Cultural Imperialism

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Cultural Imperialism

The forces of cultural imperialism are so strong that assimilation or elimination is inevitable. In Leslie Marmon Silko's story Lullaby, Ayah's children are taken away and learn of a new culture. Also in Lullaby, Ayah finds that after her children come back to visit many years later, the children have changed a lot and are not connected with their original culture anymore. In A Red Girl's Reasoning by E. Pauline Johnson, cultural imperialism is seen taking place in Christie and her family, and how Christie is accepted throughout the community like a white woman.

In Lullaby, a Navajo woman, Ayah, is taught how to sign her name in English by her husband. This is showing cultural imperialism in two ways one is that Chato, the husband, has learned English and has already been affected by the white man's culture; and two that Chato spreads the white man's culture to Ayah by teaching her how to sign her name. When the doctors come to Ayah's house, they ask her to sign papers. Although Chato is not home at the time and Ayah could not understand English, she is able to understand that the doctors want her to sign papers. She did not know what she was signing her name for, but she did not think that it was for a bad cause. The next day, the doctors come back and ask Chato and Ayah for their children. The doctors show Chato the papers that Ayah had signed which allowed the doctors to take their two children.

Many years from the day when Ayah's children were taken away, the children were allowed to come back and visit their parents again. Ayah saw her children and she spoke to them in Navajo, but the children did not understand much of the Navajo language anymore. They had been taught English and could not speak back to their mother in Navajo. This example is showing that cultural imperialism eventually took over the family. First, the father had been taught some English. Then he taught his wife how to sign her name in English. Finally, because Ayah signed her name on papers from the doctors that visited, her children were taken away to learn about a different culture. The children were not connected with their true culture afterwards, they had been changed into Americans.

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In A Red Girl's Reasoning, a Native Canadian woman, Christie, is marrying a white man named Charles. Cultural imperialism is seen here because Christie has already been taught English, and she acts like a white woman. She wears velvet and blue dresses, and she became Christian. She married Charles with a white person's ceremony. There was a priest who spoke in Latin, but he also congratulated the couple in Indian as a compliment to the Indian's that were at the ceremony. In the community, Christie is accepted like a white woman and is friends with everyone. Christie was born from a couple of which the mother was Native Canadian and the father was white. Her father taught her everything he knew, but she still kept part of her original culture in her. The author describes her and says, "One unfamiliar with Native Canadian life would find it difficult to determine her nationality" (Johnson ). Although Christie has held on to her roots as an Indian, she has been changed and affected by the white people that are in Canada.

In summary, I believe that the forces of cultural imperialism are so strong that assimilation or elimination is inevitable. Cultural imperialism from a large culture can be resisted and fought against, but it cannot be stopped, only slowed down. People who resist the forces of cultural imperialism will eventually be killed by the larger culture or they will change their beliefs in order to live. As seen in Lullaby, Ayah's children were taken away in order to be changed. The children were too young to resist, and Chato knew that he alone could not stop the doctors. Cultural imperialism can be deferred and disliked, but eventually a culture will dominate over another culture and take over.

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Compare and Contrast the difference in beliefs between atheism as a non-religious perspective and one religious tradition of your choice in relation to the origins of the universe and life after Physical death.

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There are a variety of differences and similarities within the beliefs of those who are atheist and those that are Christian in regards to the origins of the universe and life after the physical death.

Atheism is not a religion. It is the denial of the existence of God or gods. It includes both the rejection of any specific belief in God or gods, and the view that the rational approach to claims about divine existence is one of sceptism. Justification of atheism is often made on the grounds that some branch of science or psychology has rendered belief in God or gods as unnecessary, or that observed proof of the religious belief is not there.

Christianity is a community, a way of life, a system of belief, a liturgical observance, a tradition- Christianity is all of these and more. It is the belief in one God and the son of God Jesus Christ who is the central figure of Christianity according to the bible.

Atheist do not believe one created that universe. Instead they support scientific theories regarding the creation of the universe. The Big Bang Theory and evolution assume that natural processes evolved the earth. They believe Evolution occurs in a gene pool over the course of generations. As a result, individual organisms do not evolve, in the sense of biological evolution. Evolutionary changes are those, which affect distinct populations of organisms, which constitute a gene pool. If these changes are heritable and passed along, it can be said that this population has evolved.

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However the Christian religious tradition believe that God created the world. This is seen in the bible in the fist chapter of Genesis as it states that God created the world in 7 days. Some Christians do not take this story literally, although there are some that do. Similarly both Atheists and Christians is believe in evolution. Some may believe that it is not only a scientific theory but has take place naturally, but only after God created the world. Therefore Christians believe that evolution has nothing whatsoever to do with the origins of life - evolution is about the changes that happen when life exists and makes no claims about where life may or my not have come from.

