english language and composition - mseffie

2016 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS

ENGLISH LANGUAGE AND COMPOSITION

SECTION II Total Time-2 hours, 15 minutes

Question 1

Suggested reading and writing time-55 minutes.

It is suggested that you spend 15 minutes reading the question, analyzing and evaluating the sources,

and 40 minutes writing your response.

Note: You may begin writing your response before the reading period is over.

(This question counts for one-third of the total essay section score.)

Over the past several decades, the English language has become increasingly globalized, and it is now seen by many as

the dominant language in international finance, science, and politics. Concurrent with the worldwide spread of English is

the decline of foreign language learning in English-speaking countries, where monolingualism—the use of a single

language—remains the norm.

Carefully read the following six sources, including the introductory information for each source. Then synthesize

information from at least three of the sources and incorporate it into a coherent, well-developed essay that argues a clear

position on whether monolingual English speakers are at a disadvantage today.

Your argument should be the focus of your essay. Use the sources to develop your argument and explain the reasoning

for it. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from, whether through

direct quotation, paraphrase, or summary. You may cite the sources as Source A, Source B, etc., or by using the

descriptions in parentheses.

Source A (Berman)

Source B (Thomas)

Source C (Erard)

Source D (Oaks)

Source E (table)

Source F (Cohen)

© 2016 The College Board.

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Source A

Berman, Russell A. “Foreign Language for Foreign

Policy?” Inside Higher Ed. Inside Higher Ed,

23 Nov. 2010. Web. 8 May 2013.

The following is excerpted from an article on a Web site devoted to higher education.

These are troubled times for language programs in the United States, which have been battered by irresponsible

cutbacks at all levels. Despite the chatter about globalization and multilateralism that has dominated public discourse

in recent years, leaders in government and policy circles continue to live in a bubble of their own making, imagining

that we can be global while refusing to learn the languages or learn about the cultures of the rest of the world. So it

was surely encouraging that Richard Haass, president of the Council on Foreign Relations and a fixture of the

foreign policy establishment, agreed to deliver the keynote address at the American Council on the Teaching of

Foreign Languages Annual Convention in Boston on November 19.

Haass is a distinguished author, Oberlin- and Oxford-educated, and an influential voice in American debates. The

good news is that in his talk, “Language as a Gateway to Global Communities,” Haass expressed strong support for

increased foreign language learning opportunities. He recognized the important work that language instructors

undertake as well as the crucial connection between language and culture: language learning is not just technical

mastery of grammar but rather, in his words, a “gateway” to a thorough understanding of other societies. . . .

Haass claims that in an era of tight budgets, we need convincing arguments to rally support for languages. Of course

that’s true, but—and this is the bad news—despite his support for language as a gateway to other cultures, he

countenances only a narrowly instrumental defense for foreign language learning, limited to two rationales: national

security and global economy. At the risk of schematizing his account too severely, this means: more Arabic for

national security and more Mandarin, Hindi, and, en passant, Korean for the economy. It appears that in his view the

only compelling arguments for language-learning involve equipping individual Americans to be better vehicles of

national interest as defined by Washington. In fact, at a revealing moment in the talk, Haass boiled his own position

down to a neat choice: Fallujah or Firenze. We need more Arabic to do better in Fallujah, i.e., so we could have been

more effective in the Iraq War (or could be in the next one?), and we need less Italian because Italy (to his mind) is a

place that is only about culture.

In this argument, Italian—like other European languages—is a luxury. There was no mention of French as a global

language, with its crucial presence in Africa and North America. Haass even seems to regard Spanish as just one

more European language, except perhaps that it might be useful to manage instability in Mexico. Such arguments

that reduce language learning to foreign policy objectives get too simple too quickly. And they run the risk of

destroying the same foreign language learning agenda they claim to defend. Language learning in Haass’s view

ultimately becomes just a boot camp for our students to be better soldiers, more efficient in carrying out the projects

of the foreign policy establishment. That program stands in stark contrast to a vision of language learning as part of

an education of citizens who can think for themselves.

Haass’s account deserves attention: he is influential and thoughtful, and he is by no means alone in reducing the

rationale for foreign language learning solely to national foreign policy needs. . . .Yet even on his own instrumental

terms, Haass seemed to get it wrong. If language learning were primarily about plugging into large economies more

successfully, then we should be offering more Japanese and German (still two very big economies after all), but they

barely showed up on his map.




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2016 AP ° ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS

The much more important issue involves getting beyond instrumental thinking altogether, at least in the educational

sphere. Second language acquisition is a key component of education because it builds student ability in language as

such. Students who do well in a second language do better in their first language. With the core language skills—

abilities to speak and to listen, to read and to write—come higher-order capacities: to interpret and understand, to

recognize cultural difference, and, yes, to appreciate traditions, including one’s own. Language learning is not just

an instrumental skill, any more than one’s writing ability is merely about learning to type on a keyboard. On the

contrary, through language we become better thinkers, and that’s what education is about, at least outside

Washington.




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Source B

Thomas, David. “Why Do the English Need to Speak a

Foreign Language When Foreigners All Speak

English?” MailOnline [UK]. Associated

Newspapers Ltd, 23 Jan. 2012. Web. 8 May 2013.

The following is excerpted from an online article in a British newspaper.

Department for Education figures show that fewer and fewer of us are learning a foreign language, while more and

more foreigners are becoming multi-lingual. This, say distraught commentators, will condemn us pathetic Little

Englanders to a life of dismal isolation while our educated, sophisticated, Euro-competitors chat away to foreign

customers and steal all our business as a result.

In fact, I think those pupils who don’t learn other languages are making an entirely sensible decision. Learning

foreign languages is a pleasant form of intellectual self-improvement: a genteel indulgence like learning to

embroider or play the violin. A bit of French or Spanish comes in handy on holiday if you’re the sort of person who

likes to reassure the natives that you’re more sophisticated than the rest of the tourist herd. But there’s absolutely no

need to learn any one particular language unless you’ve got a specific professional use for it.

