ENG 122 Identifying Your Thesis Statement Guidelines and Rubric
Overview: Let’s work on identifying the thesis statement in your work. In Summative Assessment Part Two Milestone One, you created a first draft of your critical
analysis essay by answering a series of questions in a Microsoft Word document. At this point, your preliminary thesis may not be at the end of the introductory
paragraph, or it may not be as concise as it will be in the final draft. In this “hide-and-seek” exercise, you will find your hidden thesis statement. And when you
are finished, you will have a workable thesis that will help you complete the reverse outline later in this module.
Prompt: Review the first draft of your critical analysis essay and identify your main claim. The main claim should summarize your reaction to your selected
reading and your supporting points. Remember that a strong thesis statement should contain a main claim and three supporting points to back up the main
claim. (Feel free to return to the 6-1 reading to review the material on thesis statements.) Use the framework below for help constructing your thesis statement.
Main Claim Key Points
The article’s main claim of ____ is ____ because ____, ____, and ____.
Rubric
Guidelines for Submission: Save your work in a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Then,
check your writing for errors. Once you have proofread your document, submit it via the Assignment: Identify Your Thesis Statement link in Brightspace.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Main Claim Identifies claim that relates to
selected work
Identifies claim, but relation to
selected work is vague
Does not identify claim 40
Supporting Key Points Identifies three relevant key
points in support of claim
Identifies three key points, but
they do not support the claim
Does not identify three key
points
40
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
20
Total 100%
ENG 122 Identifying Your Thesis Statement Guidelines and RubricRubric
GUNS, GERMS, AND STEEL
JARED DIAMOND
PROBLEMS TO CONSIDER
In the last 13,000 years or so, human history has proceeded in many different directions.
Yali’s Question
“Why is it that you white people developed so much cargo … but we black people had little cargo of
our own?”
BREAKING IT DOWN
Yali’s question references the inequalities
between different civilizations.
Some civilizations, such as those in Europe and
Eastern Asia, have developed grea ...
Hello, this a two part assignment answer the questions I have listedmealsdeidre
Hello, this a two part assignment answer the questions I have listed below but please read the instructions below .. no plagiarism, I will check before I submit the work.. also please put down the page number you find your information for each question please from the etextbook.. I will give that info for the etextbook to whom i trust to do the assignment
HIST-2321.WS1: World Civilizations I
1. What and How You Need to Answer:
Be certain to answer only questions that have NOT already been answered by another student. Most questions require a minimum of explanation and detail in the 200-350 word range, and would benefit from detail and development to improve the value of this "online study guide." Remember you need to only respond to a TOTAL of
FOUR
Collaboration questions for
UNIT 1
(not 4 per chapter)
Chapter 02
20. What were the characteristics and accomplishments of Pelesets and Israelites? Explain, with examples.
21. What were the characteristics and accomplishments of the Mycenaeans? Explain, with examples.
22. What were the characteristics and accomplishments of the early Greeks? Explain, with examples.
23. What was the nature and importance of polytheism in the neolithic era? Explain, with examples.
2. unit 1 Essay topics
Read below the instructions and the chapter 5 Research topics -Americas and Oceania (the chapter 5 research topics- Americas and Oceania is below so please read it)
UN01 Essay Topics
As described in the syllabus, there are several possible approaches for essays. Below are outlines for each approach for any chapter, drawing upon material was freely taken from the publisher website.
GOALS:
1. Write an essay of more than 1100 words
2. In your own words - if you must quote, count the cut-n-pasted word count of the quote AND ADD IT
TO THE 1100 word minimum requirement. 350 words in quotes means the essay should total
MORE than 1450 words.
3. Adhere to rules of English grammar, spelling and punctuation
4. Keep the phrasing in the THIRD PERSON and the tense in the past.
("One may conclude" not "I believe", and "They WERE" not "They ARE"
APPROACH 1:
The first possible approach would see you answer one or more of the questions immediately following the document or document fragment in the attached pdfs, below. Answer the question(s) by reading the document(s). You are to answer the question, with reference to the chosen document and the textbook in the form of an essay to be submitted via Canvas Turnitin button at the bottom of this page.
APPROACH 2:
The second possible approach takes you to a list of three to five documents, as above. Choose one, and then answer the following
QUESTIONS
) You should present the answers IN THE FORM OF AN ESSAY and submit it via the button below With either approach, these document-based essays should provide a clearly articulated thesis, supported by relevant det ...
Exchange Program Opportunity for Secondary School Educators (T.docxcravennichole326
Exchange Program Opportunity for Secondary School Educators (Teachers).
The U.S. Embassy is pleased to announce the competition to select highly qualified candidates for summer 2019 Study of the United States Institutes (SUSI) for Secondary School Educators. These institutes are for secondary school teachers. Please note that the Institutes for teachers focus on content and materials about the US rather than teaching methods and pedagogy. Prospective applicants are encouraged to visit the link exchanges.state.gov/susi to obtain general information about the Institutes.
The program is designed to provide foreign secondary educators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The ultimate goal of these Institutes is to strengthen curricula and to enhance the quality of teaching about the U.S. in secondary schools and other academic institutions abroad.
Candidates are requested to provide in English a curriculum vitae with contact information as well as a one page (250 words) personal statement describing their interest, what they expect to gain from the program, what qualities they bring to the program, and how they plan to use the knowledge acquired.
Page | 368
10The AmericasEugene Berger
10.1 CHRONOLOGY
18,000 – 15,000 BCE First humans migrate to the Americas
c. 13,000 BCE Big game hunters inhabit the Great Plains
c. 10,000 BCE Mesoamericans begin to cultivate squash
10,000 – 3,500 BCE Paleo-Indian Period
5600 – 3000 BCE Early Plains Archaic Period
2000 BCE – 250 CE Preclassic or Formative period in Mesoamerica
c. 1900 BCE Mesoamericans begin to make pottery
1800 – 800 BCE Late Initial Period in Peru
1500 – 400 BCE Middle Formative Period in Mesoamerica. Peak of Olmec statue carving
c. 1000 BCE Maize becomes widespread in North America
400 BCE – 100 CE Late Formative Period in Mesoamerica
200 BCE The Moche begin their conquest of Peru’s north coast
200 BCE – 400 CE The Hopewell culture flourishes in North America
100 BCE – 600 CE The Nazca culture flourishes in Peru
400s CE Tiwankau founded
550 CE Teotihuacán reaches 125,000 residents
700 CE The Huari Empire reaches its height
700 – 1400 CE Cahokia
750 CE Tikal reaches 80,000 residents
800 CE The Toltec city of Tula reaches a population of 35,000
1000 CE The Chimu establish the capital city of Chan Chan
1050 CE The population of Chaco Canyon’s five great pueblos reaches 5,000
inhabitants
1325 CE Tenochtitlán founded
1471 CE Death of Inca Pachacuti
Page | 369
CHAPTER 10: THE AMERICAS
10.2 INTRODUCTION
This city has many public squares, in which are situated the markets and other places
for buying and selling. There is one square twice as large as that of the city of Salamanca,
surrounded by porticoes, where are daily assembled more than sixty thousand souls,
engaged in buying, and selling; and where are found all kinds of merchandise that the
world affords, embracing the necessaries of life, as for instance ar.
Hello, this a two part assignment answer the questions I have listedmealsdeidre
Hello, this a two part assignment answer the questions I have listed below but please read the instructions below .. no plagiarism, I will check before I submit the work.. also please put down the page number you find your information for each question please from the etextbook.. I will give that info for the etextbook to whom i trust to do the assignment
HIST-2321.WS1: World Civilizations I
1. What and How You Need to Answer:
Be certain to answer only questions that have NOT already been answered by another student. Most questions require a minimum of explanation and detail in the 200-350 word range, and would benefit from detail and development to improve the value of this "online study guide." Remember you need to only respond to a TOTAL of
FOUR
Collaboration questions for
UNIT 1
(not 4 per chapter)
Chapter 02
20. What were the characteristics and accomplishments of Pelesets and Israelites? Explain, with examples.
21. What were the characteristics and accomplishments of the Mycenaeans? Explain, with examples.
22. What were the characteristics and accomplishments of the early Greeks? Explain, with examples.
23. What was the nature and importance of polytheism in the neolithic era? Explain, with examples.
2. unit 1 Essay topics
Read below the instructions and the chapter 5 Research topics -Americas and Oceania (the chapter 5 research topics- Americas and Oceania is below so please read it)
UN01 Essay Topics
As described in the syllabus, there are several possible approaches for essays. Below are outlines for each approach for any chapter, drawing upon material was freely taken from the publisher website.
GOALS:
1. Write an essay of more than 1100 words
2. In your own words - if you must quote, count the cut-n-pasted word count of the quote AND ADD IT
TO THE 1100 word minimum requirement. 350 words in quotes means the essay should total
MORE than 1450 words.
3. Adhere to rules of English grammar, spelling and punctuation
4. Keep the phrasing in the THIRD PERSON and the tense in the past.
("One may conclude" not "I believe", and "They WERE" not "They ARE"
APPROACH 1:
The first possible approach would see you answer one or more of the questions immediately following the document or document fragment in the attached pdfs, below. Answer the question(s) by reading the document(s). You are to answer the question, with reference to the chosen document and the textbook in the form of an essay to be submitted via Canvas Turnitin button at the bottom of this page.
APPROACH 2:
The second possible approach takes you to a list of three to five documents, as above. Choose one, and then answer the following
QUESTIONS
) You should present the answers IN THE FORM OF AN ESSAY and submit it via the button below With either approach, these document-based essays should provide a clearly articulated thesis, supported by relevant det ...
Exchange Program Opportunity for Secondary School Educators (T.docxcravennichole326
Exchange Program Opportunity for Secondary School Educators (Teachers).
The U.S. Embassy is pleased to announce the competition to select highly qualified candidates for summer 2019 Study of the United States Institutes (SUSI) for Secondary School Educators. These institutes are for secondary school teachers. Please note that the Institutes for teachers focus on content and materials about the US rather than teaching methods and pedagogy. Prospective applicants are encouraged to visit the link exchanges.state.gov/susi to obtain general information about the Institutes.
The program is designed to provide foreign secondary educators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The ultimate goal of these Institutes is to strengthen curricula and to enhance the quality of teaching about the U.S. in secondary schools and other academic institutions abroad.
Candidates are requested to provide in English a curriculum vitae with contact information as well as a one page (250 words) personal statement describing their interest, what they expect to gain from the program, what qualities they bring to the program, and how they plan to use the knowledge acquired.
Page | 368
10The AmericasEugene Berger
10.1 CHRONOLOGY
18,000 – 15,000 BCE First humans migrate to the Americas
c. 13,000 BCE Big game hunters inhabit the Great Plains
c. 10,000 BCE Mesoamericans begin to cultivate squash
10,000 – 3,500 BCE Paleo-Indian Period
5600 – 3000 BCE Early Plains Archaic Period
2000 BCE – 250 CE Preclassic or Formative period in Mesoamerica
c. 1900 BCE Mesoamericans begin to make pottery
1800 – 800 BCE Late Initial Period in Peru
1500 – 400 BCE Middle Formative Period in Mesoamerica. Peak of Olmec statue carving
c. 1000 BCE Maize becomes widespread in North America
400 BCE – 100 CE Late Formative Period in Mesoamerica
200 BCE The Moche begin their conquest of Peru’s north coast
200 BCE – 400 CE The Hopewell culture flourishes in North America
100 BCE – 600 CE The Nazca culture flourishes in Peru
400s CE Tiwankau founded
550 CE Teotihuacán reaches 125,000 residents
700 CE The Huari Empire reaches its height
700 – 1400 CE Cahokia
750 CE Tikal reaches 80,000 residents
800 CE The Toltec city of Tula reaches a population of 35,000
1000 CE The Chimu establish the capital city of Chan Chan
1050 CE The population of Chaco Canyon’s five great pueblos reaches 5,000
inhabitants
1325 CE Tenochtitlán founded
1471 CE Death of Inca Pachacuti
Page | 369
CHAPTER 10: THE AMERICAS
10.2 INTRODUCTION
This city has many public squares, in which are situated the markets and other places
for buying and selling. There is one square twice as large as that of the city of Salamanca,
surrounded by porticoes, where are daily assembled more than sixty thousand souls,
engaged in buying, and selling; and where are found all kinds of merchandise that the
world affords, embracing the necessaries of life, as for instance ar.
Assessment 2 of Colonisation of AustraliaIND 150 By Adlu .docxdavezstarr61655
Assessment 2 of
Colonisation of Australia
IND 150
By: Adlu Rahman (s272352)
Charles Darwin University
1
Adlu Rahman (AR) - Hi everyone, my name is Adlu Rahman. In this presentation I am going to talk little bit about colonization of Australia which we have been doing in ou last two assignments of this unit. In this unit we have already done a summary of a text about the colonsed point of view regarding colonization. Well, from my honest point of view colonization could be considered as two major events, first it was an attemp by the British people to set up a new colony as because they were struggling with high crime rates and were full with convicts. Thus they needed a new place to set up the colony. Secondly, it was an invasion. How? well we will discuss it very shortly.
