perhaps Mao held on to
AFRICOM
40. Africom & China 27
the ancient belief that China should be
self-sufficient and avoid importing items
which it could manufacture or mine
itself.
This philosophy changed in the late
1970’s when Deng Xiaoping “set China
on a gradualist road of capitalist-ori-
ented development that produced three
decades of near
double-digit growth
and a rise in living
standards that has
brought a nine-
fold increase in per
capita income to
$1,700 in 2005,” and
reduced the number
of people living in
poverty in China
from “280 mil-
lion in 1978 to 140
million in 2004.”14
China’s economy
continues to grow:
The International
Energy Agency
expects China’s oil
imports to triple by
2030. The world
41. has likely never
seen such an explo-
sive growth rate
sustained for such a
long period of time.
“Chinese demand
for raw materials of
all sorts is growing so fast and creat-
ing such a bonanza for farmers, miners
and oilmen that phrases such as “bull
market” or “cyclical expansion” do not
seem to do it justice. Instead, bankers
have coined a new word: supercycle.”15
Increased Chinese involvement in
Africa is in part designed to counter
western dominance. At the 2003 China
Africa Cooperation Forum held in
Addis Ababa, Ethiopia, Chinese Premier
Wen Jiabao said China continues to
invest in Africa in part because “Hege-
mony is raising its ugly head.”16 This
position resonates well with some Afri-
can leaders who dislike the strings which
are often attached to American aid. One
Nigerian businessman says “The US
will talk to you about governance, about
efficiency, about security, about the envi-
ronment. The Chinese just ask: ‘How do
we procure this license?’”17 Additionally,
Zimbabwean President Robert Mugabe
says “China provides a new alternative
direction…the foundation of a new
global paradigm.”18 These two state-
42. ments are not representative of thinking
shared by all African leaders, but they do
explain how easily China has been able
to expand its role on the continent.
China’s first major investment in
African energy came in 1996 when the
China National Petroleum Corporation
invested in Sudan’s oil fields. Today,
Sudan supplies ten percent of China’s
oil requirements. In the years since this
initial investment, Chinese corpora-
tions have expanded their reach into
more oil-rich countries. As a result, 31
percent of China’s oil requirements come
from Africa, with expansion coming
soon after China buys large oil fields
in Nigeria’s delta region.19 The China-
Africa economic relationship is now
quite large. There
are over 800 Chinese
companies doing
business in 49 African
countries, and trade
between China and
Africa has skyrock-
eted from $10 billion
in 2000 to $50 billion
just six years later.20
Trade between China
and Africa is depicted
on the following page,
and demonstrates the
43. growth since initial
Chinese investments
of the early 1990s. It
is important to note
that about half of the
trade relationship
comes from Chinese
exports to Africa.
Many of the items
African countries
import from China
are simple manufac-
tured goods, while a
growing proportion
includes tech products such as televi-
sions and computers. In total, about $15
billion of the goods African countries
import from China are from manufac-
turing or machinery and transportation
sectors.21
Also depicted on the next page is a
by-country breakdown of the amount
of Chinese investment going into
Africa. The red or darker shaded states
show that China is not focusing on one
specific region, or solely on oil produc-
ing nations. China is concerned with
its long term trade relationship with the
DEGREE OF UNDERNOURISHMENT AND WATER STRESS
IN AFRICA
44. 28 Airman Scholar • Fall 2011
continent, and investing in many coun-
tries buys political capital while simulta-
neously undercutting the West’s ability
to create the hegemony Premier Jiabao
spoke of at the 2003 Economic Forum.
A byproduct of China’s long term
trade goals is that Chinese enclaves are
showing up in African cities. The pio-
neer generation of immigrants is estab-
lishing what is known as a bridgehead,
just as Chinese miners and railroad
workers did in 19th century California.
Once the bridgehead is established,
workers will begin to recruit family
members to join the growing business
opportunities in their adopted home.
With up to 50,000 Chinese nationals
already living in countries like Nigeria,
the bridgehead is clearly established and
reports “indicate that a strong preva-
lence for family recruiting is already
underway.”24
There is little doubt that China’s
increased economic presence on
the continent benefits Africa’s poor.
According to analysts working for the
Organization for Economic Cooperation
and Development (OECD), the “intensi-
fied aid and trade links with China have
resulted in higher economic growth
rates, better trade terms, increased
45. export volumes, and higher public rev-
enues. This is far from saying ‘all is well,’
but any quality of life improvement in
some of these nations is to be preferred
over the status quo.”25
China has paired increased invest-
ment with increased political influence
in Africa. Some scholars believe that
China is attempting to portray itself as
an alternative political and economic
model compared to the West. The best
example of China’s desired future role in
African politics is seen by its willingness
to finance the design and construction
of the African Union’s new headquarters
building in Addis Ababa, Ethiopia, at a
cost of $150 million26 (depicted on the
opposite page).27
Some African leaders view success-
ful Chinese involvement in Africa as a
sign that Western political and economic
models will not work on their continent.