Consider the maths. There are roughly 6,900 living languages in the world. Europe alone has 234 languages spoken

on a daily basis. So even if I was fluent in all the languages I’ve ever even begun to tackle, I’d only be able to speak

to a minority of my fellow-Europeans in their mother tongues. And that’s before I’d so much as set foot in the

Middle East, Africa and Asia.

The planet’s most common first language is Mandarin Chinese, which has around 850 million speakers. Clearly,

anyone seeking to do business in the massive Chinese market would do well to brush up on their Mandarin, although

they might need a bit of help with those hundreds of millions of Chinese whose preferred dialect is Cantonese.

The only problem is that Mandarin is not spoken by anyone who is not Chinese, so it’s not much use in that equally

significant 21st century powerhouse, India. Nor does learning one of the many languages used on the sub-Continent

help one communicate with Arab or Turkish or Swahili-speakers.

There is, however, one language that does perform the magic trick of uniting the entire globe. If you ever go,

as I have done, to one of the horrendous international junkets which film studios hold to promote their latest

blockbusters, you’ll encounter a single extraordinary language that, say, the Brazilian, Swedish, Japanese and

Italian reporters use both to chat with one another and question the American stars.

This is the language of science, commerce, global politics, aviation, popular music and, above all, the internet. It’s

the language that 85 per cent of all Europeans learn as their second language; the language that has become the

default tongue of the EU; the language that President Sarkozy of France uses with Chancellor Merkel of Germany

when plotting how to stitch up the British.

This magical language is English. It unites the whole world in the way no other language can. It’s arguably the major

reason why our little island has such a disproportionately massive influence on global culture: from Shakespeare to

Harry Potter, from James Bond to the Beatles.

All those foreigners who are so admirably learning another language are learning the one we already know. So our

school pupils don’t need to learn any foreign tongues. They might, of course, do well to become much, much better

at speaking, writing, spelling and generally using English correctly. But that’s another argument altogether.

Daily Mail.




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Source C

Erard, Michael. "Are We Really Monolingual?"

New York Times. New York Times, 14 Jan. 2012.

Web. 8 May 2013.

The widespread assumption is that few Americans speak more than one language, compared with citizens of other

nations — and that we have little interest in learning to speak another. But is this true?

Since 1980, the United States Census Bureau has asked: “Does this person speak a language other than English at

home? What is this language? How well does this person speak English?” The bureau reports that as of 2009, about

20 percent of Americans speak a language other than English at home. This figure is often taken to indicate the

number of bilingual speakers in the United States.

But a moment’s reflection reveals that the bureau’s question about what you speak at home is not equivalent to

asking whether you speak more than one language. I have some proficiency in Spanish and was fluent in Mandarin

20 years ago. But when the American Community Survey (an ongoing survey from the Census Bureau) arrived in my

mailbox last month, posing that question, I had to answer no, because we speak only English in my home.

I know I’m not alone. There are countless Americans who speak languages other than English outside their homes:

not just those of us who have learned other languages in school or through living abroad, but also employers who

have learned enough Spanish to speak to their employees; workers in hospitals, clinics, courts and retail stores who

have picked up parts of another language to make their jobs easier; soldiers back from Iraq or Afghanistan with some

competency in Arabic, Pashto or Dari; third-generation kids studying their heritage language in informal schools on

weekends; spouses and partners picking up the language of a loved one’s family; enthusiasts learning languages with

computer software like Rosetta Stone. None of the above are identified as bilingual by the Census Bureau’s question.

Every census in the United States since 1890 (except for one, in 1950) has asked about language characteristics, and

its question has always seemed to assume that English is the only language relevant for the aspects of life that take

place outside the home. This assumption, though outdated, is somewhat understandable. After all, the bureau’s

primary goal in asking this question is not to paint a full and complete portrait of the language proficiencies of

Americans but rather to track immigrants’ integration into mainstream American society and to ascertain what

services they need, and in what languages. (In October, for instance, the Census Bureau released a list of jurisdictions

with large numbers of voters who need voting instructions translated in a language other than English.)

Nonetheless, to better map American language abilities, the census should ask the same question that the European

Commission asked in its survey in 2006: Can you have a conversation in a language besides your mother tongue?

(The answer, incidentally, dented Europe’s reputation as highly multilingual: only 56 percent of the respondents,

who tended to be younger and more educated, said they could.) Until the census question is refined, claims about

American monolingualism will almost certainly be overstated.

(c) 2016 The College Board.



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Source D

Oaks, Ursula. “Foreign-Language Learning: What

the United States Is Missing Out On.”

Blog.NAFSA.org. NAFSA: Association of

International Educators, 20 April 2010.

Web. 8 May 2013.

The following is excerpted from a Weblog maintained by NAFSA, a leading professional association based in the

United States and dedicated to international education.

It seemed a notably strange coincidence that the day after the Chronicle of Higher Education’s fascinating article

about foreign-language acquisition and its remarkable contributions to the human mind and to society, Inside Higher Ed reported that George Washington University’s arts and sciences faculty had voted by an “overwhelming” margin

not only to remove its foreign languages and cultures course requirement, but also to set up the new requirements in

such a way that introductory foreign language courses can no longer count toward fulfilling any degree requirement

in the college. At the same time, GW’s curricular reform is apparently “designed to promote student learning in

areas such as global perspectives and oral communications.”

One wonders how “global perspectives” can happen without foreign language. But Catherine Porter (a former

president of the Modern Language Association), writing in the Chronicle, puts it rather more bluntly. The lack of

foreign-language learning in our society, she states, is “a devastating waste of potential.” Students who learn

languages at an early age “consistently display enhanced cognitive abilities relative to their monolingual peers.” This

isn’t about being able to impress their parents’ friends by piping up in Chinese at the dinner table—the research is

showing that these kids can think better. Porter writes: “Demands that the language-learning process makes on the

brain . . . make the brain more flexible and incite it to discover new patterns—and thus to create and maintain more

circuits.”