The First Fleet
The first fleet consisted of 11 ships and around 1500 people who sailed from England to New South Wales.
Adlu Rahman (AR) - The First Fleet left England on 13th May 1787 for the ‘lands beyond the seas’ – Australia. The fleet arrived at Botany Bay between 18th and 20th January 1788. However, this area was deemed to be unsuitable for settlement so they moved north arriving at Port Jackson on the Australian East coast on 26 January 1788 after deciding that Botany Bay was not suited for a Settlement due its lack of fresh water – even though it had been recomended by Captain James Cook in 1770 as a possible location for a settlement. Botany Bay had other shortcomings as well, it was open to the sea, making it unsafe for the ships and Captain Arthur Phillip, the first Governor of the new colony, considered the soil around Botany Bay was poor for crop growing.
Discovery
Later on they came to know about the existence of indigenous people.
Adlu Rahman (AR) -
Adlu Rahman (AR) - After they settled in, and started to build up their colony they came to know aboout the exiscence of the Indigenous,also known as the aboriginals living on the same land. They had no idea about other people living on the land they've chosen. For Aboriginal people and, in this instance, the clans living on the northern shores of Sydney, nothing could have been further from the truth. What the early colonists never understood, and perhaps what many Australians are only now beginning to grasp, was that the Aboriginal lifestyle was based on total kinship with the natural environment. Wisdom and skills obtained over the millennia enabled them to use their environment to the maximum. For the Aboriginal people, acts such as killing animals for food or building a shelter were steeped in ritual and spirituality, and carried out in perfect balance with their surroundings.
Adlu Rahman (AR) - 'Terra Nullius' - meaning land belongs to no one. Although, the aborifines arrives here early but accoring to British law and rules they believe that they are not making use of the land, the are just roaming anround and completely wasting the use of this land, thus they decided to take over and deny .
The purpose of the 3 Wiki assignments is to familiarize you with a.docxoreo10
The purpose of the 3 Wiki assignments is to familiarize you with a "new" methodology of studying history ("new" because this is my own creation). In my lifetime of studying the past, I have seen certain reoccurring "themes” that help us understand the course of human events in this discipline we call history. I have also provided here the list of historical themes. The general objective of the Wiki is to summarize an aspect of history studied during the grading period THROUGH the lens of a theme found in my List of Themes. Example, if you were in Early World History and you wanted to write about Alexander the Great, you then choose to summarize the history of him through a theme, such as Power of Personality, where you might discuss his military leadership as conqueror of the world. OR you could talk about him through the theme of Pivot Points in History and talk about how he ushered in the Hellenistic Era and changed the political and cultural face of the world. Those are examples. You will choose 3 separate themes and write about 3 separate episodes from any of the history studied in our course during the assigned grading period through the themes you choose. Look at the sample Wiki and see how they have formatted their 3 sections of the essay. For each theme you discuss, you need to quote from 1 of your required 2 sources from your textbook OR from the required 1 outside secondary scholarly source of your choosing once and ONE primary document found either in your ebook on Mindtap (2 different documents required) or from an outside source (1 required). (See further details about your sources below). Use a different primary document for each theme and history you write on. You must include a properly formatted Works Cited. These Wikis will help you learn to see history in terms of these themes. Some of these themes are quite self-explanatory and some are not. There are 20 historical themes and 3 Wiki assignments you are expected to complete in the semester - therefore there are NO REPEATS of themes in your Wiki posts. You will use a total of 9 different themes in the semester from the 3 Wiki Assignments.
For each Wiki Assignment, I want you to write a minimum 750-word entry (CONTENT ONLY - Works Cited DOES NOT count towards minimum word count) about 3 historical themes that you can extrapolate from the subjects we have studied in that grading period in which the Wiki is assigned. EACH ENTRY PARAGRAPH WRITTEN ON A THEME MUST BE A MINIMUM OF 250 WORDS. So the math here is easy = 3 different theme discussions of 250 word minimum each yields a total minimum word count of 750 words AND 3 separate themes X 3 Wikis Assignments = 9 historical themes used in the semester. I expect to see original analysis, interpretation and rhetorical content.
REGARDING YOUR SOURCES FOR THESE WIKIS.
You are required to quote your textbook twice AND ONE OTHER outside scholarly secondary source once in each Wiki Assignment to support your analysis. You are also ...
Collapse of CivilizationsThe ancient civilizations discussed t.docxmccormicknadine86
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether our own civilization is destined to collapse. Based on what we have learned from ancient civilizations, are their ways we can culturally adapt to changes?
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this
discussion, discuss the collapse of one of the civilizations desc
ribed in the textbook. On p. 480, different
causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen
civilization and support this with evidence. Lastly, use the information on p. 481
-
482 to discuss wheth
er
our own civilization is destined to collapse. Based on what we have learned from ancient civilizations,
are their ways we can culturally adapt to changes?
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this
discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different
causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen
civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether
our own civilization is destined to collapse. Based on what we have learned from ancient civilizations,
are their ways we can culturally adapt to changes?
Please read Chapter 2 ("History in Ancient and Medieval Times") by Jeremy D. Popkin in From Herodotus to H-Net: The Story of Historiography.
As you read, think about the following questions:
1. Name three Greek and/or Roman writers in ancient times, and explain why they believed that it was important to write down history (= what happened in the past). Compare and contrast their reasons.
2. What was different about the way in which Christians thought about history (as compared to pagan Greek and Roman historians?)
3. Why was history important to officials in China and in the Muslim World (mostly the Middle East)? What similarities and differences do you notice in their approaches to history writing?
4. Explain what the author means when he writes, "More important for the practice of history was the growth of cities in Europe" [in the late Middle Ages].
1.
Required Resource
Text
Feder, K. L. (2016). The past in perspective: An introduction to human prehistory (7th ed.). New York, NY: Oxford University Press.
· Chapter 11: An Explosion of Complexity: The Indus Valley and China
· Chapter 12: An Explosion of Complexity: Mesoamerica
· Chapter 1 ...
Tok Essay Example sample, Bookwormlab. Tok essay. Tok Essay Example Sample ️ Bookwormlab.com. TOK Sample Essay 2 | Science | Scientific Method | Free 30-day Trial .... tok essay presentation format. TOK Essay. TOK ESSAY INSTRUCTIONS. preparing for the tok essay | Essays | Understanding. TOK Essay.pdf - How can we differentiate between change and progress .... tok essay | Expert | Knowledge. Tok Essay Examples Free – TOK Essay Example. 014 How To Write Tok Essay Example ~ Thatsnotus. 7 Tips for Your TOK Essay | The Edge. SAMPLE TOK ESSAY. How To Write Your Tok Essay - Abbyo Essay. TOK - essay.docx | Idea | Knowledge. TOK Sample Essay 1 | Francis Crick | Science. (DOC) TOK Essay Language | Jaeho KIM - Academia.edu. Ib tok essay help. How to Write a Good TOK Essay in 14 Steps Within One .... Ib tok essay. 8.2 guidance on the essay - Mr.Mungles TOK2015+. ToK Essay and Presentation Introduction | Essays | Knowledge. TOK Essay Writing Booklet | Essays | Argument. TOK Essay Outline | Science | Scientific Method. TOK essay 2022 - SCHS TOK. Pin on IB & TOK. TOK Essay Writing Tips | Knowledge | Essays. Expository Essay: Tok essay examples. Final ToK Essay. Tok Essay Topics 07-08 | Essays | Epistemology. tok essay | Economics | Cognition Tok Essay
72 AMERICAN HISTORY72 AMERICAN HISTORY…home to many muse.docxalinainglis
72 AMERICAN HISTORY72 AMERICAN HISTORY
…home to many museums, now
has one honoring the African di-
aspora. Hailing countless efforts
to save and share black history,
President Barack Obama dedi-
cated the Smithsonian National
Museum of African American
History and Culture in 2016. The
37,000 exhibits, some of them
objects families preserved for
generations, demand multiple
return visits. Artifacts marking
famed, obscure, and ignored
contributions evoke nostalgia
and pride. The record of lives
lost to and broken by injustice
kindles anger and sadness. The
layout is epic. Lead architect
David Adjaye’s structure sug-
gests Yoruba crowns from
Ghana, his homeland. Inside, a
glass-walled elevator descends
to the 1400s, when the African
slave trade began. The ensuing
climb implies African-Ameri-
cans’ ascent toward equality and
showcases their myriad achieve-
ments. Upper floors focus on the
modern, from breakthroughs in
art, science, and technology to
dance steps. The final display
features Obama’s 2009 inaugu-
ration—a guidepost to progress
and the miles of work ahead.
—Rasheeda Smith is associate
editor of American History
Washington, DC…
Finely Wrought Silk and linen
shawl given to Harriet Tubman
by Queen Victoria of England. LEF
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Copyright of American History is the property of Historynet LLC and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.
Raise a Glass
Seven generations and more than 200 years ago, Jacob
Beam, a German immigrant’s son, began making corn
whiskey using his father’s recipe in Kentucky. Jacob
sold his first barrel of Old Jake Beam in 1795. In
Clermont, the Jim Beam American Stillhouse guides
visitors through a 90-minute tour that covers the
entire process of whiskey-making, starting with the
natural limestone well that is Jim Beam’s water source
and continuing through the steps of mashing, distilling,
barreling, aging, and bottling. Visit jimbeam.com
STYLESSSSSSSSSSTTTTTTTTTYYYYYYYYYLLLLLLLLL
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features a preamplifier
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Canfield 43mm
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Why Should Gay Marriage Be Legal Essay.pdfJessica Gefroh
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Nine-year-old Wandas teacher notices that for the past few weeks,.docxTanaMaeskm
Nine-year-old Wanda's teacher notices that for the past few weeks, Wanda has not been talking to her friends and is always sitting alone in a corner. After talking to Wanda's friends, the teacher finds out that Wanda's sixteen-year-old brother was killed in a gang fight two months ago and her parents have since separated. The teacher talks to her friend Daphne, a counselor, to see if there is anything she can do about Wanda. She wants to know if there is any way in which children and families affected by exposure to violence can be assisted with emotional impact of these events. The teacher also asks Daphne, in the role of a counselor, to call Wanda's parents to see if they would be willing to talk with her about the death of their son, their separation, and Wanda's behavior at school. Daphne is not employed or affiliated with the school.
What would be Daphne's role, as a counselor, in helping the teacher?
What do you see as important roles of a counselor working in a community?
What are the ethical responsibilities that counselors and human services professionals hold toward the community? When answering this question identify the ethical code number and definition, using your own words, of the ethical responsibilities of these professionals.
Briefly speak how you, as an ethical counselor, would respond to the teacher's request for you to speak with Wanda and her family.
DUE TODAY 10/25/16 @6PM eastern time
.
Newspapers frequently feature stories on how various democratic prin.docxTanaMaeskm
Newspapers frequently feature stories on how various democratic principles and processes contribute to democratic governance and impact a wide variety of issues, ranging from the distribution of flu vaccines to the appropriate legal venue for terrorist trials. Public policies that are formulated to address such issues come about as the result of the influence and application of various democratic principles and processes. In addition, competing interests and factions engage in the democratic process using tools such as lobbying or elections in an effort to leverage public policy. As you think about democratic principles and processes for this Assignment, take note of where you see their influence in recent public policy issues. To prepare for this Assignment: • Review the article “War v. Justice: Terrorism Cases, Enemy Combatants, and Political Justice in U.S. Courts” in this week’s Learning Resources. Take note of key democratic principles explained. Consider how the democratic principles in the article might influence public policy. • Review the articles “Strategic Lobbying: Demonstrating How Legislative Context Affects Interest Groups’ Lobbying Tactics” and “The Study of Party Factions as Competitive Political Organizations” in this week’s Learning Resources. • Think about the democratic processes used by lobbying groups and political factions to influence public policy. • Select a public policy issue related to your specialization or to an area with which you are familiar. • Select three democratic principles and/or processes that you think might influence the formulation of public policy related to your issue. • Reflect on how these principles and processes of democracy influence the formulation of the public policy you selected. The Assignment (2–3 pages): • Briefly describe the public policy issue you selected for this Assignment. • Using three democratic principles and/or processes of your choice, explain how you think these democratic principles and/or processes influence the formulation of public policy. • Based on your analysis, share at least one insight you gained about the influence of democratic principles and processes on the formulation of public policy. Or, if you live outside the United States, explain how these democratic principles might affect governance in your country.
.
