“Good Fences Make Good Neighbours.” Discuss This Statement with Reference to Politics. Essays

â€Å"Good Fences Make Good Neighbours.† Discuss This Statement with Reference to Politics. Essays â€Å"Good Fences Make Good Neighbours.† Discuss This Statement with Reference to Politics. Essay â€Å"Good Fences Make Good Neighbours.† Discuss This Statement with Reference to Politics. Essay Essay Topic: Fences Definition Fences (literal): freestanding structural markers that serve to enclose areas Fences (metaphorical): barriers to keep nations from infringing on each other’s space or meddling into each other’s affairs, so that an appropriate level of freedom is maintained Good fences: a meaningful barriers, be it physical or metaphorical, that are for the greater good Good neighbours: pleasant and agreeable â€Å"Good fences make good neighbours†: Countries that erect meaningful barriers maintain favourable relationships with their neighbours. Stand Disagree. Good fences do not make good neighbours. Counter-Arguments (Good fences make good neighbours) 1. Good fences prevent neighbouring countries from excessive meddling into each other’s affairs, which might otherwise lead to soured relationships. E. g. In 2004 when Prime Minister Lee Hsien Loong went to Taiwan for a 3 day visit, China was unhappy, but did not interfere excessively, and thus now, Singapore still maintains warm relations with China. E. g. Although China is against North Korea’s nuclear ambition, it has not used its considerable leverage to pressure North Korean into abolishing its nuclear programmes, unlike Japan and the USA. Hence, it remains an ally of North Korea. 2. Good fences make good neighbours as there are still gaps in a fence for communication, as opposed to a wall in which there is total isolation. E. g. The Berlin Wall separated West Berlin and East Germany for 28 years to stop the drainage of labour and economic output associated with the daily migration of huge numbers of professionals and skilled workers between East and West Berlin. The Wall blocked out communication between both sides, thus hindering both sides from settling their differences earlier to benefit the people of Berlin. Arguments (Good fences do not make good neighbours) 1. Good fences may be beneficial and meaningful for one country, but not advantageous for the other party. E. g. Great Wall of China it originated as a military fortification against intrusion by tribes on the borders during the earlier Zhou Dynasty and was extended during the Qin dynasty. This wall was favourable to the people of China but not to the tribesmen and many had lost their lives while attempting to cross the wall. E. g. In 2004, because of Palestinian terrorism, an overwhelming majority of Israelis were in favour of a security fence. However, the Palestinians charged that the fence violates international law, infringes their human rights, and imposes on them grave social and economic hardship. 2. Good fences would probably not make good neighbours if neighbours remain uncooperative. E. g. A decade ago, the US federal government built a 14-mile-long fence in San Diego, California, that borders Tijuana, Mexico. The barriers effectively reduced the number of illegal crossings and crime rates. On a larger scale, though, the fences have merely moved illegal trafficking to more remote areas on the 1,952-mile border. Smugglers have even constructed elaborate tunnels under the wall to smuggle drugs and possibly migrants. 3. Good fences do not make good neighbours because fences offset the feeling of exclusion and hostility towards the other party. E. g. The construction of a 500km electric fence along the northeastern oarder of Botswana in 2003 was meant to prevent interaction between Botswana’s and Zimbabwe’s cattle herds so as to halt the spread of the highly contagious foot and mouth livestock diseases. However, to ordinary Zimbabweans, the fence was seen as a symbol of their growing stigmatisation. They believed the fence was really meant to prevent them from going to Botswana so they voiced their frustration and protested the measures. Botswanan immigration officers reported in creasing acts of sabotage from the Zimbabwean side, including the removal of parts of the fence.

Adverbs of Frequency Beginner English Lesson

Adverbs of Frequency Beginner English Lesson Students can now talk about their daily habits. Introducing adverbs of frequency can help give them further expressive capabilities by allowing them to speak about how often they perform daily tasks. Write these adverbs of frequency on the board next to a list of the days of the week. For example: Always - Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / SundayUsually - Monday / Tuesday / Wednesday / Thursday / Friday / SaturdayOften - Monday / Tuesday / Thursday / SundaySometimes - Monday / ThursdaySeldom - SaturdayNever This list will help students associate the adverbs of frequency with the concept of relative repetition or frequency. Teacher: I always have breakfast. I usually get up at 7 oclock. I often watch television. I sometimes exercise. I seldom go shopping. I never cook fish. (Model each adverb of frequency by pointing to it on the board while slowly saying the phrases allowing students to take in the regularity associated with the adverb of frequency being used. Make sure to accent the various adverbs of frequency.) Teacher: Ken, how often do you come to class? I always come to class. How often do you watch TV? I sometimes watch TV. (Model how often and the adverb of frequency by accenting how often in the question and the adverb of frequency in the response.) Teacher: Paolo, how often do you come to class? Student(s): I always come to class. Teacher: Susan, how often do you watch TV? Student(s): I sometimes watch TV. Continue this exercise around the room with each of the students. Use very simple verbs that the students have already become used to using when talking about their daily routines so that they can focus on learning the adverbs of frequency. Pay special attention to the placement of the adverb of frequency. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part II: Expanding to Third Person Singular Teacher: Paolo, how often do you eat lunch? Student(s): I usually eat lunch. Teacher: Susan, does he usually eat lunch? Student(s): Yes, he usually eats lunch. (pay special attention to the s ending on the third person singular) Teacher: Susan, do you usually get up at ten oclock? Student(s): No, I never get up at ten oclock. Teacher: Olaf, does she usually get up at ten oclock? Student(s): No, she never gets up at ten oclock. etc. Continue this exercise around the room with each of the students. Use very simple verbs that the students have already become used to using when talking about their daily routines so that they can focus on learning the adverbs of frequency. Pay special attention to the placement of the adverb of frequency and the correct usage of the third person singular. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.