History of American Ethnics Essay Example | Topics and Well Written Essays - 1000 words

History of American Ethnics - Essay Example In their social and political lifestyle they remain naturally embodied in the simple nature of living and in a way they tend to shun away from the civilization process of life. The noble salvage are regarded as backwards and mostly admired for their simplified mode of living. According to, (The University of Texas at Austin Counseling and Mental Health Center, 2015), the minority model stereotype is a model that is characterized for it rare membership in the society and it is oftenly regarded as the highly group that has the highest positions in the socioeconomic circles of success in the society. They are characterized according to their ethnicity, religion and races among other factors. According to The Editors of Encyclopedia Britannica (2014), their characterization comes into effect through their family stability and social status, education levels and their income rates that they acquire. Both the noble savage and the minority have similarities that they share in their day to day life and often, they tend to meet indirectly at different point in time in their social, political and cultural spheres. According to The University of Texas at Austin Counseling and Mental Health Center (2015), the noble salvage has the inborn nature and culture that they have to be proud of their background and that they must intend to keep it running in their lineage. This applies similarity to the minority noble stereotype that is naturally mentored to keep the family wealth and status at par and be proud of who they are and where they came from. The difference here comes in where the noble savage stereotype tend to bank so much on their origin of nature and the minority noble tend to bank so much on civilization. In this case the minority tend to be good in white collar professionalism as they also do well in their academic and educational levels, (T.K., 2010), notes. The blue

Sports and animals Essay Example for Free

Sports and animals Essay This would explain the large quantity of participants remembering Uganda and chimpanzee, for example, as they are very infrequently used and may have stood out from the more generic words in the table. This may also account for why words like China, cow and swimming were frequently forgotten: they are neither very common nor uncommon in their usage in everyday life, nor are they stereotypical of their respective categories. What is meant by this is if the question was asked name a sport, it is unlikely that the answer swimming would be given, whereas football would be a more likely answer, despite swimming being a relatively common word to encounter. This builds on the idea of categories acting as recognition cues for subsequent words. Also interesting was the distribution of recalls by category: colours were recalled the most frequently (85/120), compared with sports and animals (both 77/120) and, least frequently, countries (64/120). There could be several explanations for this, but it appears to constitute primarily of two factors: the frequency of usage, and the size of the categories domains. For example, colours are frequently used words and there are relatively few words that fall under that category; sports and animals are also categories from which often-used words are drawn, but there are many more words that fit into them than there are for colours; and countries are less frequently-used words. Therefore, a decrease in common usage and an increase in size may lead to proactive interference, causing more confusion and, occasionally, incorrect words to be recalled. This is demonstrated, for example, in that the word America was recalled three times despite it not being on any of the lists (see Appendix 1). In the results from Condition B, there is also evidence that primacy and recency may have occurred. Respectively, green and dog are the first and last words on the grid, and they were recalled by 10 and 9, respectively, of the 10 participants in that condition. No such effect was found, however, in Condition A, suggesting that the order in which words are sequenced has little effect if there is a more significant method of organisation present (in this case, categories). These patterns indicate that organisation is the key factor in remembering information, but at any one time there may be several methods of organisation occurring simultaneously, such as the words semantic categories, the order that the words are written down, and the frequency of the words usage, among others.  This study did, however, have limitations; the most prominent of which is the potential lack of population validity as a result of the relatively small sample size used and the highly restricted age group from which participants were drawn. This could be overcome in future research by widening the target population and using a larger sample in order to identify trends in more detail. In terms of ecological validity, the study uses artificial stimuli to test memory, and naturally occurring stimuli could be used instead in order to observe the effects of organisation on learning in a natural setting and thus improve the ecological validity. There are implications of this study for many aspects of life which involve learning, but particularly education. It has shown that information is better learnt when organised, either upon presentation or as a mental process. The implication of this is that pupils and students may learn information more efficiently through teaching methods involving organising information into structures and providing tasks to do so if the information is not already organised. The former would provide explicit organisation, and the latter would allow individual pupils and students to find their own ways to learn greater amounts of information. Future research might aim to investigate further into the effects of categorisation. This could be done by using a larger list of words or by drawing words from more distinct categories, and observing if, how and how much participants categorise these words; and relating this to the amount of information they remember. A wider target population would also be beneficial. It is often cited that children learn information more efficiently than older adults, and giving participants from the two age groups the same task and comparing the results would provide insight into how the process of learning is different between them, if indeed it is different. To conclude, this study has found no significant effect of organisation of information upon the learning of this information, but organisation cannot be ruled out as a significant factor. It may be the case that organisation upon encoding, rather than presentation, is the factor that determines the storage of the information. This organisation may be in the form of categorisation, but individual differences exist with regard to how this information is organised. Other factors may be how commonly the information is experienced in the given context, and how many recognition cues are available for the information to be recalled. References BOUSFIELD, W.A. (1953). The occurrence of clustering in the recall of randomly arranged associates. Journal of General Psychology, 49, pp. 229-240.  BOWER, G.H., CLARK, M.C., LESGOLD, A.M. WINZENZ, D. (1969). Hierarchical retrieval schemes in recall of categorized word lists. Journal of Verbal Learning and Verbal Behaviour, 8, pp. 323-343.