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Similar to ENG 122 Identifying Your Thesis Statement Guidelines and Rub
Assessment 2 of Colonisation of AustraliaIND 150 By Adlu .docxdavezstarr61655
Assessment 2 of
Colonisation of Australia
IND 150
By: Adlu Rahman (s272352)
Charles Darwin University
1
Adlu Rahman (AR) - Hi everyone, my name is Adlu Rahman. In this presentation I am going to talk little bit about colonization of Australia which we have been doing in ou last two assignments of this unit. In this unit we have already done a summary of a text about the colonsed point of view regarding colonization. Well, from my honest point of view colonization could be considered as two major events, first it was an attemp by the British people to set up a new colony as because they were struggling with high crime rates and were full with convicts. Thus they needed a new place to set up the colony. Secondly, it was an invasion. How? well we will discuss it very shortly.
The First Fleet
The first fleet consisted of 11 ships and around 1500 people who sailed from England to New South Wales.
Adlu Rahman (AR) - The First Fleet left England on 13th May 1787 for the ‘lands beyond the seas’ – Australia. The fleet arrived at Botany Bay between 18th and 20th January 1788. However, this area was deemed to be unsuitable for settlement so they moved north arriving at Port Jackson on the Australian East coast on 26 January 1788 after deciding that Botany Bay was not suited for a Settlement due its lack of fresh water – even though it had been recomended by Captain James Cook in 1770 as a possible location for a settlement. Botany Bay had other shortcomings as well, it was open to the sea, making it unsafe for the ships and Captain Arthur Phillip, the first Governor of the new colony, considered the soil around Botany Bay was poor for crop growing.
Discovery
Later on they came to know about the existence of indigenous people.
Adlu Rahman (AR) -
Adlu Rahman (AR) - After they settled in, and started to build up their colony they came to know aboout the exiscence of the Indigenous,also known as the aboriginals living on the same land. They had no idea about other people living on the land they've chosen. For Aboriginal people and, in this instance, the clans living on the northern shores of Sydney, nothing could have been further from the truth. What the early colonists never understood, and perhaps what many Australians are only now beginning to grasp, was that the Aboriginal lifestyle was based on total kinship with the natural environment. Wisdom and skills obtained over the millennia enabled them to use their environment to the maximum. For the Aboriginal people, acts such as killing animals for food or building a shelter were steeped in ritual and spirituality, and carried out in perfect balance with their surroundings.
Adlu Rahman (AR) - 'Terra Nullius' - meaning land belongs to no one. Although, the aborifines arrives here early but accoring to British law and rules they believe that they are not making use of the land, the are just roaming anround and completely wasting the use of this land, thus they decided to take over and deny .
The purpose of the 3 Wiki assignments is to familiarize you with a.docxoreo10
The purpose of the 3 Wiki assignments is to familiarize you with a "new" methodology of studying history ("new" because this is my own creation). In my lifetime of studying the past, I have seen certain reoccurring "themes” that help us understand the course of human events in this discipline we call history. I have also provided here the list of historical themes. The general objective of the Wiki is to summarize an aspect of history studied during the grading period THROUGH the lens of a theme found in my List of Themes. Example, if you were in Early World History and you wanted to write about Alexander the Great, you then choose to summarize the history of him through a theme, such as Power of Personality, where you might discuss his military leadership as conqueror of the world. OR you could talk about him through the theme of Pivot Points in History and talk about how he ushered in the Hellenistic Era and changed the political and cultural face of the world. Those are examples. You will choose 3 separate themes and write about 3 separate episodes from any of the history studied in our course during the assigned grading period through the themes you choose. Look at the sample Wiki and see how they have formatted their 3 sections of the essay. For each theme you discuss, you need to quote from 1 of your required 2 sources from your textbook OR from the required 1 outside secondary scholarly source of your choosing once and ONE primary document found either in your ebook on Mindtap (2 different documents required) or from an outside source (1 required). (See further details about your sources below). Use a different primary document for each theme and history you write on. You must include a properly formatted Works Cited. These Wikis will help you learn to see history in terms of these themes. Some of these themes are quite self-explanatory and some are not. There are 20 historical themes and 3 Wiki assignments you are expected to complete in the semester - therefore there are NO REPEATS of themes in your Wiki posts. You will use a total of 9 different themes in the semester from the 3 Wiki Assignments.
For each Wiki Assignment, I want you to write a minimum 750-word entry (CONTENT ONLY - Works Cited DOES NOT count towards minimum word count) about 3 historical themes that you can extrapolate from the subjects we have studied in that grading period in which the Wiki is assigned. EACH ENTRY PARAGRAPH WRITTEN ON A THEME MUST BE A MINIMUM OF 250 WORDS. So the math here is easy = 3 different theme discussions of 250 word minimum each yields a total minimum word count of 750 words AND 3 separate themes X 3 Wikis Assignments = 9 historical themes used in the semester. I expect to see original analysis, interpretation and rhetorical content.
REGARDING YOUR SOURCES FOR THESE WIKIS.
You are required to quote your textbook twice AND ONE OTHER outside scholarly secondary source once in each Wiki Assignment to support your analysis. You are also ...
Collapse of CivilizationsThe ancient civilizations discussed t.docxmccormicknadine86
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether our own civilization is destined to collapse. Based on what we have learned from ancient civilizations, are their ways we can culturally adapt to changes?
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this
discussion, discuss the collapse of one of the civilizations desc
ribed in the textbook. On p. 480, different
causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen
civilization and support this with evidence. Lastly, use the information on p. 481
-
482 to discuss wheth
er
our own civilization is destined to collapse. Based on what we have learned from ancient civilizations,
are their ways we can culturally adapt to changes?
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this
discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different
causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen
civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether
our own civilization is destined to collapse. Based on what we have learned from ancient civilizations,
are their ways we can culturally adapt to changes?
Please read Chapter 2 ("History in Ancient and Medieval Times") by Jeremy D. Popkin in From Herodotus to H-Net: The Story of Historiography.
As you read, think about the following questions:
1. Name three Greek and/or Roman writers in ancient times, and explain why they believed that it was important to write down history (= what happened in the past). Compare and contrast their reasons.
2. What was different about the way in which Christians thought about history (as compared to pagan Greek and Roman historians?)
3. Why was history important to officials in China and in the Muslim World (mostly the Middle East)? What similarities and differences do you notice in their approaches to history writing?
4. Explain what the author means when he writes, "More important for the practice of history was the growth of cities in Europe" [in the late Middle Ages].
1.
Required Resource
Text
Feder, K. L. (2016). The past in perspective: An introduction to human prehistory (7th ed.). New York, NY: Oxford University Press.
· Chapter 11: An Explosion of Complexity: The Indus Valley and China
· Chapter 12: An Explosion of Complexity: Mesoamerica
· Chapter 1 ...
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72 AMERICAN HISTORY72 AMERICAN HISTORY…home to many muse.docxalinainglis
72 AMERICAN HISTORY72 AMERICAN HISTORY
…home to many museums, now
has one honoring the African di-
aspora. Hailing countless efforts
to save and share black history,
President Barack Obama dedi-
cated the Smithsonian National
Museum of African American
History and Culture in 2016. The
37,000 exhibits, some of them
objects families preserved for
generations, demand multiple
return visits. Artifacts marking
famed, obscure, and ignored
contributions evoke nostalgia
and pride. The record of lives
lost to and broken by injustice
kindles anger and sadness. The
layout is epic. Lead architect
David Adjaye’s structure sug-
gests Yoruba crowns from
Ghana, his homeland. Inside, a
glass-walled elevator descends
to the 1400s, when the African
slave trade began. The ensuing
climb implies African-Ameri-
cans’ ascent toward equality and
showcases their myriad achieve-
ments. Upper floors focus on the
modern, from breakthroughs in
art, science, and technology to
dance steps. The final display
features Obama’s 2009 inaugu-
ration—a guidepost to progress
and the miles of work ahead.
—Rasheeda Smith is associate
editor of American History
Washington, DC…
Finely Wrought Silk and linen
shawl given to Harriet Tubman
by Queen Victoria of England. LEF
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Copyright of American History is the property of Historynet LLC and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.
Raise a Glass
Seven generations and more than 200 years ago, Jacob
Beam, a German immigrant’s son, began making corn
whiskey using his father’s recipe in Kentucky. Jacob
sold his first barrel of Old Jake Beam in 1795. In
Clermont, the Jim Beam American Stillhouse guides
visitors through a 90-minute tour that covers the
entire process of whiskey-making, starting with the
natural limestone well that is Jim Beam’s water source
and continuing through the steps of mashing, distilling,
barreling, aging, and bottling. Visit jimbeam.com
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features a preamplifier
and playing speeds
of 33 1/3 and 45 rpm
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limited to 500.
($2,500, shinola.com)
Canfield 43mm
men’s white
watch with
date ($900,
shinola.com)
Polishing an Icon.
Why Should Gay Marriage Be Legal Essay.pdfJessica Gefroh
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Nine-year-old Wandas teacher notices that for the past few weeks,.docxTanaMaeskm
Nine-year-old Wanda's teacher notices that for the past few weeks, Wanda has not been talking to her friends and is always sitting alone in a corner. After talking to Wanda's friends, the teacher finds out that Wanda's sixteen-year-old brother was killed in a gang fight two months ago and her parents have since separated. The teacher talks to her friend Daphne, a counselor, to see if there is anything she can do about Wanda. She wants to know if there is any way in which children and families affected by exposure to violence can be assisted with emotional impact of these events. The teacher also asks Daphne, in the role of a counselor, to call Wanda's parents to see if they would be willing to talk with her about the death of their son, their separation, and Wanda's behavior at school. Daphne is not employed or affiliated with the school.
What would be Daphne's role, as a counselor, in helping the teacher?
What do you see as important roles of a counselor working in a community?
What are the ethical responsibilities that counselors and human services professionals hold toward the community? When answering this question identify the ethical code number and definition, using your own words, of the ethical responsibilities of these professionals.
Briefly speak how you, as an ethical counselor, would respond to the teacher's request for you to speak with Wanda and her family.
DUE TODAY 10/25/16 @6PM eastern time
.
Newspapers frequently feature stories on how various democratic prin.docxTanaMaeskm
Newspapers frequently feature stories on how various democratic principles and processes contribute to democratic governance and impact a wide variety of issues, ranging from the distribution of flu vaccines to the appropriate legal venue for terrorist trials. Public policies that are formulated to address such issues come about as the result of the influence and application of various democratic principles and processes. In addition, competing interests and factions engage in the democratic process using tools such as lobbying or elections in an effort to leverage public policy. As you think about democratic principles and processes for this Assignment, take note of where you see their influence in recent public policy issues. To prepare for this Assignment: • Review the article “War v. Justice: Terrorism Cases, Enemy Combatants, and Political Justice in U.S. Courts” in this week’s Learning Resources. Take note of key democratic principles explained. Consider how the democratic principles in the article might influence public policy. • Review the articles “Strategic Lobbying: Demonstrating How Legislative Context Affects Interest Groups’ Lobbying Tactics” and “The Study of Party Factions as Competitive Political Organizations” in this week’s Learning Resources. • Think about the democratic processes used by lobbying groups and political factions to influence public policy. • Select a public policy issue related to your specialization or to an area with which you are familiar. • Select three democratic principles and/or processes that you think might influence the formulation of public policy related to your issue. • Reflect on how these principles and processes of democracy influence the formulation of the public policy you selected. The Assignment (2–3 pages): • Briefly describe the public policy issue you selected for this Assignment. • Using three democratic principles and/or processes of your choice, explain how you think these democratic principles and/or processes influence the formulation of public policy. • Based on your analysis, share at least one insight you gained about the influence of democratic principles and processes on the formulation of public policy. Or, if you live outside the United States, explain how these democratic principles might affect governance in your country.
.
Nice thought process and good example of foot into the door” ).docxTanaMaeskm
Nice thought process and good example of “foot into the door” :)!
You also appear to be a very smart person when it comes to being ware of other that may take advantage of one’s
Kindness!
Why do you think some people take advantage of the “foot into the door” in a negative way? What are your views on this? Other students may chime in! I love to hear
your views!!!!
Thanks for sharing and stay positive!
.
NIST and Risk Governance and Risk Management Please respond to the.docxTanaMaeskm
"NIST and Risk Governance and Risk Management" Please respond to the following:
NIST provides many procedures and much guidance on IT and information security-related topics.
Assess if NIST is too large and attempts to cover too many topics. Decide if NIST should separate into different entities for different major areas, such as IT governance, risk management, information security, and others.
Assess if the various NIST documents covering risk management topics and concepts are too spread out and should be more consolidated to provide better guidance to organizations when they are establishing risk management programs.
.
Nice thought process ;)!Some in social media agree with your v.docxTanaMaeskm
Nice thought process ;)!
Some in social media agree with your views:"… involving a breakdown in the relation between thought, emotion, and behavior,”.
Santrock (2006) support your views on this topic and also noted that one main type of schizophrenia is cationic (exhibits bizarre behavior, frequently causes immobile stupor
).
Do you think most people are aware that there are more than one type of schizophrenia?
What are your views on this?