But there’s so much more. Porter points out, as many others have, that in diplomatic, military, professional and

commercial contexts, being monolingual is a significant handicap. In short, making the United States a more

multilingual society would carry with it untold benefits: we would be more effective in global affairs, more

comfortable in multicultural environments, and more nimble-minded and productive in daily life.

One of Porter’s most interesting observations, to me, was about how multilingualism enhances “brain fitness.” My

own journey in languages is something for which I cannot claim any real foresight or deliberate intention, but by the

age of 16, I spoke English, Hungarian, and French fluently. I’ve managed, through travel and personal and family

connections, to maintain all three. One thing I know for sure is that when I get on the phone with my mother and talk

to her in Hungarian for 20 minutes, or if I have to type out an email to a friend in Paris, afterwards I feel like I’ve

had a mental jog on the treadmill: strangely energized, brain-stretched, more ready for any challenge, whether it’s

cooking a new dish or drafting an op-ed. And the connective cultural tissue created by deep immersion in another

language cannot be overstated. When I went to Hungary during grad school to research my thesis, I figured: no

problem, it’s my native tongue. Yes, but I first learned it when I was a toddler, and never since then. The amount of

preparation I had to do to be sure I didn’t miss nuance or cultural cues and didn’t draw conclusions based on

erroneous translation, was significant, but well worth it. Time and again, I’ve realized how language can transform

our interactions with one another. Porter’s article is a wake-up call that neglecting foreign-language learning is

hurting our country in more ways than we realize.

Used with permission of NAFSA: Association of International Educators.




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http://blog.nafsa.org/



Source E

“Population 5 Years and Older Who Spoke a Language

Other Than English at Home by Language Group

and English-Speaking Ability: 2007.” Table in

“Language Use in the United States: 2007.”

United States Census Bureau. United States

Census Bureau, April 2010. Web. 8 May 2013.

The following is adapted from a table in a report from the 2007 American Community Survey (United States Census Bureau) on language use in the United States.

Population 5 Years and Older Who Spoke a Language Other Than English at Home by Language

Group and English-Speaking Ability: 2007

(For information on confidentiality protection, sampling error, nonsampling error, and definitions, see www.census.gov/acs/www/)

Characteristic Total people English-speaking ability

Very well Well Not well Not at all

NUMBER

Population 5 years and older 280,950,438 (X) (X) (X) (X)

Spoke only English at home 225,505,953 (X) (X) (X) (X)

Spoke a language other than English at home 55,444,485 30,975,474 10,962,722 9,011,298 4,494,991

Spoke a language other than English at home 55,444,485 30,975,474 10,962,722 9,011,298 4,494,991

Spanish or Spanish Creole 34,547,077 18,179,530 6,322,170 6,344,110 3,701,267

Other Indo-European languages 10,320,730 6,936,808 2,018,148 1,072,025 293,749

Asian and Pacific Island languages 8,316,426 4,274,794 2,176,180 1,412,264 453,188

Other languages 2,260,252 1,584,342 446,224 182,899 46,787

(X) Not applicable. Note: Margins of error for all estimates can be found in Appendix Table 1 at <www.census.gov/population/www/socdemo/language/

appendix.html>. For more information on the ACS, see <www.census.gov/acs/www/>. Source: U.S. Census Bureau, 2007 American Community Survey.




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http://www.census.gov/acs/www/)

http://www.census.gov/population/www/socdemo/language/

http://www.census.gov/acs/www/



Source F

Cohen, Paul. “The Rise and Fall of the American

Linguistic Empire.” Dissent 59.4 (2012):

20-21. Web. 10 Sept. 2013.

It would … be a big mistake to overestimate the reach of English. Though it is widely assumed that the planet is

becoming more linguistically homogeneous, hard evidence suggests otherwise. Most of the approximately six

thousand languages in use today are indeed spoken by relatively small communities, nearly half by populations of

less than ten thousand. Although a great many of these idioms are in danger of dying, many new languages and

dialects are coming into existence as well. More broadly, there are a number of major world languages other than

English, used by large portions of the planet’s inhabitants, in the context of dynamic social, cultural, and economic

activities. Fifteen idioms are spoken by at least one hundred million people—including Spanish, Hindi, Arabic,

Japanese, Portuguese, and French. At around one billion, there are more than twice as many speakers of Mandarin

Chinese as of English. Chinese is almost as equally present on the Internet as English. India, home to the world’s

largest film industry, produces movies in a staggering number of languages: in 2010 alone, 1,274 films were

produced in a total of twenty-three languages—of these, 215 were shot in Hindi, 202 in Tamil, 181 in Telugu, 143 in

Kannada, 116 in Marathi, 110 in Bengali, and 105 in Malayalam (and 117 films were dubbed from one regional

language to another). Only seven were produced in English. While the Moroccan government joined the broader

trend in English-language higher education when it opened the anglophone Al Akhawayn University in Ifrane in the

1990s, it is also currently breaking ground for a French-language engineering school in partnership with France’s

elite École des Mines. Once outside Tokyo, try navigating Japan with only English. In the central Asian republics,

Russian will get you a lot further than English, just as French will in most of West Africa. Good luck, by the way, to

any well-meaning monolingual American doctor who heads off to treat villagers in Mali, Angola, or Chad.

Though you wouldn’t guess it from current trends in higher education, the United States is itself home to a

multilingual society—and is becoming more so with each passing year. Consider that the number of native Spanish-

speakers in the United States has doubled since 1990, and is spoken at home today by 37 million people. There is a

vast and rapidly growing domestic Spanish-language market: the U.S.-based Spanish-language broadcaster Univision

is today the fifth-largest television network by audience in the country. Savvy executives doing business in Miami or

California don’t need to be told the value of hiring Spanish-speakers. The day when candidates for national office

will need to speak Spanish may not be very far off.