The First Born

The First Born The title of this poem is The First Born. The poem is set in Australia today. The speaker in the poem, is the Land, which is distressed and franticly searching for her first born, the indigenous Australians who are in a bad condition. The Land continues searching for her first born and asks you whom I bore after which is the white people what had become of the indigenous Australians. The white people were silent and did not reply. An important idea in this poem is the relationship between the indigenous Australians and the white people. The poet seems to express to readers that the indigenous Australian are in a bad condition. Another idea is that all human beings regardless of race are equal and part of the same human family. In terms of emotion, the poet invokes feelings of hurt and anxiety through the Land. The poem suggests that the indigenous Australians are in a bad condition through the use of various literary techniques. The Land is heard calling out for her first born the indigenous Australians, and the poet describes that the light of their being barely aglow? which is a metaphor that suggests the vitality of the indigenous Australians are diminished and there is little hope in their future. Therefore we get the idea that the indigenous Australians are backwards in terms of political economy, social and education wise. The Land is also strain my ears for the sound of their laughter which is another metaphor which seems to the readers that the indigenous Australians have little joy and happiness in their life. We get an image of the backwardness of the indigenous Australians that they deprived and therefore unhappy. Through the line Where are the laws and the legends I gave?, the poet suggest that the culture that the indigenous Australians culture history are diminished and forgo tten. The readers get an image that the indigenous Australians has been neglected and their culture wiped out , therefore the indigenous Australians have no identity or culture to call their own. To sum up, it is suggested that the indigenous Australians are in a bad condition which includes the lost of their culture which has been past down for generations. The poem also presents to us the idea that all human are equals and therefore part of the human family, thus there should not be any discrimination against any race, which includes the indigenous Australians. The poet express this to readers through the line They were formed out of my dust is a metaphor which renames the people are being born, which is a reference the Bible. According to the Bible, people are formed out of dust and thus it means that all people are formed from the same substance, and dust being part of the earth or God , thus all humans are equal in Gods eye and thus have to be treated with respect. Another evidence of the idea of equality is in the line you whom I born after which suggest that the Land willing to forgive the white Australians for the past misdeed as, in the poem the Land acknowledges the white Australians one of her children. To conclude, the poem indicates the idea all humans are equal and the Land accepts both the indigenous Australians and white people. The Land in the poem expresses various feelings and emotion throughout the poem. The Land is personified as a mother and the various people her children. The Land is anxious that her first born cannot be found and her feelings are intensified. This makes the situation more dramatic as the anxiety of a mother who has lost a child is without comparison. The Land would feel that way as the indigenous Australians do not have much vitality and playing very little part in society due to their backwardness ,thus the indigenous people are missing in society. The Land is hurt due to the fact her first born is dying and neglected. The Land as a mother will not want to see her children dying and neglected. We thus feel the anxiety and hurt felt by the Land. In conclusion, the poet seems to confront us the dire situation faced by the indigenous Australians. The poet might be suggesting that we should treat humans equally and fairly as we are all part of this global family. In conclusion, the indigenous Australians should forgive and not forget. The poet might be suggesting that we should treat humans equally fair as we are part of this global family. This will ensure a better future for the next generation as hatred in the indigenous Australians towards each other will not be passed down