Other students may chime in! I would love to hear your views ;)!
.
Newsletter pertaining to an oceanographic environmental issue 1500.docxTanaMaeskm
Newsletter pertaining to an oceanographic environmental issue
1500 words with minimum of 6 references.
must be submitted by Dec 10
Please do the newsletter talks about the Chinese fishery, mainly focus on the damage they made to the environment.
1500 words , with some well-designed pictures
due dec10th
please do more than 6 references, use the information get from references
please follow the format if the sample I attached.
.
Nicole Martins is the controller at UMC Corp., a publicly-traded man.docxTanaMaeskm
Nicole Martins is the controller at UMC Corp., a publicly-traded manufacturing company. Last year, UMC had annual sales revenue of $15 million. The first quarter of this year just ended, and Nicole needs to prepare a trial balance so she can prepare the quarterly financial statements. However, trial balance is out of balance by $750 (credits exceed debits).
Nicole is running out of time as the report is due today! Therefore, she decides to balance by plugging the $750 into the Equipment account. She chose the Equipment account because it has the largest account balance. Therefore, with the $750 added, it will be the least-misstated account.
Identify the stakeholders in the case.
Explain the ethical issues the case involves.
If you were Nicole, what would you do?
.
New and Orignal work. Please cite in MLA citation and use in text ci.docxTanaMaeskm
New and Orignal work. Please cite in MLA citation and use in text citations for the other sources you use. This essay is two pages long. I will list the poems this essay will be on below. Please highlight where you cite these poems so I can know where to add the in text citation. I need this essay completed by 8:00 pm sunday.
Theme: Loss of faith in institutional, cultural, and social foundation that could provide stability in the world
Poems: T.S. Eliot " The Waste Land"
W.B. Yeats " The Second Coming"
James Joyce "Ulysses"
.
New and Origninal work. The topic is already provided below and I ne.docxTanaMaeskm
New and Origninal work. The topic is already provided below and I need it to be 2 pages no limit on word count. Make sure it is MLA cited and the paragraghs are detailed explaining which charasteristic you are referring to. The writings are coming from the Norton Anthology English Literature Book The Victorian Age Volume E. I have attached the three writings from the book that I would like you to use for this essay. Let me know if you need a better copy scanned and I will be happy to rescan it.
Assignment Description
: Write a short (2 page) essay using selections from the texts that demonstrate the characteristic below.
Remember it takes more than 2 data points to indicate a trend. You will need to
choose 3 different writers
to show there was a prevailing tendency toward the characteristic you choose.
Explain fully how the characteristic is shown by detailed explication of the works you choose. Make sure references are integrated and cited according to MLA conventions.
Literature of this age tends to come closer to daily life and reflects its practical problems and interests. It becomes a powerful instrument for human progress. Socially & economically, industrialism was on the rise as well as various reform movements such as emancipation, child labor, women’s rights, and evolution.
.
New essay -- minimum 300 words3 resources used NO cover sheet or.docxTanaMaeskm
New essay -- minimum 300 words
3 resources used
NO cover sheet or headers
Must use Harris book as one of the sources-- I am attaching the 2 chapters needed (be sure to site pages).
Essay is on:
What do Harris and others suggest as a hypothesis to explain patterns of people-eating and insect-eating? Why is it more common in certain societies than in others?
.
Neurological DisordersNeurological disorders, such as headaches, s.docxTanaMaeskm
Neurological Disorders
Neurological disorders, such as headaches, seizure disorders, sleep disorders, depression, and dementia, can present several complications for patients of all ages. These disorders affect patients physically and emotionally, impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders may have drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the nurse’s responsibility to assist physicians in the diagnosis, treatment, and education of patients with neurological disorders.
To prepare:
·
Review this week’s media presentations on the nervous system.
·
Select one of the following neurological disorders: headaches, seizure disorders, sleep disorders, depression, or dementia. Consider the pathophysiology, as well as the types of drugs that would be prescribed to patients to treat your selected disorder.
·
Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of the disorder. Then, reflect on how this factor might impact the effects of prescribed drugs, as well as measures you might take to help reduce any negative side effects.
·
Locate an agency that provides patient education on your selected disorder and review the available materials and curriculum. Consider how you might be able to use those materials to educate a patient on the disorder, treatment options, management, and self-care.
Questions to be addressed in my paper:
1.
A description of the neurological disorder you selected, including its pathophysiology and types of drugs that would be prescribed to treat patients.
2.
Explain how the factor you selected might impact the pathophysiology of the disorder, as well as the effects of prescribed drugs.
3.
Include a description of measures you might take to help reduce any negative side effects.
4.
Finally, explain how you would use materials from a supporting agency to educate patients on the disorder, treatment options, management, and self-care.
5.
Summary with Conclusion
REMINDERS:
1)
2-3 pages (addressing the 4 questions above excluding the title page and reference page).
2)
Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
3)
Make headings for each question.
References:
Readings
·
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
o
Chapter 12, “Structure and Function of the Neurologic System”
This chapter begins with an overview of the structure and function of the nervous system. It also explains the importance of the central, peripheral, and autonomic nervous systems.
o
Chapter 13, “Pain, Tempe.
Neurodevelopmental and Neurocognitive Disorders Paper··I.docxTanaMaeskm
Neurodevelopmental and Neurocognitive Disorders Paper
·
·
Instructions
Assignment FilesGrading
Write
a 1,500- to 1,750-word paper on the following:
Describe one neurodevelopmental disorder and one neurocognitive disorder.
Discuss behavioral criteria for each disorder.
Discuss incidence rates and causes for each disorder.
Propose two options for treatment for each disorder, based on two different theoretical models.
Format
your paper consistent with APA guidelines.
Provide references
.
Needs to be done by 8pm central time!!!!!!An important aspect .docxTanaMaeskm
Needs to be done by 8pm central time!!!!!!
An important aspect of a research study is the ability to analyze data and then describe the statistics derived from that data in a form that is easy to understand and interpret. For quantitative data, this can include representing the data visually through tables, diagrams, and graphs. Review the quantitative descriptive statistic examples in the sport involvement article.
2-3 pages APA Format.
message for extra information.
.
Need to know about 504 plan and IEP. I need to research the process.docxTanaMaeskm
Need to know about 504 plan and IEP. I need to research the process of determining a child with OHI (Other Health Inpairment. 1 of the sources needs to be DPI (Department of Public Instruction for Wisconsin). I would like a power point presentaion along with what I should be said with each slide. APA format
.
Nelson Carson is a 62-year-old man who presents to his private pract.docxTanaMaeskm
Nelson Carson is a 62-year-old man who presents to his private practitioner’s office with a hacking, raspy cough.
Subjective Data
PMH: HTN, CAD
Cough is productive, bringing up green, thick phlegm
Runny nose, sore throat
No history of smoking or seasonal allergies
Complains of fatigue
Objective Data
Vital signs: T 37 P 72 R 14 BP 134/64
Lungs: + Rhonchi bilateral upper lobes, wheezes
O2 Sat = 98%
Medications: Metoprolol 25 mg per day, ASA 325 mg/daily
What other questions should the nurse ask about the cough?
What nursing diagnoses can be derived from the data?
What should be included in the plan of care?
What risk factors are associated with this age group?
Based on the readings, what is the most likely cause of cough for this patient?
Apa format
Reference
Jarvis, C. (2016).
Physical examination & health assessment
(7th ed.). Philadelphia, PA: Saunders.
Chapter 18: Thorax and Lungs
pp. 413–441 (Structure, Function, The Thoracic Cavity, Developmental Competence, Subjective Data, Objective Data)
Chapter 19: Heart and Neck Vessels
pp. 459–492 (Structure and Function, Heart Wall, Chambers, and Valves, Heart Sounds, Developmental Competence, Subjective Data, Objective Data )
Chapter 20: Peripheral Vascular System and Lymphatic System
pp. 509–529 (Structure and Function, Lymphatics, Developmental Competence, Subjective Data, Objective Data)
.
Negotiation strategiesUsing the text Negotiation Readings, Exerc.docxTanaMaeskm
Negotiation strategies
Using the text “Negotiation: Readings, Exercisers, and Cases” by Lewicki, prepare a 1,400-1,750-word paper in which you analyze the possible intervention strategies. Apply what you believe to be the best strategy and explain how it should resolve the conflict. In case your best strategy does not work, or is rejected, develop and describe at least one contingency plan.
Instructions
Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.
1) Article Employs Negotiation strategy
2) Described Negotiation process
3) Compared and contrasted both strategies / work / home
Responsible for combining all sections, editing for flow, uploading draft for team review, submitting the final assignment (on time)
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.
Needs quotes and needs to be citied!!about 2 pages.NO PLAGARISM..docxTanaMaeskm
Needs quotes and needs to be citied!!
about 2 pages.
NO PLAGARISM. Looking for authetnitc work.
MLA
Summary from the following sections.
Vatican II. Gaudium et Spes. 1965. 12-18. Print. [available in Many are Called]
Rahner, Karl. Theological Investigations. Trans. C. Ernst. London: Darton, Longman & Todd, 1966. Print. [available in Many are Called]
Vol. 6, 390-398
Vol. 14, 280-294
Wong, Norman. "Karl Rahner’s Concept of the ‘Anonymous Christian’ An Inclusivist View of Religions." Church and Society, 4.1 (2001): 23-39. Print. [available in Many are Called] (Optional reading)
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need to work on my present assignment using my last assignment as .docxTanaMaeskm
need to work on my present assignment using my last assignment as source
need 3 pages document and 1 page reference
Should concentrate on what authors discuss on that specific topic
Should be in IEEE Format
No Plagiarism
Willing to do changes references should be in IEEE format Important
• 1st attachment is question for the assignment
• 2nd attachment is topic you need to work on this project
• 3rd attachment my project should be also in same format
.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ENG 122 Identifying Your Thesis Statement Guidelines and Rub
1. ENG 122 Identifying Your Thesis Statement Guidelines and
Rubric
Overview: Let’s work on identifying the thesis statement in
your work. In Summative Assessment Part Two Milestone One,
you created a first draft of your critical
analysis essay by answering a series of questions in a Microsoft
Word document. At this point, your preliminary thesis may not
be at the end of the introductory
paragraph, or it may not be as concise as it will be in the final
draft. In this “hide-and-seek” exercise, you will find your
hidden thesis statement. And when you
are finished, you will have a workable thesis that will help you
complete the reverse outline later in this module.
Prompt: Review the first draft of your critical analysis essay
and identify your main claim. The main claim should summarize
your reaction to your selected
reading and your supporting points. Remember that a strong
thesis statement should contain a main claim and three
supporting points to back up the main
claim. (Feel free to return to the 6-1 reading to review the
material on thesis statements.) Use the framework below for
help constructing your thesis statement.
Main Claim Key Points
The article’s main claim of ____ is ____ because ____, ____,
and ____.
2. Rubric
Guidelines for Submission: Save your work in a Microsoft Word
document with double spacing, 12-point Times New Roman
font, and one-inch margins. Then,
check your writing for errors. Once you have proofread your
document, submit it via the Assignment: Identify Your Thesis
Statement link in Brightspace.
Critical Elements Proficient (100%) Needs Improvement (75%)
Not Evident (0%) Value
Main Claim Identifies claim that relates to
selected work
Identifies claim, but relation to
selected work is vague
Does not identify claim 40
Supporting Key Points Identifies three relevant key
points in support of claim
Identifies three key points, but
they do not support the claim
Does not identify three key
points
40
Articulation of
Response
3. Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
20
Total 100%
ENG 122 Identifying Your Thesis Statement Guidelines and
RubricRubric
GUNS, GERMS, AND STEEL
JARED DIAMOND
PROBLEMS TO CONSIDER
many different directions.
4. but we black people had little cargo of
our own?”
BREAKING IT DOWN
references the inequalities
between different civilizations.
Eastern Asia, have developed great power and
wealth and used it to dominate the inhabitants of
Australia and the Americas.
Americans, and not the other way around?
different rates on different continents?
SOME CLARIFICATION
misinterpreted to be saying that he
celebrates the Europeans for their
conquests.
anything—he’s just describing what happened,
and why.
5. hunter-gatherer culture (for
example, Native Americans and aborigines) is inferior to
agricultural or industrial
civilization (the civilizations that conquered the Native
Americans and the aborigines).
ter than
another.
-gatherers are actually better off than
people in a country like the U.S.
THE PAST
the past.
ed the
rest of the world because
Europeans were naturally superior.
to argue that Europeans were
more evolutionally advanced than Native Americans or
aborigines.
science to further racist cultural
conceptions
that people in hunter-
gatherer cultures are less talented or intelligent than their
counterparts in an industrialized
country.
6. SOME HISTORY ON EUGENICS
selective breeding
Spencer, an English philosopher
and prominent political theorist. He is best known as the father
of social Darwinism, a
school of thought that applied the evolutionist theory of
"survival of the fittest"—a phrase
coined by Spencer—to human societies.
ity’s understanding of
race was both essentialist—
defining each race by certain biological and social
characteristics—and taxonomic
(hierarchical).