They are impressed by China’s ability
to lift 400 million of its citizens out of
poverty and improve the quality of life
for its remaining citizens, all in the span
of 20 years. This economic development
sans democracy warrants concern for
the West and for AFRICOM. Western
leaders must be aware of the risk of Afri-
can countries choosing political stabil-
ity and economic progress over human
rights and democracy.28
46. AFRICOM’s Strategic Response to
Increased Chinese Presence
AFRICOM must convince the
people of Africa that political and
economic progress is possible even with
high standards for human rights and
democracy. Winning the hearts and
minds of average Africans by convinc-
ing them that America is a force for
good which offers stability and security
CHINESE FOREIGN DIRECT INVESTMENT IN AFRICA IN
2005
CHINA’S TRADE WITH AFRICA
Africom & China 29
is the best way of ensuring victory over
Chinese influence as well as extremist
groups such as al Qaeda. The best way
to win hearts and minds is to enable
Africans to improve their own lives.
One action designed to win hearts and
minds was a two-ship cruise of US Navy
ships through West Africa which took
place in 2008. During the cruise, the
ships stopped in seven countries along
the oil-rich
Gulf of Guinea
and “came
ashore to
47. mend roads,
renovate
schools and
health clinics,
bring medi-
cal supplies
and provide
free health
care,” as well as
military train-
ing to host
nation security
forces.29 A
Naval officer
in charge of
the cruise stated
that he saw cer-
tain strengths about AFRICOM’s opera-
tion, including a change in mindset from
“‘We’re going to take the beach’ to ‘we’re
going to deliver supplies to the beach.’”30
This sense of cooperation and willing-
ness to shift from a war mindset to one
of civil-military cooperation is critical to
AFRICOM’s success in the future. This
mission, dubbed the Africa Partner-
ship Station, represents the first effort to
reach out to energy-rich African nations
fearful of increased U.S. military pres-
ence in the region.
More hope for success in convinc-
ing Africans to turn simultaneously
towards democracy and economic
growth comes from Nigerian Senate
President Ken Nnamani. In a welcome
48. address for Chinese President Hu Jintao
in April 2006, Nnamani stated that “no
nation can sustain economic develop-
ment in the long run without democ-
racy.”31 AFRICOM leadership must take
advantage of this homegrown African
realization and use it to stem the Chi-
nese influence rolling through Africa.
In order to be seen as a legitimate
force, AFRICOM must tell the truth
and say that its economic intentions in
Africa are not entirely pure. America is
obviously attempting to wean itself from
oil imported from unstable regions such
as the Middle East. Being open about
this fact allows American policymakers
to portray American-African partner-
ships as win-win situations. AFRI-
COM’s attempt at building goodwill in
oil-rich countries on the Gulf of Guinea
back in 2008 provides an example of this
forthrightness:
“We wouldn’t be here if it wasn’t
in [American] interests,” acknowledges
Commodore Nowell. Despite the talk
of soft power and the much-vaunted
humanitarian aspect of the naval pres-
ence in the Gulf of Guinea, the real
emphasis is still on security. It is plainly
in America’s interest to help African
navies and armies to stop thefts of crude
49. oil, illegal fishing and immigration, drug
trafficking and piracy. All these hurt
local economies, undermine political
stability and threaten to turn poor coun-
tries into failed states, such as Somalia,
that may breed terrorism.32
Since at least the 1990’s, the spread
of democracy has been seen as a conflict
management strategy. The advent of a
command dedi-
cated to establishing
stability in Africa
shows that the
US Government
recognizes that
“sustained stability
depends in part on
Africa’s economic
development, which
requires attention
to the processes of
conflict manage-
ment and effective
governance.”33
Understanding
the importance of
democracy to eco-
nomic success pro-
vides a roadmap for
AFRICOM’s future,
and is especially important in light of the
so called “Arab Spring” or Awakening
50. taking place across North Africa. There
is perhaps no purer form of democracy
than for the people to directly over-
throw and remake a government the
way they see fit. AFRICOM should
observe how these countries choose to
remake themselves, and must do its best
to insert as much American goodwill as
possible. With good fortune, countries
such as South Sudan, Egypt, Tunisia, and
others will turn wholeheartedly towards
democracy and prove China wrong:
that economic success and western-style
democracy are not mutually exclusive
but rather are complementary.