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5/14/16, 3:15 PMAre We Really Monolingual? - The New York Times

Page 1 of 2http://www.nytimes.com/2012/01/15/opinion/sunday/are-we-really-monolingual.html?_r=0

SundayReview

Are We Really Monolingual?Gray Matter

By MICHAEL ERARD JAN. 14, 2012

AMERICANS are often told that in today’s globalized world, we are at acompetitive disadvantage because of our lazy monolingualism. “For too long,Americans have relied on other countries to speak our language,” Secretary ofEducation Arne Duncan said at the Foreign Language Summit in 2010. “But wewon’t be able to do that in the increasingly complex and interconnected world.”

The widespread assumption is that few Americans speak more than onelanguage, compared with citizens of other nations — and that we have little interestin learning to speak another. But is this true?

Since 1980, the United States Census Bureau has asked: “Does this personspeak a language other than English at home? What is this language? How welldoes this person speak English?” The bureau reports that as of 2009, about 20percent of Americans speak a language other than English at home. This figure isoften taken to indicate the number of bilingual speakers in the United States.

But a moment’s reflection reveals that the bureau’s question about what youspeak at home is not equivalent to asking whether you speak more than onelanguage. I have some proficiency in Spanish and was fluent in Mandarin 20 yearsago. But when the American Community Survey (an ongoing survey from theCensus Bureau) arrived in my mailbox last month, posing that question, I had to

answer no, because we speak only English in my home.

I know I’m not alone. There are countless Americans who speak languagesother than English outside their homes: not just those of us who have learned otherlanguages in school or through living abroad, but also employers who have learnedenough Spanish to speak to their employees; workers in hospitals, clinics, courtsand retail stores who have picked up parts of another language to make their jobseasier; soldiers back from Iraq or Afghanistan with some competency in Arabic,Pashto or Dari; third-generation kids studying their heritage language in informalschools on weekends; spouses and partners picking up the language of a lovedone’s family; enthusiasts learning languages with computer software like RosettaStone. None of the above are identified as bilingual by the Census Bureau’squestion.

Every census in the United States since 1890 (except for one, in 1950) hasasked about language characteristics, and its question has always seemed to

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5/14/16, 3:15 PMAre We Really Monolingual? - The New York Times

Page 2 of 2http://www.nytimes.com/2012/01/15/opinion/sunday/are-we-really-monolingual.html?_r=0

asked about language characteristics, and its question has always seemed toassume that English is the only language relevant for the aspects of life that takeplace outside the home. This assumption, though outdated, is somewhatunderstandable. After all, the bureau’s primary goal in asking this question is notto paint a full and complete portrait of the language proficiencies of Americans butrather to track immigrants’ integration into mainstream American society and toascertain what services they need, and in what languages. (In October, for instance,the Census Bureau released a list of jurisdictions with large numbers of voters whoneed voting instructions translated in a language other than English.)

Nonetheless, to better map American language abilities, the census should askthe same question that the European Commission asked in its survey in 2006: Canyou have a conversation in a language besides your mother tongue? (The answer,incidentally, dented Europe’s reputation as highly multilingual: only 56 percent ofthe respondents, who tended to be younger and more educated, said they could.)Until the census question is refined, claims about American monolingualism willalmost certainly be overstated.

The celebrated multilingualism of not just Europe but also the rest of theworld may be exaggerated. The hand-wringing about America’s supposed linguisticweakness is often accompanied by the claim that monolinguals make up a smallworldwide minority. The Oxford linguist Suzanne Romaine has claimed thatbilingualism and multilingualism “are a normal and unremarkable necessity ofeveryday life for the majority of the world’s population.”

But the statistics tell a murkier story. Recently, the Stockholm Universitylinguist Mikael Parkvall sought out data on global bilingualism and ran intoproblems. The reliable numbers that do exist cover only 15 percent of the world’s190-odd countries, and less than one-third of the world’s population. In thosecountries, Mr. Parkvall calculated (in a study not yet published), the averagenumber of languages spoken either natively or non-natively per person is 1.58.Piecing together the available data for the rest of the world as best he could, heestimated that 80 percent of people on the planet speak 1.69 languages — not highenough to conclude that the average person is bilingual.

Multilinguals may outnumber monolinguals, but it’s not clear by how much.The average American may be no more monolingual or less multilingual than anyother average person elsewhere on the planet. At the very least, we can’t say forsure — not in any language.

Michael Erard is the author of “Babel No More: The Search for the World’s MostExtraordinary Language Learners.”

A version of this op-ed appears in print on January 15, 2012, on page SR12 of the New York edition with theheadline: Are We Really Monolingual?.

© 2016 The New York Times Company

http://www.michaelerard.com/about/

http://www.nytimes.com/content/help/rights/copyright/copyright-notice.html

3/25/19, 10*43 PMThe Rise and Fall of the American Linguistic Empire | Dissent Magazine

Page 1 of 15https://www.dissentmagazine.org/article/the-rise-and-fall-of-the-american-linguistic-empire

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https://www.dissentmagazine.org/article/the-rise-and-fall-of-the-american-linguistic-empire#