THE INTELLIGENCE ARGUMENT
In Western society, survival was largely a product of being
healthy and lucky—i.e., not
killed by infectious diseases like the black plague or smallpox.
product of talent and
intelligence: being able to hunt food, avoid accidents, etc.
7. ns spend more time exploring the
world than average Westerners
(who watch lots of TV).
THE CLIMATE ARGUMENT
inequalities across culture:
climate stimulates the mind.
harder to survive.
the winter, and do other things that
make them more industrious.
ea doesn’t hold up to close inspection either.
most important ideas and technologies
(writing, the wheel, etc.) from Eurasia, where the climate was
actually warmer.
PROXIMITY TO WATER
nother famous answer to Yali’s question:
civilizations that arose near rivers become
more successful over time.
8. near big rivers (Egypt, Mesopotamia, etc.),
and it’s been suggested that the
development of irrigation systems led to the
development of complex bureaucracies, the
basis for government and society.
civilizations developed irrigation
systems after they’d already developed
centralized bureaucracies.
DIAMOND’S ARGUMENT
weaponry, immunity to infectious
diseases, and proximity to metal were most successful.
doesn’t go in-depth about
why certain civilizations ended up with the guns, the germs, and
the steel.
example, that never developed serious
metallurgy.
different peoples because of
differences among people’s environments, not because of
biological differences among
people themselves.
9. ORIGINS OF MAN
from other animals about 7
million years ago in Africa
years ago
after human fossils began to resemble
modern homo sapiens, our race created an explosion of new
technological and artistic innovations
that far surpassed anything previously created
HOMO SAPIENS
—that is, Homo sapiens—
first emerged from the
evolutionary tree half a million years ago, having evolved
independently from Homo
erectus around the world.
Homo sapiens, and therefore
no perfect “cutoff point” for
when Homo sapiens first appeared.
ts and anthropologists generally agree
that Homo sapiens are
10. distinguished from some of their ancestors by their larger skulls
and their ability to make
fire.
EXPANDING TERRITORY
the human race expanded its territory
in Africa and Eurasia for millions of years,
people now moved outward to Australia,
the South Pacific, and the coldest
northern regions of Eurasia.
12,000 or 13,000 years ago
short amount of time
THE FATES OF HUMAN SOCIETIES
societies around 11,000 B.C., or
13,000 years ago
e continents were populated
with hunter-gatherers
or city dwellers
11. time, which would have allowed
its people to develop the most expansive knowledge of their
landscape and environment.
THE GREAT LEAP
etc., as well as the construction
of large houses and buildings and the creation of art (cave
paintings).
there is archaeological evidence that humans
exterminated many animals
soon after arriving.
extinct because of unrelated
changes in the environment, such as drought.
different parts of the world after the
Great Leap.
until surprisingly recently.
9th century A.D.
AFRICA
ome the most
12. powerful region in the world?
human beings, since thousands of years
ago, there were more Homo erectus and
later Homo sapiens in Africa than
anywhere else.
re
years of proto-human existence than any
other continent.”
AFRICA
about the idea of a “head start.”
to Homo sapiens) than any other
country. And even today, there is more genetic diversity in
Africa than anywhere else on the
planet, reflecting the large numbers of protohumans in Africa
millions of years ago.
fairly convincing arguments that
each colonized continent was going to become the dominant
one.
But people in Australia had already
developed sophisticated boats and other technologies, beyond
what people in Africa had built.
13. anywhere else on the planet, suggesting
that people who lived in Eurasia would adapt to many different
environments and therefore
colonize many different parts of the world.
SUMMARY OF MAIN POINT
that any region of the globe
where there were humans 11,000 years ago was going to become
the most powerful and
dominant one.
THE INCA
00 soldiers through Peru on an
expedition, while Atahuallpa
was surrounded by tens of thousands of soldiers and on his
“home turf.”
immediately and then ransom him
for huge sums of gold.
THE INCA
traveled across Peru, using torture to extract
information from Inca people his
soldiers captured.
14. kingdom, where
Atahuallpa lived.
and willingly walked
into Pizarro’s camp without
armed soldiers to protect him.
Pizarro gave the order for his
soldiers to capture Atahaullpa and, outside the camp, fire their
guns and attack the Incas
with their swords.
soon rose to control the
entire kingdom.
THE SPANISH
conquistadors prevailed in the
New World because they were seen as intimidating, or even
gods, the frank reality is that
they won because they had better weapons than the Native
Americans.
they could outrun their
opponents, who had no horses of their own.
15. THE SPANISH
Pizarro’s victory: he only had
about a dozen of them, and
they were difficult to load.
that his soldiers used to
slaughter the Incas, and the steel armor that protected his
expedition from the Incas’
clubs.
extent, guns, helps us understand
how Pizarro defeated the Incas.
BREAKOUT ROOMS ASSIGNMENT
er the questions in your Steinberg et. al. reading:
resources and how are they established,
enforced, and changed?
rules-in-use and
official government policy?
driven by technology, shifting social norms, global
trade, immigration, and new government regulations?
st week, analyze
16. what took place in First Contact and
what the New Guinea population deals with today. How does
the unique history of the New
Guinea people affect their use of land and environment, and
how does this help/hinder their
societal development. Consider what Diamond relates to us in
the film about their plant/animal
use and compare to what your readings mention about
environmental considerations.
BREAKOUT ROOMS ASSIGNMENT
on the previous slide. Please
work quickly to assign roles. Everyone will need to do some
outside research on New
Guinea and use the readings to direct the discussion.
– Facilitates the discussion
-checkers – Makes sure to analyze the points
presented in the discussion and keep
note of both the historical context and accuracy.
-Keepers – Makes sure that the discussion is fruitful, on-
topic, and timely given the constraints
of the assignment
Note-Takers – Keeps accurate records and engages in
transmitting the groups ideas to paper. It will
be your job to keep a record of what is discussed and
disseminate to group so that everyone can
upload their assignment to Canvas at the end of today’s lecture.
17. Slide 1Problems to ConsiderBreaking it DownSome
ClarificationThe PastSome history on EugenicsThe Intelligence
ArgumentThe Climate ArgumentProximity to WaterDiamond’s
ArgumentOrigins of ManHomo SapiensExpanding Territorythe
Fates of Human SocietiesThe Great LeapAfricaAfricaSummary
of Main PointThe IncaThe IncaThe SpanishThe
SPanishBreakout Rooms AssignmentBreakout Rooms
Assignment
1
2
Introduction: Bilateral Activism in Global Environmental
Politics
Speaking before Costa Rica’s Legislative Assembly in 1969,
congressman Guardia Hurrero bemoaned his country’s
lackluster response to tropical deforestation. “Ours is the only
country in Latin America without forestry legislation,” he
complained (Hurrero 1969). At the time there was virtu ally no
interest in conservation on the part of Costa Rica’s government
or civil society. The few who took up the environmental banner
faced “nearly total indifference to the problem of environmental
degradation,” in the words of one longtime activist (Boza 1993:
240). Twenty-five years later Costa Rica’s national park system
was widely considered to be one of the best in the world. Costa
Rica had a strong environmental regulatory agency, had
pioneered concepts like ecotourism and biodiversity prospect
ing, 1 was home to hundreds of citizens’ environmental groups,
and was led by a president who made sustainable development
the conceptual under pinning of his entire administration.
The Bolivian conservation scene in the late 1960s was similarly
bleak, consisting of a few scientists working in isolation and
with little effect. The sense of hopelessness was reflected in a
letter written in 1968 by Bolivian naturalist Noel Kempff to an
18. American colleague, María Buchinger. “The truth is, Doctora
María, that in this world the economic interests of cer tain
sectors are stronger than all the solid reasoning of the
conservation ists; the struggle is a considerable one, especially
in an environment in which we are basically misunderstood”
(Kempff 1968). By the time Bo livia hosted the Summit on
Sustainable Development in the Americas in 1996, however,
that country had implemented a series of conservation policy
innovations including the world’s first debt-for-nature swap, 2
the world’s largest forest-based climate change mitigation
project, and a na tional environmental endowment that served as
an exemplar for other nations in the region. Bolivians designed
an ambitious protected areas system administered by nonprofit
organizations and indigenous groups, established an effective,
high-profile biodiversity conservation agency, passed important
laws for environmental protection and forestry sector reform,
led the international campaign to protect mahogany, and had ac
tive environmental organizations in every major city.
What forces brought about these dramatic changes in countries
often considered too poor to care about global environmental
problems, and what have been the relative roles of international
and domestic actors in this process? This two-part question is
the central concern of this book. It arises from two salient
characteristics of global environmental problems such as
biodiversity loss. First, these problems are by definition global,
af fecting many people in many countries around the world.
Bolivia’s na tional parks benefit not only Bolivians but people
everywhere who might benefit from a medicinal compound, a
scenic vista, or the knowledge that pink river dolphins have a
home. The second distinguishing feature of global
environmental problems is that they occur in a political setting
characterized by the absence of world government and the
dominance of the principle of national sovereignty (Young
1994; Roseneau and Czem piel 1992). Although the interests are
supranational, the political author ity to act on these problems
rests squarely with national governments. Of particular
19. importance are the governments of developing countries, where
most of the world’s biological diversity resides and where
national policy can have a profound impact on environmental
outcomes (Ascher 1999; Binswanger 1985; Repetto and Gillis
1988; Bedoya and Klein 1993). In ternational players have a
stake, but not a say, in environmental policy re form in
developing countries.
Using this context as a point of departure, this book explores
the dy namics of environmental policymaking in two countries
over four decades with the hope of providing a window into
fundamental issues concerning the role of developing countries
in global environmental politics. The book is designed to meet
two needs—one theoretical, the other applied. First, I draw on
insights from comparative politics and public policy theory to
better understand the nature of global environmental politics—a
subject of increasing interest to social scientists and more
commonly approached from the perspective of international
relations. Second, I hope that read ers concerned with practical
problems of tropical conservation and sus tainable development
will come away with an enhanced view of the domestic political
processes bearing on natural resource management. Scholars
and practitioners alike have long operated under the assumption,
widely held but seldom examined, that developing countries are
too pre occupied with the challenges of poverty and
development to give serious consideration to environmental
protection. This book explodes this myth, offering instead an
analysis of decades-long efforts by environmental ad vocates
and policy entrepreneurs working to protect biological diversity
in Central and South America. It is my hope that a more
nuanced portrayal of environmental politics in developing
countries can inform current ef forts to enhance the
effectiveness of global environmental treaties and can help us
understand the macrocontext shaping the success or failure of
local projects.
Costa Rica and Bolivia possess some of the richest
concentrations of biological diversity to be found anywhere in
20. the world, and the process by which they emerged as leaders in
tropical conservation is a worthy topic in itself. But the goal of
this study is a more ambitious one. My aim is to take a close
look at two societies with temporal variability in policy
outcomes, and to explain these changes in terms general enough
to pique the interest of readers with expertise in other parts of
the world. At present, environ mental policymaking in
developing countries is rarely studied and poorly understood.
Social science research on global environmental problems has
clustered at two levels of analysis—international cooperation3
and local resources management4 —leaving a gap where one
would hope to find studies exploring the dynamics of national
policy reform in the South. The burgeoning literature on
transnational environmental advocacy (see, for example,
Wapner 1996; Keck and Sikkink 1998; Haas 1992) has taught us
a great deal about the motivations and activities of
nongovernmental actors operating across borders, but has paid
less attention to the causal mechanisms through which
transnational actors achieve (or fall short of) their goals.5
Moreover, works in this area have largely overlooked the role of
environmental advocates in developing countries, focusing
instead on the activities of highly visible multinational groups
operating out of the United States and Europe. The results
provide little guidance for under standing domestic-
international linkages in the South, where most of the world’s
people, land, and species are found.
Research on the effectiveness of international environmental
agree ments has also emphasized outcomes in Northern
industrialized coun tries. Recent attempts to move beyond these
limitations (Weiss and Jacobson 1998; Schreurs and Economy
1997) have provided valuable country-specific insights, but have
yet to produce an analytic approach that might facilitate
meaningful cross-national comparisons. A theoretical
framework is needed to provide a focal point for cumulative
research and to help practitioners interpret their experiences in
light of recurrent pat terns of political behavior.
21. Costa Rica and Bolivia offer several advantages for such an
undertak ing. Although they share in common a dramatic rise in
state and social concern for environmental protection, they have
differed in the timing and nature of these changes, providing an
opportunity for comparative in quiry. The choice of Costa Rica
and Bolivia is also designed to take advantage of a most-
different-systems approach (Przeworski and Teune 1970;
Meckstroth 1975). Maximizing variance on a suite of political
and social variables, my hope is to increase the potential
applicability of these findings to a wide range of countries.