DESIGN OF NEW AFRICAN UNION BUILDING
30 Airman Scholar • Fall 2011
Conclusion
Integrating Africa into the global
economy is a necessary step in the
march toward stability throughout the
continent. Economic “reform is one of
the most critical priorities if Africa is to
grow and become more fully integrated
into the global economy.”34 The United
States must expand AFRICOM’s role
in order to provide it with the ability to
foster goodwill, represent American eco-
nomic interests, and support emerging
democracies. AFRICOM’s role should
51. be expanded militarily to shut down al
Qaeda, diplomatically to anchor military
opinions, and economically to provide
aid and training to African countries.
One measure of AFRICOM’s success will
be its ability to manage crises effectively
without overreacting. As one Depart-
ment of Defense official put it, the U.S.
Government can consider AFRICOM a
success “if it keeps American troops out
of Africa for the next 50 years.”35
NOTES
1 Russell L. Barkely, AFRICOM: Security, Devel-
opment, and Humanitarian Functions (New York:
NOVA Science Publishers, 2009), 4.
2 Ibid, 6.
3 Andrew Harding, Bin Laden’s Sudan
Links Remain, <http://news.bbc.co.uk/2/hi/
africa/1559624.stm>.
4 About US Africa Command, <http://www.
africom.mil/AboutAFRICOM.asp>.
5 Barkely, 7.
6 Patrick M. Cronin, Global Strategic Assess-
ment 2009: America’s Security Role in a Changing
52. World (NDU Press: Washington, D.C., 2009), 322.
7Barkely, 54.
8“About US Africa Command,” <http://www.
africom.mil/AboutAFRICOM.asp>.
9 Patrick M. Cronin, Global Strategic Assess-
ment 2009: America’s Security Role in a Changing
World (NDU Press: Washington, D.C., 2009), 329.
10A Light Footprint: The Pentagon’s Unusual
African Arm, <http://www.economist.com/
node/18561821>.
11 Cronin, 311.
12 Cronin, 314.
13Marc Lanteigne, Chinese Foreign Policy: An
Introduction (Routledge, New York, 2009), 132.
14Chris Alden, China in Africa (Zed Books:
New York, 2007), 10.
15The New Colonialists: China’s Hunger for
Natural Resources, <http://www.economist.com/
53. node/10853534>.
16 Alden,16
17 Riordan Roett and Guadalupe Paz, China’s
Expansion Into the Western Hemisphere (Brook-
ings Institution Press: Washington, D.C., 2008),
224.
18 Ibid, 224.
19 Alden, 12.
20 Ibid, 14.
21 Ibid, 19.
22 Adam Blenford, China in Africa: Developing
Ties, <http://news.bbc.co.uk/2/hi/africa/7086777.
stm>.
23 Ibid.
24 Robert I. Rotberg, China Into Africa: Trade,
Aid, and Influence (Brookings Institute Press:
Washington, D.C., 2008), 287.
25 Eric C. Anderson, China Restored (Praeger:
54. Denver, 2010), 59.
26 Blenford.
27 Ibid.
28 Rotberg, 287.
29 Americans Go A-Wooing: The Penta-
gon Courts Governments in Africa, Especially
Where There’s Oil, <http://www.economist.com/
node/11021220?story_id=11021220>.
30 Ibid.
31 Rotberg, 289.
32 Americans.
33 Lieber, 217.
34 Princeton N. Lyman and Patricia Dorff,
Beyond Humanitarianism: What You Need to
Know About Africa and Why it Matters (Brook-
ings Institution Press: Washington, D.C., 2007),
210.
35 Barkely, 59.
55. South Sudan’s Independence From Sudan Recognized by
African Union
(online at: http://www.au.int/)
15 August 2011 – “This is a historic day for South Sudan and
for the African Conti-
nent as well.” With these words Dr. Jean Ping, Chairperson of
the African Union, warmly
welcomed General Sallva Kiir Mayardit, President of the
Republic of South Sudan, at the
African Union headquarters in Addis Ababa, Ethiopia.
An enthusiastic South Sudanese Delegation celebrated its
admission to the African
Union. Dr Ping announced that the AU Member States had
promptly accepted South
Sudan as the 54th Member. Moreover, he expressed his wish to
see the two Sudan’s working
“towards ensuring lasting peace and stability.” Speaking of a
“crucial moment” for the Repub-
lic of South Sudan, Mr Ping mentioned the pending organization
of an African Solidarity
Conference on Post- Conflict Reconstruction and Development
for Sudan “with the view to
mobilizing support for the new nation, from within and outside
Africa.”
In his statement General Salva Kiir Mayardit declared that his
country had already
ended hostilities in the “longest civil war in Africa” and chosen
“freedom, justice and
equality” as key words for the future. He also promised to “do
everything possible to realize
a smooth and successful transition”, living in peace with the
“brothers and sisters” of the
56. Republic of Sudan, and to take the Declaration of Independence
of South Sudan “as the
beginning of a new struggle.”