Health and Diet Essay -- essays research papers

Health and Diet Abstract: With my personal life experience I'd like to clarify that a healthy diet and physical exercises help to lose weight. This passage introduces some scientific means to keep fit and, from both sides, indicates the effection that it may have brought along. Another point is that one should choose an appropriate way according to his personal case. Frustration and troubles are often met, but how to deal with them depend on ourselves. What is cricial is about persistence, optimism and rationalism.  ¢Ãƒ ±.Introduction £Ã‚ ºKeeping-fit is sweeping us while some irrational ideas, rather than appropriate ways to lose fat are penetrating into our life. Most people don't employ scientific ways so that body was badly damaged, even never repaired automatically. We recommend appropriate ways which not only perform the function of losing weight, also continue to help to establish personal confidence. One could enjoy the whole process rather than sense some burden. This passage wants to tell us the importance of scientific means to keep fit and take some focus on emotional change when dieting.  ¢Ãƒ ².Body: Keeping fit, at any present time, may fill up your mind. Dieting and sports have come by, playing the theme of the life. Now our focus is on which way to be the best way for you to keep fit. In my grade 3 of senior high school, I weighed 80 KG. I had been embarrassed to be of that kind of figure, when looking at myself, let alone when accepting others ¡Ã‚ ¯ unusual sight and ...