Relative to the rest of the developing world, Costa Rica has a
relatively high per capita income (though it repre sents the
middle range within Latin America), while Bolivia is among the
poorest countries in the Western Hemisphere, with income
levels more typical of African societies. Costa Rica has high
levels of adult literacy, while Bolivia’s are relatively low.
Bolivia is a culturally and linguistically di verse society, with
an estimated 60 percent of its population of indigenous origin.
Many Bolivians speak Spanish as a second language after pre-
Incan languages such as Aymara, Quechua, and Guaraní. Costa
Rica, by con trast, has only 1 percent indigenous peoples and is
a self-consciously west ernized society. With respect to political
stability, Costa Rica is considered the most stable democracy in
Latin America, while Bolivia is among the least politically
stable, having experienced well over 100 changes of gov
ernment since independence (see Booth 1989; Klein 1992).
To better understand the sources of effective environmental
policy and institutions in these countries, I undertook a year of
field research, inter viewing dozens of environmental activists,
agency leaders, elected offi cials, field biologists, park
directors, indigenous rights campaigners, legislative aides, and
other key players, who together provided a wealth of “insider
information” on the politics of environmental policymaking
over the past thirty-five years. By conducting extensive in-
country research, I have taken an unconve ntional approach to
the question of whether global environmental concerns have
22. affected domestic policy outcomes. Students of international
organization tend to select an institution of particular in terest,
such as a multilateral treaty or U.N. agency, and characterize its
impact in target countries (see Haas, Keohane, and Levy 1993;
Bernauer 1995; Victor, Raustiala, and Skolnikoff 1998). My
approach instead views international influences from the inside
out. I first identify what have historically been the most
important instances of biodiversity policy re form in these
countries. I then analyze the relative contributions that do
mestic and international players have made to these outcomes,
with the expectation that for either group the answer might be
“none whatsoever.”
Spheres of Influence Over Domestic Policy
The theoretical framework emerging from this research is based
on two observations. First, there has been an enormous foreign
influence on do mestic environmental movements and
conservation policy in Costa Rica and Bolivia. The major
environmental groups in these countries receive most of their
funding from abroad, and international funds rarely consti tute
less than a third of the budget for government conservation
agencies. Their wildlife biologists and resource managers also
maintain close ties with foreign scientific institutions, relying
directly on international techni cal resources and expertise. The
second observation, however, is that when one probes beneath
the surface to see who have been the political catalysts for
conservation—who started the environmental groups, who
created the regulatory agencies, who convinced the politicians,
who led the protests— the foreign influence suddenly
disappears, or at least recedes far into the background.
Moreover, the political knowledge, skills, and contacts needed
to win these struggles require a long-term, in-country presence
that few foreign advocates or international organizations
possess.
In a context of global concern and national political authority,
the re sources brought to bear on environmental policy in
developing countries are of two types: those closely associated
23. with a given domestic political system, and those whose
essential productive dynamic resides beyond that society’s
borders. Accordingly, we may think of two spheres of influence
affecting environmental policy in developing countries: an
international
Figure 1.1
Spheres of influence over domestic policy.
sphere and a domestic sphere (figure 1.1). Those with access to
the re sources of the international sphere affect national policy
primarily by de ploying financial and scientific resources, while
those with access to the resources of the domestic sphere impact
national policy with their exten sive political resources. These
political resources include personal political contacts, an
intricate knowledge of bureaucratic power structures, and a
long-term, in-country presence needed to take advantage of
fleeting win dows of opportunity, to acquire domestic political
savvy, and to ensure long-term program success.
The resources of the international and domestic spheres of
influence may be further broken down into institutional and
ideational resources. The resources described above are of the
institutional variety, with science, finance, and political know -
how applied to the creation and strengthening of institutions
such as national parks and regulatory agencies. But policy is
also a function of ideas which imbue these institutions with a
direction and purpose. Using Schattschneider’s (1960)
conception of institutions as the “mobilization of bias,” we may
think of ideational resources as those affecting the bias, while
institutional resources are those applied toward the mobilization
of this bias.
The international sphere has long served as a wellspring of
policy ideas—norms, evaluations, and prescriptions relevant to
the business of governance. In every country, policy reformers
routinely draw on the in sights and experiences of policy
initiatives abroad. Especially in develop
24. Figure 1.2
Bilateral activism.
ing countries where, as Grindle and Thomas (1991: 49) aptly
put it, “[i]nformation is limited, needs are great, resources are
scarce, and re sponsibilities are extensive,” policymakers look
beyond their borders for new ideas about health care, military
strategy, economic organization, so cial security, education, and
environmental regulation. Accordingly, in the course of policy
agenda setting and institutional design, individuals with broad
exposure to international policy ideas are in great demand.
These international ideas interact in specific ways with a
nation’s do mestic norms and understandings. This interaction is
mediated by actors operating within that nation’s borders—in
the domestic sphere—who can press the case at home and shape
international ideas into something that fits domestic realities.
These actors can influence environmental policy by fostering a
supportive environmental policy culture—a concept I use to
characterize the level and type of public attention accorded a
policy issue area in a particular society.
Importantly, the major players in environmental policymaking
in Costa Rica and Bolivia have always been individuals who
operate simultaneously in both spheres of influence—possessing
both close ties to domestic poli tics and a broad exposure to
international resources and ideas. This group, which includes
such key figures as Pedro León, Alvaro Ugalde, Daniel Janzen,
Mario Baudoin, and Arturo Moscoso, I describe as bilateral ac
tivists to emphasize their entrepreneurial role and the unique
combination of resources they dispatch to promote desired
policy outcomes (figure 1.2). Sometimes these are expatriate
scientists who have spent decades in a par ticular developing
country, acquiring domestic resources in the process.
More often they are nationals with a propensity to operate in
international circles. Bilateral activists are at ease in two
worlds. Cosmopolitans in the truest sense of the word, they are
typically fluent in two or more languages and interact frequently
with international donors and prominent foreign scientists.
25. Compared to their fellow citizens, they are not only more likely
to encounter foreign ideas by virtue of their travels, but they are
more apt to embrace them as a function of their worldly outlook
(see Hannerz 1990).
At the same time, bilateral activists are well known in (and
know well) their home country. They can write a foreign grant
application with the same ease that they might lead students to
march on congress. From their offices in universities,
environmental organizations, or government agen cies, they are
likely to have the Rockefeller Foundation on one phone line and
a presidential advisor on the other. Bilateral activists, however,
are not mere “go-betweens” or guns for hire. They are self-
described environmen talists, making normative claims for
ecology and seeking out the foreign and domestic resources
needed to advance their cause. 6
Throughout this book I will use the term activist in its broadest
sense to denote reformers within government as well as
nongovernmental advo cates pressing for policy change. This
broad usage is necessary because bi lateral activists typically
alternate between these roles over the course of their decades -
long involvement. In common with most policy entrepre neurs
in developing countries, bilateral activists are typically
educated urban professionals. This may explain why their
pivotal role has been overlooked in the literature on
environmental politics in developing coun tries, which has
given preferential coverage to rural resource conflicts and zero-
sum interactions between state authorities and social actors (see
Peluso 1992; Gadgil and Guha 1995; Blaikie 1985). Although
class con flict and irreconcilable differences of interest may
help to explain why many policy initiatives fail, they have little
to say about why things some times go right. The findings
reported in this book support the view that government can
exercise discretion, leadership, and creativity, in addition to its
better known traits of corruption, foot-dragging, and cronyism.
To understand the origins of successful policy reforms requires
that we take a closer look at the complex internal workings of
26. “the state,” at the evolu tion of policies and institutions over
time, and at the resources and re sourcefulness of the actors
leading these efforts.
To lay the conceptual groundwork for subsequent chapters, in
what fol lows I describe the domestic and international spheres
of influence in more detail. In developing my arguments I draw
on empirical evidence from four decades of policy reforms in
Costa Rica and Bolivia. There is good reason to believe,
however, that the spheres of influence framework can help to de
scribe the political dynamics of conservation policymaking in a
broad range of developing countries. This follow s from the fact
that the distin guishing characteristics of the two spheres are the
result of institutional and historical constraints common across
developing countries. Northern finance and scientific expertise
will be cherished in developing countries as long as there are
asymmetries in the international division of labor and in the
relative economic power of nations. Likewise, domestic
political expertise is very difficult for foreigners to acquire. It
requires a long-term, in-country presence, and domestic laws
and norms often inhibit direct po litical access by foreigners.
Both categories of resources are necessary for the development
of effective domestic environmental regulatory structures in
developing countries. Yet it is precisely because the end of
colonialism in Asia, Africa, and Latin America brought
significant political indepen dence without a corresponding
redress of economic disparity that these resources reside in
separate spheres of influence. In sum, the different ca pabilities
of actors operating in one or another sphere are the result of
structural constraints common across developing countries.
With its emphasis on the methods used to overcome barriers to
reform, the spheres of influence framework cannot provide an
exhaustive expla nation for cross-national variation in policy
outcomes, because the bar riers themselves—entrenched timber
lobbies, corruption, and civil strife, to name a few —vary in
their nature and intensity across countries and over time.
However, I maintain that on matters of global concern, envi
27. ronmental policy reform in developing countries cannot be
understood without reference to the actors, resources, and
processes highlighted by this analytic framework—that, to my
mind, is justification enough to de vote a book to its
elaboration. 7
Institutional Resources of International Origin
Few analysts would disagree with the proposition that there
exists an inverse relationship between the location of biological
diversity and the concentration of financial and scientific
resources needed for its conserva tion. Following a pattern
known as the latitudinal diversity gradient, the greatest species
concentrations in the world are found in those countries located
in the tropics (Wilson 1992). As a result of the historical
trajectory of capitalist development and the legacy of
colonialism, global centers of capital and technology are
concentrated in the Northern industrialized countries. For as
long as this situation holds true, there will exist power ful
incentives for concerned Northern publics to transfer money and
sci entific expertise to developing countries for the purpose of
slowing global extinction rates.8 I will argue later that the flow
of resources and expertise is much more reciprocal than this
widely recognized observation allows. But to understand the
dynamics of conservation policymaking in the South, we must
begin with an appreciation of the crucial role played by in
ternational science and finance.
Financial Transfers
With few exceptions, donors from industrialized countries can
protect many more species per dollar by contributing to
protected areas in the tropics than they can by purchasing
habitat at home. Environmentalists have long found this logic
irresistible. In the early 1960s the World League Against
Vivisection and for the Protection of Animals coordinated the
first international fundraising campaign for Costa Rican
rainforests, boasting to potential donors, “It can be had at the
ridiculously low price of $10 an acre. . . .” Two decades later,
in a fundraising appeal published in The New York Times,
28. conservation scientists courted donors with the same argu ment.
With “a diversity of animals and plants known only from the
site,” they argued, “at the price of $4 an acre, the venture may
well be the con servation bargain of the century” (quoted in
Wallace 1992: 7, 166). More recently, recognizing that even
conservation-oriented developing countries often lack the
resources needed for effective environmental management, new
international institutions have been created to facili tate a flow
of hun dreds of millions of dollars in environmental aid from
North to South (see Keohane and Levy 1996).
Indeed, it is difficult to find a major conservation policy
initiative of the past thirty-five years in either country that did
not receive significant sup port from overseas. Dozens of
private, governmental, and nonprofit do nors are the lifeblood of
Costa Rica’s National Biodiversity Institute.
Revenues from nature-oriented tourism, estimated at $336
million in 1991 (Boza 1993), have been essential to the survival
of the country’s na tional park system, while the vast majority
of funds for Bolivia’s protected areas come from overseas aid.
In the executive branch, the biodiversity pol icymaking arm of
Costa Rica’s environment ministry is funded by the MacArthur
Foundation, while Bolivia’s biodiversity conservation agency is
supported primarily by the Dutch government. Within the
legislature, foreign donors have provided the financial backing
for national dialogues leading to legal reforms in forestr y,
wildlife management, and biodiversity conservation. At the
local level, environmental planning in Bolivia is sup ported by
the Germans, and urban air pollution abatement in Costa Rica is
supported by the Swiss.
From the perspective of an environmental policy entrepreneur in
a de veloping country, however, the breach between the
theoretical possibility of foreign financial support and its timely
application in specific settings is a wide one. To access such
resources requires a particular set of skills and a familiarity
with the appropriate routines and social networks. Grant ap
plications generally must be written in the language of the
29. donor organi zation, which makes individuals with foreign
language skills particularly sought after. The formats, catch
phrases, and accounting standards must conform to donor
expectations. Personal relations with private philan thropists or
influential individuals in granting agencies can make all the
difference, and these relations are more easily established
among individ uals sharing common points of cultural
reference. This fact gives bicultural individuals a distinct
advantage. There is a game to play and its most adept
competitors have had considerable international exposure. 9
Scientific Resources
Environmental policy is an issue area rife with scientific
uncertainties, which accords an important role to scientists in
environmental policy de bates (Haas 1990, 1992). This is
especially true of biodiversity conser vation, which is a
technically intensive activity precisely because of the diversity
of natural systems involved. 10 Apparently simple questions
con cerning the appropriate boundaries of protected areas or
sustainable levels of hunting and harvesting require a great deal
of information. Researchers often draw on the practical
knowledge (metis in James Scott’s formulation) of local
resource users, synthesizing this information and relating it to
the cumulative insights gained from similar studies around the
world (see Scott 1998; Sponsel, Headland, and Bailey 1996).