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Htj p{yz nu} mruhgr oy znk Ltmroyn zngz }orr grrkmkjrÄ y{lloik lux Hskxoigƒy l{z{xkF[nkxk oy3 ul iu{xyk3 tu w{kyzout ghu{z ozy ktuxsu{y xkgin5 Lyzosgzky v{z znkt{shkx ul Ltmroyn4yvkgqkxy /huzn gy g tgzo|k gtj g ykiutj zutm{k0 gz tkgx lo|kn{tjxkj sorrout5 Htmruvnutk zu{xoyzy zxg|krotm ot sgtÄ vgxzy ul znk }uxrj gxkmktkxgrrÄ xkrok|kj zu joyiu|kx zngz znkÄ igt mkz hÄ }ozn Ltmroyn5 \to|kxyozokygixuyy L{xuvk ng|k y}ozinkj znkox rgtm{gmk ul otyzx{izout ot ikxzgot jkmxkkvxumxgsy ktzoxkrÄ zu Ltmroyn5 Htmruvnutky sgx|kr gz znk osvxkyyo|k sgyzkxÄ ulLtmroyn joyvrgÄkj hÄ }krr4kj{igzkj otzkxrui{zuxy lxus znk Ukznkxrgtjy3Zigtjotg|og3 gtj NkxsgtÄ5 [nk }uxqotm rgtm{gmk lux znk iuysuvurozgtiuss{tozÄ ul ktmotkkxy gtj sgtgmkxy ksvruÄkj hÄ znk L{xuvkgt gkxuyvgikmogtz zngz sgt{lgiz{xky Hoxh{y goxixglz oy Ltmroyn5 Pt vuxzy gtj ut znk nomn ykgy3ynovyƒ igvzgoty iuss{toigzk ot g yzgtjgxjoÅkj luxs ul Ltmroyn qtu}t gyZkgyvkgq5 Woruzy gtj gox zxglloi iutzxurrkxy rkgxt g yosorgx luxs qtu}t gy H|ogzoutLtmroyn5 ^uxrj rkgjkxy zujgÄ mktkxgrrÄ ingz ot Ltmroyn }nkt znkÄ mgznkx gzy{ssozy5 K{xotm Qgiw{ky Jnoxgiƒy vxkyojktiÄ3 k|kt Mxgtik¿znk sujkxt tgzout4yzgzk zngz ngy ot|kyzkj vkxngvy znk suyz ktkxmÄ gtj xkyu{xiky ot vxusuzotm ozytgzoutgr |kxtgi{rgx }oznot gtj }oznu{z ozy huxjkxy¿ikgykj otyoyzotm ut znk



yÄyzksgzoi {yk ul Mxktin ot otzkxtgzoutgr uxmgtoÅgzouty y{in gy znk L{xuvkgt\tout gtj znk \tozkj Ugzouty5

I{z oz }u{rj gryu hk g hom soyzgqk zu u|kxkyzosgzk znk xkgin ul Ltmroyn5 [nu{mn ozoy }ojkrÄ gyy{skj zngz znk vrgtkz oy hkiusotm suxk rotm{oyzoigrrÄ nusumktku{y3ngxj k|ojktik y{mmkyzy uznkx}oyk5 Tuyz ul znk gvvxu~osgzkrÄ yo~ znu{ygtjrgtm{gmky ot {yk zujgÄ gxk otjkkj yvuqkt hÄ xkrgzo|krÄ ysgrr iuss{tozoky3 tkgxrÄngrl hÄ vuv{rgzouty ul rkyy zngt zkt znu{ygtj5 Hrznu{mn g mxkgz sgtÄ ul znkykojousy gxk ot jgtmkx ul jÄotm3 sgtÄ tk} rgtm{gmky gtj jogrkizy gxk iusotm otzuk~oyzktik gy }krr5 Tuxk hxugjrÄ3 znkxk gxk g t{shkx ul sgpux }uxrj rgtm{gmkyuznkx zngt Ltmroyn3 {ykj hÄ rgxmk vuxzouty ul znk vrgtkzƒy otnghozgtzy3 ot znkiutzk~z ul jÄtgsoi yuiogr3 i{rz{xgr3 gtj kiutusoi gizo|ozoky5 Molzkkt ojousy gxkyvuqkt hÄ gz rkgyz utk n{tjxkj sorrout vkuvrk¿otir{jotm Zvgtoyn3 Ootjo3 Hxghoi3Qgvgtkyk3 Wuxz{m{kyk3 gtj Mxktin5 Hz gxu{tj utk horrout3 znkxk gxk suxk zngtz}oik gy sgtÄ yvkgqkxy ul Tgtjgxot Jnotkyk gy ul Ltmroyn5 Jnotkyk oy grsuyz gykw{grrÄ vxkyktz ut znk Ptzkxtkz gy Ltmroyn5 Ptjog3 nusk zu znk }uxrjƒy rgxmkyz lorsotj{yzxÄ3 vxuj{iky su|oky ot g yzgmmkxotm t{shkx ul rgtm{gmkyA ot 9787 grutk3839>; lorsy }kxk vxuj{ikj ot g zuzgr ul z}ktzÄ4znxkk rgtm{gmky¿ul znkyk3 98<}kxk ynuz ot Ootjo3 979 ot [gsor3 8?8 ot [kr{m{3 8;: ot Rgttgjg3 88= ot Tgxgzno3 887ot Iktmgro3 gtj 87< ot TgrgÄgrgs /gtj 88> lorsy }kxk j{hhkj lxus utk xkmoutgrrgtm{gmk zu gtuznkx05 VtrÄ yk|kt }kxk vxuj{ikj ot Ltmroyn5 ^nork znk Tuxuiigtmu|kxtsktz puotkj znk hxugjkx zxktj ot Ltmroyn4rgtm{gmk nomnkx kj{igzout }nktoz uvktkj znk gtmruvnutk Hr Hqng}gÄt \to|kxyozÄ ot Plxgtk ot znk 8@@7y3 oz oy gryui{xxktzrÄ hxkgqotm mxu{tj lux g Mxktin4rgtm{gmk ktmotkkxotm yinuur otvgxztkxynov }ozn Mxgtikƒy krozk àiurk jky Totky5 Vtik u{zyojk [uqÄu3 zxÄtg|omgzotm Qgvgt }ozn utrÄ Ltmroyn5 Pt znk iktzxgr Hyogt xkv{hroiy3 Y{yyogt }orr mkzÄu{ g ruz l{xznkx zngt Ltmroyn3 p{yz gy Mxktin }orr ot suyz ul ^kyz Hlxoig5 Nuujr{iq3 hÄ znk }gÄ3 zu gtÄ }krr4skgtotm suturotm{gr Hskxoigt juizux }nu nkgjyull zu zxkgz |orrgmkxy ot Tgro3 Htmurg3 ux Jngj5