Educational achievement Essay

Educational institutions have two basic functions. On the one hand, they act as agencies of socialisation, transmitting social rules, norms and values; on the other hand, they are mechanisms of allocation, channels for selecting and training people to fill the many occupations of industrial economies. This dual function of socialisation and allocation is fulfilled to some degree by all educational systems. However, in a society with a complex division of labour there is often a contradiction between the two functions of socialisation and allocation. This essay will use both Marxist and Functionalist perspectives to question the educational system. Educational policies after the Second World War were primarily concerned with facilitating greater, and more equal, access to educational qualifications. This was attempted in R A Butlers 1944 Educational Act which sought to make entry to selective schools and universities meritocratic, that is dependent on ability rather than social status or wealth. The Act proposed a system in which children would be transferred at the age of eleven to grammar, secondary modern, or technical schools according to their ‘age, aptitude and ability’. Grammar schools continued to be seen as superior and biased towards middle class males due to the academic subjects, Mathematics (traditionally a male subject) and English being the key indicators used to measure the students. Since we have simple tests of discovering children’s natures (and there are luckily two varieties of these) we can perfectly easily tailor the schooling they get to suit these natures. Such a position accords a pretty self fulfilling and pessimistic function to education, and the fact this process of division has always produced a high correlation with the division between middle class and working class children simply serves to confirm the appropriateness of the division in the first place. ( Miller, 1992 pg. 15 ). The above quotation highlights how the commonly held attitudes towards the working class only reinforced the class distinction. Talcott Parsons stated in his writing on education its † Functions to allocate these human resources within the role structure of adult society†, (Haralambos and Holborn, Sociology Themes and Perspectives 1995 pg. 729). Perhaps if the government had built a larger quantity of technical colleges then the education system would have been more successful in allocating individuals into work roles that match their abilities. By its very nature the eleven plus looked at student’s academic skills completely ignoring student’s personal abilities. Whereas in the education systems of Germany and Japan, in the same period, the majority of students took a vocational path in order to secure educational success. Perhaps this is why their societies achieved greater industrial and economic accomplishment (Abercrombie, Warde Contemporary British Society 1994 pg. 350). Equally, successful entry to a grammar school was not guaranteed if the student had passed their eleven plus exam, this was due to the limited number of places. If we compare the number of grammar schools in Surrey, (which is known for its large percentage of upper and middle class), to the number in the industrial Midlands (with its high population of working class), there is proportionally less number of places for students, therefore making the educational system largely a postcode lottery. It is sighted in Plummer’s ‘Failing Working Class Girls’, that not only did grammar schools have better teachers but also superior buildings and resources- An overwhelming proportion of working class children were being educated in elementary schools. Their inferior buildings and resources, lack of graduate teachers and limited curriculum, compared badly with the better resourced secondary grammar and fee paying schools, attended mostly by children from middle class backgrounds. (Plummer 2000 pg. 15). From the 1960’s onwards, education was increasingly measured in terms of economics i. e. as an institution of national interests rather than personal fulfilment. During this period racial and ethnic minority groups entered the debates, due to immigration becoming more prevalent. It was assumed that children coming from these backgrounds needed to become like the white populous as quickly as possible therefore little genuine progress was made (Finch, 1984). Perhaps this is due to the nature of the curriculum for example, history lessons concentrating on white European perspective with often-fanciful representations of ethnic cultures. Equally teachers and local authorities did not understand their growing presence in schools and it emerged that in some schools, Head teachers were refusing to admit more black pupils (Donald and Rattansi, ‘Race’, Culture and Difference, 1992 pg. 14). Professor John Rex, a leading figure in British Race Relations Research, accused ‘black youth’ of being â€Å"arrogant, rumbustious and contempurious† and having â€Å"†¦ a certain fascination for violence†. (Rex, New Debates in Black Politics 1990 pg. 18 and 33). It’s hardly surprising that these students felt marginalised. In addition under achievement of ethnic groups appeared to be over looked- †¦ many of the teachers indicated they had never considered seriously the apparent failure or under achievement of working class or black children in the education system. (Lee, Pride and Prejudice; Teachers, Class and an Inner City Infants School, 1987 pg. 108). Girls coming from an ethnic minority are not the only group held back from achieving their full potential – equally white girls coming from middle class backgrounds feel this. Even today, the dominant (arguably unconscious) ideologies to reinforce cultural norms of gender behaviour (Walker and Barton, 1983); both pupils and staff give these norms in schools. Girls are not expected to do as well, are not brought up to be assertive to the same level as their male counterparts, and therefore tend to underachieve and blame themselves for it (Light and Dwek, 1987). Staff praise different qualities. Until very recently girls choices in curriculum activities were limited, they were encouraged to veer away from scientific or technical subjects; Deem 1978 sights girls examination result successes tend to be in art subjects, which have limited value for entry into employment and therefore lead females down a different route in further education. The format of exams themselves and other measures of curricular achievement are biased towards males e. g. multiple choice tests are geared towards ‘male logic’ than ‘female’ abilities. Issues such as these highlight the importance that moves are made to alter prejudice expectations and the way assessments are undertaken; including educating teachers to understand their own biases, promoting a change in the expectations of girls so they can achieve what is really within their interests and capabilities. Another area in which the education system is failing today is the treatment of those to be deemed as special needs. The 1988 Education Act defined this by ‘learning difficulty that calls for special educational provision to be made’. This definition obviously makes some comparison with a ‘norm’, this norm is not specified and different education authorities have different averages. Although steps are being taken to move away from labelling since the 1983 Warnock Report many such pupils are still educated separately within schools themselves or special schools together, this again becomes a self-fulfilling prophecy. Barton and Tomlinson (1981) ask, ‘ at which point does caring become controlling? ‘ this is due to current attitudes that problems are psychological, rather than social and pupils are categorised. Despite the promises of the 1940’s Act and the many worthwhile reports that have been commissioned (and largely ignored), still the education system in Britain is riddled with inequalities as set out above. The education system has lost its focus on personal fulfilment. Arguably the pupil has become a homogenised asset to be utilised in the interest of economic progress. If the child does not meet this criteria then they are virtually excluded to protect the accepted norms that society seeks to reinforce on tomorrow’s world. In the ideal situation school children will learn a variety of skills throughout their schooling, to aid his or hers development to achieve their full potential. By the time a young person leaves school at whatever age suits their abilities and aspirations, they should be a self confident and fulfilled individual. Each individual should have gained a wealth of knowledge, motivation for further development, life skills and exam success, which realistically reflects their capabilities. Equally a pupil should have had the opportunity to form friendships with peers and to have built relationships with teaching staff, thus providing a positive image of society at all levels. Everyone should have been exposed to new ideas and activities. This is an ideal; how many people having experienced the British Education system would relate their own schooling to this statement? For many this statement is totally alien to their experiences due to the inherent prejudices the institution reinforces such as the class structure, racism, sexism, beaurocracy and commercialism of schools. It is evident that British schooling has changed considerably since 1945, in many ways there has been great improvement for the majority of pupils. However still today there are a significant group covering ethnic minorities, girls and Special Educational Needs pupils who have largely been over looked so far. If Britain is to make the most from its human resources it is vital that attitudes change so that the individuals’ potential, which is currently ignored, may be fulfilled. Bibliography Miller, J. , 1992, More Has Meant Women: The Feminisation of Schooling, Institute of Education and London: Tufnell PressParsons, T. , 1995, Haralambos, M & Holborn, M. , Sociology Themes and Perspectives. Fourth edition. London: Collins Educational Abercrombie, N & Warde, A. , 1994, Contemporary British Society. Second Edition. Cambridge: Blackwell Publishers. Plummer, G, 2000, Failing Working Class Girls. Stoke-On-Trent, Trentham Books. Finch J. , 1984,’Its Great To Have Someone To Talk To’: The Ethics and Politics of Interviewing Women’, in C. Bell and Robert (eds) Social Researching: Politics, Problems, Practice, London: Routledge and Kegan Paul. Donald J. , Rattansi A,.1992, ‘Race’ Culture & Difference, London, Sage Publications. Rex J. , 1990, Debates in Black Politics, Warwick, Warwick University. Lee, J. , 1987, Pride and Prejudice: Teachers, Class and an Inner City Infants School, in m. Lawn and G. Grace (eds) Teachers: The Cultural and Politics of Work, Lewes: Falmer Press O’Donnell G. , 1985, Mastering Sociology, Basingstoke, The Macmillan Press. Pugh, M,. 1994, State & Society A Social and Political History of Britain 1870-1997, London, Arnold Publishers. Other Sources: Campaign for Real Education web-site – www. cre. org. uk Word Count 1,691.