But in natural systems subjected to the myriad pressures of
modern development, local knowl edge is not enough. For better
or worse, the importance of the technology of conservation
grows in proportion to the impact of technologies of
development.
In developing countries, foreign-trained scientists play a central
role in managing these uncertainties, conducting species
surveys, teaching uni versity courses in ecology and wildlife
management, and designing park management plans. This is true
both because the relevant scientific ex pertise is concentrated in
industrialized countries and because science is an inherently
transnational enterprise, and has been so since the emergence of
30. scientific communities in the seventeenth century (Crane 1971).
Most developing countries lack doctoral programs in the
biological sciences, and the bulk of their ecologists are trained
in Europe and the United States. Moreover, the demand for
foreign scientific information does not decrease with the
development of domestic scientific capacity. On the contrary, it
in creases as a growing body of domestic researchers seek the
best available information worldwide. As a result, scientific
expertise takes its place alongside finance as a resource
characteristic of the international sphere of influence.
Individuals with access to this resource are especially valuable
to decision makers, and their credibility in policymaking circles
is en hanced by their reputation as technical experts.
Given the extent of foreign involvement, it is tempting to jump
to the conclusion that these countries are essentially being
coerced by foreign interests. The reality, however, is far more
complex. In the 1970s a suc cession of Costa Rican
administrations provided most of the funding to create their
now-famous national park system. It was only after these pro
tected areas were established that foreign aid and nature tourism
dollars began to pour in. Likewise, Bolivia’s most important
protected area, Noel Kempff Mercado National Park, was
initially supported by a grant of sev eral hundred thousand
dollars from the regional government in Santa Cruz de la Sierra.
Only later did it receive assistance from The Nature Conser
vancy and U.S.-sponsored climate change mitigation projects.
Moreover, as the historical narratives of chapters 3 and 4 make
clear, these efforts have been accompanied by high levels of
social support, volunteerism, and personal sacrifices that cannot
credibly be reduced to a quest for foreign aid. With this proviso
in mind, it is important to grasp the extent to which cross-
border relations have affected domestic policy processes: Inter
national resources have had a pervasive influence on nearly
every conser vation policy initiative undertaken in Costa Rica
and Bolivia over the past four decades.
Institutional Resources of the Domestic Sphere
31. That international science and finance have been important to
domestic conservation efforts in developing countries is widely
appreciated. How ever, an entirely different category of
resources—domestic political re sources—has been equally
important yet entirely overlooked in academic analyses of
global environmental problems. The lower visibility of politi cal
resources stems from the reality that politics is often a shady
business. The back room deals and Byzantine channels of
political influence that determine whether conservation
initiatives sink or swim are not polite topics of conversation in
the project reports of donor agencies and envi ronmental
organizations. By contrast, the visibility and legitimacy of in
ternational financial resources are apparent in the menu of
organizational logos decorating printed accounts of
environmental projects in developing countries, and the
importance of international resources figures promi nently in the
causal stories told therein.
The U.S. Agency for International Development rightly boasts
in its widely distributed materials that Bolivia’s Gran Chaco
National Park— the world’s largest protected tropical dry
forest—was created with the help of American foreign aid. The
untold story is how the park owes its success in part to bilateral
activist Alexandra Sánchez de Lozada, who convinced her
father—the Bolivian president—to back the proposal. The
foreign journalists who flocked to Central America in the early
1990s to report on Costa Rica’s National Biodiversity Institute
(INBio) presented a similar causal story, reporting that INBio
resulted from the intellectual leadership of prominent
international scientists and the financial initiative of the
MacArthur Foundation. One does not read about how INBio di
rector and bilateral activist Rodrigo Gámez secured political
backing for the proposal through his family connections to
President Oscar Arias:
It happened that President Arias was an old friend of mine . . .
because we came from the same town, Heredia. My father had
been involved in politics in many ways, and during the Figueres
32. administration he’d been Minister of Education when Arias was
Minister of Planning. So there was an old familial, political,
and local relationship. . . . I didn’t want to go through the
minister, but to have a direct relationship with the president.
This opened many doors. . . . (quoted in Wallace 1992: 155)
Access
As the above examples suggest, one of the most important types
of politi cal resources dispatched by policy reformers in
developing countries is extensive personal contacts with
individuals in positions of influence. Al though connections to
presidents provide the most dramatic examples, these contacts
need not be with heads of state. In all but the most central ized
political systems, there exist numerous loci of political
influence. The fate of environmental policies is determined in
newspaper rooms, govern ing bodies of national banks, village
councils, legislative committees, party headquarters, police
stations, agricultural cooperatives, and teach ers’ unions.
Accordingly, individuals with numerous social contacts have the
greatest such resources at their disposal. Whereas a Greenpeace
pro gram director or European Community consultant may
arrive in a devel oping country with a few dozen names and
numbers, long-term residents possess thick webs of social
relations, to use Alvarez’s term (1998), which they mobilize to
win allies and punish adversaries. Geertz’s description of
Morocco is appropriate here:
Morocco, once one looks beyond its absolutistic self-
presentation, is (and always has been) less a monopole
despotism than an irregular field of micro-polities, small,
smaller, and smaller yet . . . reaching into its narrowest and
most intimate social corners: families, neighborhoods, markets,
tribes. Immediate, one-on-one, bargained out dependency
relations between personal acquaintances, what is sometimes
called patronage, sometimes clientage, and by the Moroccans
sedq (which means at once “loyalty,” “trustworthiness,”
“friendship,” and “truth”), lie at the base of things. What larger
connectivities are achieved are brought about by establishing
33. similar relations, similarly immediate, over broader and broader
ranges of action. (Geertz 1995: 27)
Reciprocal favors and interpersonal bonds of trust are of
particular importance in countries where institutions are weak,
where they act as a surrogate method for resolving collective
action problems. When put to public-minded uses, such
resources are described in the literature with terms like social
capital or village reciprocity (Putnam 1993; Edwards and Foley
1998; Portes 1998; Scott 1976). In less public-spirited contexts,
they are the social technology underpinning political cronyism
and good-old boys networks. Whether used for good or ill, these
political resources rely on repeated face-to-face contact, and are
accordingly a place-based domestic resource.
Political Expertise
Long-term studies have gained currency in the policy sciences
precisely be cause the success or failure of major policy
initiatives unfolds over a pe riod of decades (Baumgartner and
Jones 1993; Sabatier 1989). As with personal contacts, other
types of political resources are available only to those who
spend a great deal of time in a particular developing country.
This is true of knowledge concerning bureaucratic power
structures: knowledge of where the power is and how to use it.
This information con stitutes the “mental maps” that policy
entrepreneurs carry in their heads detailing likely sources of
support and opposition to reform (Grindle and Thomas 1991).
Policy reformers in India must navigate the taluks and zil las,
Mexicans the party bosses and judicial politics, Liberians the
village chiefs, rice growers’ unions, and mystics. They know
both the formal or ganizational structures and the unwritten
hierarchies and power config urations underlying them. A
passage from a recent analysis of Bolivian politics conveys the
complexity of these power structures:
In the complex world of Bolivian party politics, it is one thing
to win an electoral plurality, an entirely different thing to be
chosen president, and yet another thing to govern. This reality
was captured in a joke circulating in the aftermath of the 1989
34. elections. Gonzalo Sánchez de Lozada at the head of the MNR
won a plu rality, only to see Paz Zamora emerge as president in
a coalition where true power was reputed to be in the hands of
[former dictator] Bánzer, leader of his new right wing Acción
Democrática y Nacionalista (ADN). As the joke has it, before
the election the three candidates visited the Virgen de Urkupiña,
who offered them one wish each. Sánchez de Lozada wished to
win the elections; Paz Zamora, to be pres ident; and Bánzer, to
run the country. The generous Virgin granted all three wishes.
(Gamarra and Malloy 1995: 413)
Political learning—transferring lessons from one policy arena to
the next—is another political resource available only to those
with long-term domestic involvement. Within government, the
accumulated wisdom from past efforts at policy reform—
“thinking in time”—can provide crucial guidance for the
architects of new policy initiatives (Neustadt and May 1986).
The institutional successes noted at the beginning of this
chapter are the product of many hard-learned lessons from
previous failures. Among nongovernmental advocates, learning
takes place in the course of venue shopping as reformers try
their luck in the courts, on the radio, in the schools, and inside
and outside the state apparatus. Political expertise al so includes
a knowledge of political culture—of “the way politics is done
around here.” Political culture is manifest in the cult of
consultation in Costa Rica and the sacredness of
decentralization and indigenous rights in Bolivia. Those with
long-term exposure to the domestic sphere of influence draw on
appropriate forms of rhetoric, cultural innuendoes, a shared
sense of history, and numerous other bits of wisdom concerning
political tactics and the rules of engagement.
Domestic political resources are resources in the sense
described by Dahl (1961: 226), as “anything that can be used to
sway the specific choices or the strategies of another
individual.” They are political because they are applied by
actors struggling to control some aspect of the instituti ons of
governance. Importantly, they are domestic because they not
35. only require a long-term, in-country presence, but there also
exist strong legal and normative barriers against foreign
intervention in domestic political af fairs. Foreign
environmental consultants and activists are quick to empha size
that they carefully avoid domestic politics altogether or proceed
in that arena with extreme caution. This may strike the reader as
counterin tuitive, given the history of foreign intervention in
developing countries. But it is precisely because of the impunity
with which foreigners have im pinged on national sovereignty in
areas like structural adjustment pro grams, military support for
anticommunist forces, and the war on drugs, that
environmentalists are both unwilling and unable to engage in
politi cal arm-twisting in the realm of conservation. 11
If international scientific resources are crucial for the
management of ecological uncertainties, these domestic
resources are a hedge against po litical uncertainties regarding
the place and timing of opportunities for re form. The creation
and implementation of conservation policies takes place in
numerous arenas, at different levels of government, and through
the course of several administrations. It is impossibl e to know
in advance the full range of decision makers, powerbrokers, and
veto points one will encounter. When a relatively unknown
figure emerges from political ob scurity to assume a position of
authority in a conservation agency, bilat eral activists draw on
their webs of personal connections to gain an audi ence, present
a viewpoint, or offer their services as consultants. When af ter a
long period of stagnation or stalemate a person of influence
suddenly and unexpectedly proclaims “something must be
done,” bilateral activists are on the ground, with plans in hand,
enabling them to take advantage of fleeting windows of
opportunity.
Ideational Resources of the International Sphere
The international sphere has for centuries been a rich source of
ideas on the purpose and means of government. Long before it
became fashionable to speak of globalism and the global
village, rebels, reformers, and reac tionaries eagerly exchanged
36. ideas across borders to advance similar ends. Aristotle, one of
the earliest practitioners of comparative politics, sur rounded
himself with the written constitutions of far off lands in an
effort to distill wisdom in the art of governance. Before the
Communist Mani festo was studied by resistance movements on
every continent, Marx and Engels wrote of the remarkable
degree to which ideas are exchanged across borders in a modern
capitalist economy:
In place of the old local and national seclusion and self-
sufficiency, we have inter course in every direction, universal
inter-dependence of nations. And as in mate rial, so also in
intellectual production. The intellectual creations of individual
nations become common property. National one-sidedness and
narrow minded ness become more and more impossible, and
from the numerous national and lo cal literatures, there arises a
world literature. (Marx and Engels 1978: 476–477)
In Latin America, just as the call for revolution spread like
wildfire across the Spanish colonies at the dawn of the
nineteenth century, the re gion has experienced
contemporaneous policy experimentation in every thing from
social security to import substitution industrialization to
military tactics (see Jackson 1993; Borzutzky 1993; Hall 1989).
Some times the exchange of policy ideas is facilitated by
government institutions like the Pan American Health
Organization or the Organization of Amer ican States. In other
instances, nongovernmental organizations (NGOs) catalyze the
cross-national diffusion of policy ideas as when practitioners of
liberation theology pressed for social reforms throughout Latin
Amer ica following the Second Conference of Latin American
Bishops in 1968 (Sigmund 1994; Della Cava 1989).