[nu{mn Äu{ }u{rjtƒz m{kyy oz lxus i{xxktz zxktjy ot nomnkx kj{igzout3 znk \tozkjZzgzky oy ozykrl nusk zu g s{rzorotm{gr yuiokzÄ¿gtj oy hkiusotm suxk yu }oznkgin vgyyotm Äkgx5 Jutyojkx zngz znk t{shkx ul tgzo|k Zvgtoyn4yvkgqkxy ot znk\tozkj Zzgzky ngy ju{hrkj yotik 8@@73 gtj oy yvuqkt gz nusk zujgÄ hÄ :> sorroutvkuvrk5 [nkxk oy g |gyz gtj xgvojrÄ mxu}otm juskyzoi Zvgtoyn4rgtm{gmk sgxqkzAznk \5Z54hgykj Zvgtoyn4rgtm{gmk hxugjigyzkx \to|oyout oy zujgÄ znk lolzn4rgxmkyzzkrk|oyout tkz}uxq hÄ g{joktik ot znk iu{tzxÄ5 Zg||Ä k~ki{zo|ky juotm h{yotkyy otTogso ux Jgroluxtog jutƒz tkkj zu hk zurj znk |gr{k ul noxotm Zvgtoyn4yvkgqkxy5[nk jgÄ }nkt igtjojgzky lux tgzoutgr ulloik }orr tkkj zu yvkgq Zvgtoyn sgÄ tuz



hk |kxÄ lgx ull5

L|kt znk tgzout4yzgzky gtj ksvoxky suyz iussozzkj zu vxusuzotm vgxzoi{rgxzutm{ky ng|k ot|kyzkj iutyojkxghrk xkyu{xiky ot kty{xotm zngz znkox igjxky iu{rjyvkgq uznkx rgtm{gmky5 ^ngzk|kx vxojk znkÄ zuuq ot Sgzot3 kj{igzkj Yusgty gryugr}gÄy rkgxtkj Nxkkq5 Ou}k|kx ot|kyzkj ghyur{zoyz Mxgtik }gy ot vxusuzotmMxktin3 Su{oy _P] }gy gryu }krr g}gxk ul znk tkkj zu zxgot jovrusgzy gtjotzkxvxkzkxy3 gtj ykz {v yinuury zu znoy kllkiz5 [nk sujkxt Mxktin gtj Ixozoynksvoxky ixkgzkj g iutyzkrrgzout ul otyzoz{zouty zu zkgin iurutogr ulloiogry znkrgtm{gmky ul znkox y{hpkiz vkuvrky3 otir{jotm znk yinuur qtu}t gy Sgtm{ky Vƒ3 otMxgtik3 lu{tjkj ot 8>@<3 gtj znk Zinuur ul Vxoktzgr gtj Hlxoigt Zz{joky ot Ixozgot3lu{tjkj ot 8@8;5 \5Z5 sorozgxÄ gtj otzkrromktik gmktioky ng|k tk|kx mo|kt s{inixkjktik zu znk tuzout zngz Ltmroyn y{lloiky5 Zk|kxgr mktkxgzouty ul Hskxoigtmxgj{gzk yz{jktzy v{xy{kj rgtm{gmk osskxyout yz{joky ghxugj zngtqy zu znkiurj4}gx Muxkomt Sgtm{gmk Hxkgy Zz{joky lkrru}ynovy5 ^nkt znk \5Z5 otzkrromktikkyzghroynsktz joyiu|kxkj ozykrl zu hk }ukl{rrÄ {tjkxyzgllkj }ozn Hxghoi43 \xj{43Wgynzu43 gtj Kgxo4yvkgqkxy glzkx Zkvzkshkx 883 97783 oz vu{xkj ktuxsu{yxkyu{xiky otzu rgtm{gmk zxgototm5 [nk gtt{gr h{jmkz ul znk Kklktyk Sgtm{gmkPtyzoz{zk Muxkomt Sgtm{gmk Jktzkx grutk oy zujgÄ u|kx +:77 sorrout5

[nk sgyzkxy ul znk {to|kxyk }nu mgznkx kgin Äkgx gz Kg|uy sgÄ iut|kxyk otLtmroyn zujgÄ3 h{z tuznotm m{gxgtzkky zngz znkÄ }orr yzorr ju yu yk|kxgr jkigjkylxus tu}5 Soqk Z{sskxy3 gtioktz Yusgty3 kgxrÄ sujkxt Zvgtogxjy3 znkkomnzkktzn4iktz{xÄ Mxktin3 gtj totkzkktzn4iktz{xÄ Ixozuty3 zuu3 osgmotkj zngzznk y{t }u{rj ynotk luxk|kx {vut znkox rotm{oyzoi ksvoxky5 [noy oy huzn zu soyzgqkznk lgizuxy zngz zxgtyluxs vgxzoi{rgx rgtm{gmky otzu }ojkrÄ {ykj skjog luxiuss{toigzout gtj zu tkmrkiz znk xgvojozÄ }ozn }noin vgxzoi{rgx rotm{oyzoijoyvuyozouty igt ingtmk5 [nk xoyk gtj lgrr ul sgpux otzkxtgzoutgr zutm{ky oy gr}gÄyg iusvrk~ gtj {tvxkjoizghrk vxuikyy5 Wu}kxl{r yzgzky gxk ulzkt xkyvutyohrk luxznk joyyksotgzout ul vgxzoi{rgx ojousy5 Sgzot }u{rj tk|kx ng|k yvxkgj ngj Yusktuz igx|kj u{z g Tkjozkxxgtkgt ksvoxk5 I{z sgtÄ }ojkrÄ yvuqkt skjog luxiuss{toigzout igsk otzu {yk rgxmkrÄ otjkvktjktz ul yzgzk lxgsk}uxqy5 Hxghoi}gy znk rgtm{gmk ul voruzy gixuyy znk Ptjogt Vikgt ot znk skjok|gr gtj kgxrÄsujkxt vkxoujy3 }krr hkÄutj znk xkgin ul Hxghoi4yvkgqotm yzgzky5 [ngtqy loxyz zu]ktkzogt ykg zxglloi3 znk ojous jkxo|kj lxus ]ktkzogt jogrkiz gtj qtu}t gy Sotm{gMxgtig hkigsk g }ojkrÄ {ykj skjo{s ul iuss{toigzout hkz}kkt yvkgqkxy uljollkxktz rgtm{gmky gixuyy znk kgyzkxt Tkjozkxxgtkgt lxus znk lolzkktzn znxu{mn