ww1 commentary essays

ww1 commentary essays War is both a time of triumph and devastation. It is a time that can bring either tears of joy or tears of sorrow to a mothers eyes. War separates the men from the boys and that is why so many teenagers sought to fight for their country. They all fought to defend the honor of their country and to try to show that they can survive the rugged and harsh conditions. Reality did not quite hit these boys, until they found themselves fending for their own lives. Like many of these naive teenagers, their parents are also unaware of what is happening on the battlefield because the news is usually somewhat sugarcoated. Many British poets helped expose the grim realities of war and did not always receive positive feedback. The experiences and writings of British poets such as Rosenberg, Owen, and Sassoon, brought forth both negative and positive criticism and ultimately helped shape early 20th century views on war. Throughout the early 20th century, hostilities between countries such as Austria and Serbia started to grow. It was not until the assassination of Archduke Franz Ferdinand, the heir Austro-Hungarian throne, did the war begin. Ferdinand was assassinated on June 28, 1914 in Sarajeva by a Serbian (Duffy 1). The Assassination of Archduke Franz Ferdinand is what triggered the war. It was used to justify the war, when in reality, the war seemed almost inevitable. As the war progressed, alliances started to form. The Allies Powers included Romania, Russia, Serbia, United States of America, Belgium, France, Great Britain, Greece, Italy, Japan, Montenegro, and Portugal (Moore 1). The Allies Powers went against the Central Powers which included Austria, Hungary-Bulgaria, Germany, and the Ottoman Empire (Central 1). Predicting the outcome of the war is quite simple after looking at which countries fought on which side and comparing the amount of countries on each side. Also after a series of fatal moves made by the Central ...

Unilateraism essays

Unilateraism essays Advantages and Disadvantages of Unilateralism in Resolving Conflict There are many sources of unilateralism. Some people think that being unilateral is something good, a type of leadership. Others see it as a problem, as a country trying to implement his believes and wants to others without considering their needs or points of view just to obtain their own good. Therefore, I will be discussing, the advantages and disadvantages of taking decisions, implementing foreign policies, and taking actions toward other countries without any regard for the views of allies. When talking about unilateralism the first country that comes to my mind is the United States of America. It is very well known that other countries have also been utilitarian. But, the US is the country that has taken the most actions toward others without the support of its allies, especially after the terrorist attacks of September 11, 2001. When a country starts acting unilaterally, is because he wants to fix differences and problems of a specific situation. Or at least that is what the government says to people to keep them calm. However, the majority of people do not agree with this kind of impositions. The United States is the worlds only superpower, so powerful that no country dares to harm its interests in a direct confrontation. The U.S. can afford unilateralism because the costs of acting by itself are so small that it wouldnt damage its economy. This allows strong determinations from Bushs foreign team to please their desire to try to rule world politics. President George W. Bush says that leaders get very few positive responses to many consultations that he have maid. Therefore, he takes resolutions by his own. Consequently, foreign leaders feel left out without any influences and believe that Bush is not interested in common interests and working on common problems. ...