Policy ideas are conceptual constructs pertinent to government
action in a particular issue area. They include (but are by no
means limited to) norms, evaluations of the state of affairs, and
remedial prescriptions.12 Normative positions are spread across
borders with evangelical urgency by principled issue networks
advancing causes like women’s rights or the abo lition of child
37. labor (Keck and Sikkink 1998). Evaluative ideas are partic
ularly susceptible to the practice of comparison as leaders and
publics look overseas for metrics and mirrors of national
performance. “A policy prob lem,” Charles Anderson reminds
us, “is a political condition that does not meet some standard”
(Anderson 1978: 19). The emergence of a new pol icy problem
may therefore result from a perceived worsening of political
conditions or by raising the standards—often in light of foreign
experi ence—by which long-standing domestic conditions are
judged.
Prescriptive policy ideas respond to the question, central to
politics and policy, of “what shall we do?” The international
sphere is filled with well articulated responses to national
questions as yet unposed. As Kingdon (1984) has demonstrated
in the American context, policymaking rarely proceeds in linear
fashion from the formulation of questions to the search for
solutions. There are instead numerous preexisting solutions
favored by partisan advocates seeking to tie their preferred
answer to whatever ques tion comes along. Solar energy, for
example, has been offered as a solution to problems ranging
from national security to democratization to global warming. In
this respect the international sphere of influence—literally, the
world of ideas—is a source of thousands of well-developed
policy re sponses waiting for a question. Not surprisingly, this
pool of ideas is most readily accessible to individuals who have
the benefit of considerable in ternational exposure. In a period
of widespread but uneven environmen tal concern around the
globe, the first members of a society to advocate a consciously
articulated environmental agenda are typically individuals with
a cosmopolitan orientation who have been immersed in dialogue
with environmental thinkers abroad. 13
In chapter 6, I provide evidence for the “neighbor effect”—the
tendency for countries to look to their immediate neighbors as
sources of policy ideas. Activists in Argentina closely follow
political developments in Para guay, policymakers in Togo learn
from their counterparts in Nigeria, and exchanges between
38. reform-minded Malays and Indonesians are common place. But
policy reformers in developing countries also look to faraway
lands for models of success and failure. Though some analysts
claim that developing countries have little to learn from rich
countries (Rose 1993), this is plainly at odds with the historical
record. Just as Chilean secular re formers in the nineteenth
century were influenced by the revolution of 1848 in France,
India’s forest policies were modeled after the German ex ample
(Rajan 1998), and Che Guevara studied the guerrilla tactics
popu larized by Spaniards resisting Napoleon’s advance in the
previous century (Loveman and Davies 1985). Hirschma n
(1981) has argued that the propensity of poor nations to borrow
policy ideas from abroad is a reflec tion of their dependency.
But even the most autonomous nations routinely gather
information on the experiences of others. Before we equate bor
rowing with dependency, we should bear in mind that Latin
American intellectuals elaborated dependency theory partly in
response to the short comings of Western writings on
imperialism, which portrayed developing countries as passive
recipients of foreign influences. In practice, modes of borrowing
range from intelligent tinkering with the ideas and experiences
of others to uncritical parroting of foreign institutions.
A detailed analysis of the impact of foreign environmental
policy ideas on contemporary conservation policymaking in
Costa Rica and Bolivia is the subject of chapter 6. Suffice it to
say here that this influence has been pervasive and long-
standing. In addressing the normative, evaluative, and
prescriptive questions of environmental management, policy
reformers have felt little need to confine themselves to ideas of
national origin. Dur ing congressional testimony surrounding
Costa Rica’s Forestry Law of 1969, speakers cited the
experiences of dozens of foreign nations, draw ing lessons from
nature tourism in Eastern Africa, forestry practices in
Venezuela and Mexico, and environmental advocacy in the
United States and Western Europe. In turn, Costa Rica and
Bolivia have served as ex emplars for other developing nations
39. interested in learning from their ex periences with innovations
such as participatory park management, pharmaceutical uses of
rainforest products, national environmental funds, debt-for-
nature swaps, and user fees for ecosystem services.
Ideational Resources of the Domestic Sphere
The mere existence of a deep well of international policy ideas
does not preordain the timing and degree of their acceptance in
specific national
90
80
70
60
50
40
30
20
10
0 1960 1965
Figure 1.3
0
1970 1975 1980 1985 1990 1995
Environmental news in Costa Rica and Bolivia. Source. La
Nación in Costa Rica and Presencia in Bolivia. See
methodological appendix for details. Note. The two newspapers
differ in size, therefore intercountry comparisons are based on
the tim ing of changes rather than absolute numbers of articles.
settings. This is apparent in figure 1.3, which shows that
environmental protection was not seriously discussed in Bolivia
until a full decade after its appearance as an issue of public
concern in Costa Rica. Based on a con tent analysis of over
3,000 environmental news stories (see chapter 6 and the
methodological appendix for details), this result is widely
corrobo rated in interviews with long-term observers of
environmental politics in these countries. This is the simplest
40. result of the content analysis, and it is perhaps the most
important for it poses the question: Why did an active popular
interest in environmental issues—what I term an environmental
policy culture—arise a full decade earlier in Costa Rica?
I will argue in subsequent chapters that bilateral activists are
responsible for the variation observed here. Inspired by
environmental movements around the world and deeply
embedded in domestic debates, bilateral ac tivists recognized
early on the importance of garnering widespread public support
for their policy initiatives. They not only worked to buttonhole
politicians and experiment with institutional designs but they
also spread the word by creating university programs,
organizing seminars, and lead ing discussion groups. They
worked with members of the media, and in spired others to
create radio and television shows broadcasting the merits of
environmental thinking, for the concientización of the public at
large. The lack of an environmental policy culture in Bolivia in
the early 1970s is directly attributable to the absence of a well-
developed community of bi lateral activists in the country at
this time. This begs the question of the origins of bilateral
activism, which will be taken up in chapter 6.
While the international sphere of influence provides the raw
material for domestic policy ideas, these ideas are translated
domestically to match na tional circumstances. The political
salience of policy ideas is affected by their perceived “fit” with
existing national institutions and understand ings (Goldstein
1993; Sikkink 1991). The process is a dynamic one, in which
political opponents argue that an international policy idea like
environmental protection (or feminism or socialism or free
market capi talism) is an absurd foreign import that bears no
relation to domestic re alities, while partisans argue that it is
entirely consonant with national traditions and needs.
Translation occurs as domestic advocates package the idea to
appeal to important political constituencies and to plug into
legitimizing national discourses (Snow and Benford 1988).
International policy ideas are also stretched and molded as
41. domestic regulatory agencies and social organizations devote
preexisting organizational resources (and their attendant biases)
to the cause (see Dalton 1994; McCarthy and Zald 1977;
McCarthy 1997: 244–247). Moreover, each country has its own
particular environmental and social conditions, and different
countries may embrace a policy issue in different historical
periods, thereby affect ing the content of the policy idea.
Translation also results from the fact that many intellectuals and
activists in the South, delighting in innovation and sensitive to
cultural imperialism from abroad, simply desire to make the
idea their own.
Two extremes characterize the translation process. At one
extreme, in adequate translation may lead to a careless adoption
of ideas from abroad, as occurred in the 1960s when the
Bolivian government copied verbatim Venezuelan hunting
season regulations despite the fact that the seasons are reversed
across the equator. At the other extreme, an international policy
idea may undergo so much adaptation that the original idea
literally gets lost in the translation (see Steinberg 1998b).
Bilateral activists occupy an interesting position in this regard.
All else equal, they are more likely than actors who operate
purely in the international sphere to ensure that at least some
translation occurs, and they are more likely than their com
patriots to ensure that the crux of the original idea is not lost.
Conversely, they may be more likely to push inappropriate ideas
than would actors op erating purely in the domestic sphere and
more likely than purely interna tional players to let the original
idea go. Only by pursuing a compromise between the two
extremes, however, can they simultaneously meet the needs
stemming from each side of their dual identities. They are the
only ones held accountable by both international and domestic
communities, in a face-to-face, “what are you doing?” kind of
way. To the extent that their effectiveness depends on
legitimacy in both spheres, bilateral activists face incentives to
stake out a middle ground.
Studying Policy Change
42. In medical research, the first step in identifying the causal agent
of disease is to select sick patients and attempt to isolate the
cause of the observed effects; this enables subsequent studies to
test for the effects of the posited causal agent in other patients.
Geologists wishing to understand the na ture of volcanoes do
well to study those actively erupting; using this data, they can
then make predictions concerning the volcanoes’ dormant
cousins. In like manner, to understand the uncharted territory of
environ mental policy reform in developing countries, I have
deliberately selected countries with “successful” policy
outcomes in an attempt to delineate the forces at play. The
sources of variation on these successes are threefold: the change
in Costa Rica from the 1960s (a time of scant political interest
in environmental themes) to the 1970s; the variance between
Costa Rica and Bolivia in the 1970s, during which time only the
former witnessed signif icant environmental policy reforms; and
the subsequent temporal change within Bolivia, which saw the
rise of an active environmental policy cul ture and institutional
reforms in the late-1980s.
To understand the dynamics underlying these changes, I employ
a tri angulation approach, combining quantitative and
qualitative methods ap propriate to the task at hand. 14 To
generate insights into mechanisms of political influence, I
conducted several dozen semistructured interviews, using a
technique that we might term “revealing inertia.” This method
takes advantage of the fact that there is a certain amount of
inertia in any significant social undertaking—meetings are
missed, funds are misap propriated, leaders are distracted—and
considerable directed energy is needed to overcome this inertia
and usher initiatives toward a desired end point. Inertia includes
the “clearance points” discussed by Pressman and Wildavsky
(1973), Grindle and Thomas’s (1991) “slippage,” and Hirsch
man’s (1970) “slack.” Yet interview subjects may recount an
event as if it arose as part of the natural and inevitable
progression of events. With the revealing inertia technique, the
researcher imagines potential barriers and sources of inertia
43. common to efforts at policy reform and poses these as
questions: “The senate has many pressing matters, so how did
your bill get to the front of the queue?” “Alliances among
environmental groups can be difficult to maintain—how did it
work?” “Why did the city council listen to your proposal, when
there is an active forest lobby in this town?” “Bud gets are so
stretched, how did you get the Ministry of Agriculture to pro
vide funds for the new park guards?” From the nature of the
response it is usually obvious whether one has revealed or
merely invented a source of inertia. Revealing inertia allows the
researcher to learn more about the barriers themselves and to
learn about the mechanisms whereby difficul ties are overcome.
Historical materials were gathered by searching through
numerous government and private archives, seeking materials—
letters, news clips, government reports, written testimony—that
could provide a glimpse into modes of influence. I was the first
researcher to study the private archives of Bolivian
environmental pioneer Noel Kempff, who maintained a thorough
record of his written correspondences dating back to the early
1960s, now maintained by his family. Qualitative research was
comple mented with a quantitative analysis of environmental
news stories ap pearing in these countries’ major daily
newspapers from 1960 to 1995. Eleven research assistants,
organized into four teams, collected and ana lyzed over 3,000
news articles. Absent longitudinal public opinion data, this is
the most complete data set available for tracing changes over
time in the attention given environmental issues in any
developing country.
Chapter Overview
The organization of this study is as follows. In the first half of
the book I describe in more detail the phenomenon to be
explained—the historical emergence of Costa Rica and Bolivia
as leaders in biodiversity policy. In chapter 2, I take a critical
look at one of the most widely held assumptions concerning the
role of developing countries in international environmen tal
policy: that developing nations are too poor to care about
44. environ mental protection absent foreign financial inducements.
This perspective emanates from several distinct sources, which I
label “theories of environ mental privilege.” This assumption is
so widely held, and so completely at odds with my findings, that
I felt it necessary to address it systematically in its own chapter.
I argue that there is little reason or evidence to support the view
that developing nations are predisposed to consider environmen
tal protection a luxury.
It is one thing to argue that environmental movements and
policy reform can arise in poor countries and quite another to
show that they do. The historical narratives in chapters 3 and 4
should leave the reader with no doubt that important changes
have taken place over the past four decades in the level of
social and government commitment to biodiversity conser
vation in Costa Rica and Bolivia. This sets the stage for
subsequent chap ters that provide an explanation for how these
changes came about. Chapters 5 and 6 detail the institutional
and ideational components of the spheres of influence
framework. Chapter 5 explores the process of institu tional
reform: how these countries have managed to establish
conservation agencies, regulatory structures, and national parks
that operate reason ably well despite the enormous odds facing
policy reformers in poor coun tries. This chapter demonstrates
that despite their lower profile, domestic political resources
have been indispensable assets in efforts at institution building,
easily rivaling in importance the more widely recognized assets
of international science and finance. A focus on political
resources also renders the contributio ns of domestic
environmentalists in developing countries more visible, which I
have found necessary not for fairness so much as accuracy. In
Chapter 6 I elaborate on the concept of policy cul ture, which
provides an entrée for studying the cross-border movement of
environmental ideas and the relationship between changing
social percep tions and institutional reform. In Chapter 7, I
consider the implications of these findings for social science
research on global environmental prob lems and make some
45. tentative suggestions for how they might be used to improve the
effectiveness of international environmental institutions.