znk komnzkktzn iktz{xoky /zn{y ullkxotm g mktkxoi tgsk lux grr y{in |knoi{rgxojousy05 Mxktin yrg|k zxgjkxy tkmuzogzkj znk v{xingyk ul yrg|ky ut znk HtmurgtJugyz ot znk komnzkktzn iktz{xÄ ot Wuxz{m{kyk3 }krr glzkx znk Wuxz{m{kyk ngjikgykj hkotm znk jusotgtz iusskxiogr vxkyktik znkxk5 Jnotuuq Qgxmut3 giutzgiz rgtm{gmk huxt ul otzkxgizouty hkz}kkt Hskxotjogt iuss{tozoky ot znkWgioloi Uuxzn}kyz ot znk totkzkktzn iktz{xÄ3 ykx|kj gy znk xkmoutƒy vxotiovgr zxgjkrgtm{gmk }krr otzu znk z}ktzokzn iktz{xÄ5

[nk sgyzkxy ul znk {to|kxyk }nu mgznkx kgin Äkgxgz Kg|uy sgÄ iut|kxyk ot Ltmroyn zujgÄ3 h{ztuznotm m{gxgtzkky zngz znkÄ }orr yzorr ju yu yk|kxgrjkigjky lxus tu}5

[nk i{rz{xgr yzgz{y }ozn }noin vkuvrk ktju} otjo|oj{gr rgtm{gmky igt gryu ullkxvu}kxl{r otiktzo|ky lux znkox yvxkgj gtj j{xghorozÄ5 Pz }gy Sgzotƒy ossktyk vxkyzomkzngz iutzot{kj zu gzzxgiz gtj hotj zumkznkx xkromou{y3 gjsotoyzxgzo|k3 gtj i{rz{xgrkrozky ot s{in ul L{xuvk lux suxk zngt g znu{ygtj Äkgxy glzkx Yuskƒy lgrr5Ptjo|oj{gr rgtm{gmky igt ktzkx otzu }ojk {yk }ozn y{xvxoyotm yvkkj5 Mxktinhkigsk mktkxgroÅkj gy g vurozk rgtm{gmk ul krozk yuioghorozÄ gsutm L{xuvkgtgxoyzuixgzy ot g ynuxz vkxouj ul zosk ot znk ykiutj ngrl ul znk yk|ktzkktzn iktz{xÄ5[nk xoyk ul Ltmroyn zu mruhgr yzgz{xk ngy hkkt k|kt suxk xgvojA oz utrÄ hkigsk gtuhromgzuxÄ y{hpkiz ot L{xuvkgt yinuury u|kx znk vgyz lk} jkigjky3 lux k~gsvrk3gtj Zkgyvkgq igsk otzu hkotm ot znk 8@?7y5 Ptzkxtgzoutgr rgtm{gmky igt jkirotkux joygvvkgx p{yz gy xgvojrÄ5 Mk} zujgÄ xkigrr zngz Pyzgth{rƒy sojjrk irgyyky yvuqkMxktin {v {tzor znk 8@<7y5

Pz iu{rj k|kt hk gxm{kj zngz Ltmroynƒy yzgz{y gy g mruhgr rotm{g lxgtig oyvgxzoi{rgxrÄ lxgmork3 lux z}u xkgyuty5 Moxyz3 u{zyojk ul Ixozgotƒy luxskx ykzzrkxiurutoky3 znk |gyz sgpuxozÄ ul ozy rui{zuxy yvkgq oz gy g ykiutj rgtm{gmk3 g lgizzngz sgqky l{z{xk ynolzy ot xkmoutgr ux mruhgr rotm{g lxgtigy y{hyzgtzogrrÄ suxkroqkrÄ5 Zkiutj3 ot znk ghyktik ul iutikxzkj i{rz{xgr vuroioky goskj gz ktju}otmLtmroyn }ozn nomn i{rz{xgr vxkyzomk ul znk yuxz vxk|ou{y ksvoxky ng|k ktmgmkj ot/Mxgtik ux Zvgot lux k~gsvrk03 Ltmroyn juky tuz ktpuÄ znk ygsk qotj ul yuiogrigvozgr zngz sgqky yusk rgtm{gmky vuzktzogrrÄ yu gzzxgizo|k5 Pyzgth{rƒy sojjrkirgyyky yvuqk Mxktin tuz hkig{yk Mxgtik }gy znk iurutogr u|kxruxj¿znk iozÄ ngj



lux iktz{xoky hkkt znk igvozgr ul gtuznkx osvkxogr yvgik3 znk vr{xorotm{gr VzzusgtLsvoxk¿h{z hkig{yk Mxktin }gy g vurozoigrrÄ tk{zxgr gtj i{rz{xgrrÄ vxkyzomou{yrotm{g lxgtig5 Zz{jktzy gxu{tj znk }uxrj lruiq zu Hrrogtik Mxgtígoyk rgtm{gmkirgyyky lux g xgtmk ul otzgtmohrk i{rz{xgr suzo|ky5 Pl3 gy znk gj iuvÄ lux g Wgxoy4hgykj rgtm{gmk yinuur vxuirgosy3 znk utrÄ xkgyut zu yz{jÄ Hskxoigƒy rgtm{gmk oyzu sgyzkx ¡^grr Zzxkkz Ltmroyn3¬ }ngz }orr yzuv znk tk~z mktkxgzout ul igxkkx4sotjkj Wgxoyogty lxus vxklkxxotm ¡Ikopotm Motgtiogr Zzxkkz Tgtjgxot¬F [noy ynu{rjvkxngvy mo|k {to|kxyozÄ vxkyojktzy vg{yk hkluxk k~vkrrotm znk yz{jÄ ul Ltmroynrozkxgz{xk zu znk gigjksÄƒy sgxmoty5

\rzosgzkrÄ3 oz oy ngxj tuz zu osgmotk Tgtjgxot Jnotkyk zgqotm ut otixkgyotm}komnz5 Jnotgƒy xgvojrÄ mxu}otm kiutusoi gtj sorozgxÄ vu}kxB znk ynkkx t{shkxyul Tgtjgxot4yvkgqkxyB Jnotkykƒy n{mk Ptzkxtkz luuzvxotzB gtj znk vxkyktik ulrgxmk t{shkxy ul Jnotkyk iusvgtoky3 }uxqkxy3 gtj jogyvuxgy gixuyy znk }uxrjzujgÄ grr y{mmkyz zngz Ltmroyn }orr ng|k vrktzÄ ul iusvgtÄ ut znk mruhgr rotm{oyzoiyzgmk5 Jutyojkx znk lurru}otm lgizyA Jnotkyk4rgtm{gmk Ptzkxtkz vktkzxgzout mxk} glrghhkxmgyzotm 83;>? vkxiktz u|kx znk rgyz jkigjk3 iusvgxkj zu utrÄ :78 vkxiktzlux LtmroynB znk Jnotkyk mu|kxtsktz gtj vxo|gzk ykizux ng|k ot|kyzkj horrouty uljurrgxy ot otlxgyzx{iz{xk vxupkizy gixuyy Hlxoig3 }nkxk suxk zngt ><73777 Jnotkyktgzoutgry ro|k zujgÄB gtj Jnotg ngy nkrvkj zu ktmotkkx znk xkzxkgz ul znk Ltmroynrgtm{gmk ot utk ul znk }uxrjƒy hommkyz lotgtiogr igvozgry¿Outm Rutm¿yotik znkngtju|kx lxus znk \tozkj Rotmjus ot 8@@>5 Vznkx yomty ul Jnotgƒy rotm{oyzoi xoykghu{tj¿utrÄ znoy vgyz Q{tk3 znk Uk} `uxq [osky rg{tinkj gt utrotk Jnotkyk4rgtm{gmk kjozout5

[nkxk gxk zn{y sgtÄ xkgyuty zu xkpkiz vxuvnkioky ul gt gtmruvnutk l{z{xk5 [nuykiussozzkj zu znk otzxotyoi |gr{k ul yz{jÄotm znk n{sgtozoky gtj iut|otikj ul znkoxigvgiozÄ zu uvkt sotjy3 i{rzo|gzk ixozoigr znotqotm3 gtj otyzorr gt gvvxkiogzout luxznk muuj gtj znk hkg{zol{r }orr tgz{xgrrÄ hk w{oiq zu xkpkiz znks5 I{z znk gxm{sktzlux Ltmroyn utrÄ oy gryu3 oz s{yz hk ygoj3 g xkiovk lux xkvxuj{iotm {mrÄ Hskxoigty5[nkxk gxk vxgizoigr xkgyuty lux znk yz{jÄ ul luxkomt rgtm{gmky gy }krrA vkxoujy ulotzktyk zxgtytgzoutgr somxgzout gtj iusskxiogr k~ingtmk roqk u{x u}t gxkvxkioykrÄ }nkt rotm{oyzoi yqorry zgqk ut vgxzoi{rgx osvuxzgtik5 MotgrrÄ3 znkgxm{sktz lux g suturotm{gr {to|kxyozÄ hkzxgÄy g vxulu{tj soy{tjkxyzgtjotm ulznk rkyyuty ul noyzuxoigr vxkikjktz3 znk rotm{oyzoi yoz{gzout gxu{tj znk }uxrj zujgÄ3gtj znk iutyojkxghrk {tikxzgotzoky y{xxu{tjotm u{x rotm{oyzoi l{z{xk5 Sotm{oyzoivr{xgrozÄ ngy gr}gÄy hkkt znk noyzuxoigr tuxs3 gtj {to|kxyozoky ynu{rj vxkvgxk znkox



yz{jktzy lux znoy lgiz5 ^k igttuz vxkjoiz znk l{z{xk3 rotm{oyzoi ux uznkx}oyk5 [nkxoyk ul Jnotg zu y{vkxvu}kx yzgz{y oy tuz otk|ozghrk¿ozy kiutusÄ iu{rj yzgrr3 znkJnotkyk ksvoxk iu{rj hxkgq {v3 znk Juss{toyz WgxzÄ iu{rj ruuyk ozy mxov utvu}kx5 Uux oy znk jkirotk gtj lgrr ul znk \tozkj Zzgzky otkr{izghrk5 I{z znkÄ gxkvuyyohrk5 [nk Wg~ Hskxoigtg sgÄ ng|k yvuqkt /yusk0 Ltmroyn3 h{z tuznotmm{gxgtzkky zngz mruhgr igvozgroys }orr iutzot{k zu ju yu5

Wg{r Junkt oy gt gyyuiogzk vxulkyyux ul noyzuxÄ gz znk \to|kxyozÄ ul [uxutzui{xxktzrÄ }uxqotm ut g huuq4rktmzn yz{jÄ ul znk ot|ktzout ul Mxktin gy g tgzoutgrrgtm{gmk ot kgxrÄ sujkxt Mxgtik5

H{znuxƒy tuzk3 Qgt5 @3 978:A Vtk xkgjkx ngy nkrvl{rrÄ vuotzkj u{z zngz znk Ixozoynmu|kxtsktzƒy 977; kj{igzout xkluxs sgjk luxkomt4rgtm{gmk yz{jÄ uvzoutgr luxyz{jktzy kshgxqotm ut znkox Nktkxgr Jkxzoloigzk ul ZkiutjgxÄ Lj{igzout /NJZL03}noin Ixozoyn yz{jktzy mktkxgrrÄ hkmot gz gmk 8;3 y{mmkyzotm zngz sÄ {yk ul znkzkxs ¡ykiutjgxÄ yinuur¬ somnz hk soyrkgjotm5 IÄ ¡ykiutjgxÄ yinuur¬3 P skgtz}ngz Hskxoigty znotq ul gy ¡nomn yinuur¬ /mxgjky @4893 }noin yz{jktzy iusvrkzkgz xu{mnrÄ znk gmky ul 8;48?05

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