The Afterlife is an area of human consciousness we all enter upon leaving the physical world at physical death. For the entire existence of mankind what happens after death?

In the Christian religion it is believed that there does exist life after death. The argument to support it being that after Jesus died he rose from the dead, proving that the soul is not destroyed after death. All of the Christian teachings and beliefs come from the bible; and in the Bible it states For God loved the world so much that he gave his only Son so that anyone who believes in him shall not perish but have eternal life. (John 16)

Those who hold to the worldview of atheism believe that, at death, one ceases to exist. There is no afterlife or eternal soul that continues to exist. All there is to look forward to is our inevitable death. Scientists tell us that the universe is expanding, growing farther and farther apart. As it does, its energy is being used up, and eventually the stars will burn out and all matter will collapse into dead stars and black holes. It is in the face of this future that the atheist must seek to find meaning and purpose for his own existence in this universe.

However, the Bible gives us a unique, contrasting view of death. Scripture makes it clear in Hebrews 7,

"…Man is destined to die once and after that to face judgment.."

The Bible makes it clear that once our life here on earth is done, we will stand before God to receive our destiny, either eternal life with Him, or the second death in separation from Him.

In human history, only Jesus has conquered sin and death through His resurrection. For Christians, death is not something we fear. Instead, at death we arrive home in heaven.

In conlclusion It is seen that there are significant differences but also similarities within the beliefs of those who are atheist and those that are Christian in relation to the origins of the universe and life after the physical death.

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John Donne's Broken Heart

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John Donne's poem "Broken Heart" describes a man who fell in love with love but love gave him the boot. "I brought a heart into the room, but from the room I carried non with me." The man had his heart ripped from him. Love is seen as a decaying disease. Every stanza uses strong imagery to get the point across. John Donne's poem "The Broken Heart" is an exempla nary example of imagery and figurative language. John Donne says once he loved and he'll never love again.

"He is stark mad, whoever says, that he hath been in love an hour, yet not that love so soon decays." The speaker in the poem says he felt connected to a ball and chain when consumed with his love. To him love doesn't last it decays and it only comes once. "That I have had the plague a year," love to his is a plague. This line gives not only an image of being sick from it, but also giving an extreme example of what love has done to him.

"I brought a heart into the room, but from the room I carried non with me." In the third stanza he describes meeting his love with open hear, then leaving with nothing but should haves'. He tells us he wished he could have taught himself pity. This stanza shows us personification of his thoughts. The speaker never directly talks about his love, only that it will never happen again.

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"My rags of heart can like, wish, and adore, but after one such love, can love no more." Imagery is used to describe his heart now. His heart like Cinderella is rags that can do everything but love again. He feels at lose from her leaving. A void is in place of his heart. "But after such love, can love no more." Here in the last line of the poem he not only rhymes with the line before but also expresses his deep sadness.

John Donne's poem "Broken Heart" describes a man who fell in love with love but love gave him the boot. This poem used imagery and figurative language to give the inner workings of a man and his broken heart. The speaker tries to convey to its audience that love is dangerous and that it destroyed his ability to ever to it again. "The Broken Heart" is an exempla nary example of imagery and figurative language. John Donne says once he loved and he'll never love again.

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Anxiety

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Diagnosis Generalized Anxiety Disorder Definition Anxiety is the uncomfortable feeling of dread that occurs in response to extreme or prolonged periods of stress (Smeltzer and Bare, 000). It is commonly ranked as mild, moderate, severe, or panic. It is believed that a mild amount of anxiety is a normal part of the human being and that mild anxiety is necessary to change and develop new ways of coping with stress. Anxiety is a reaction to an internal threat, such as an unacceptable impulse or a repressed thought that is straining to reach a conscious level or a real, threatened, or imagined threat to the patient's self-esteem. Overwhelming anxiety can result in a generalized anxiety disorder (GAD) - uncontrollable, unrealistic worry that is persistent. Risk Factors/Incidence Onset is usually before age 0, and the patient usually has a history of childhood fears. It's equally common in men and women. More than 80% of patients with GAD suffer from major depression, arrhythmias, or social phobia (Smeltzer and Bare, 000). Physiological Process/Etiology of the Disease or Condition Anxiety can indicate a primary psychiatric condition, be related to a primary medical disease, or be related to a medication adverse effect. In GAD, an alteration in benzodiazepine receptor regulation is thought to occur (Smeltzer and Bare, 000). Serotonin abnormalities also appear to play a part in anxiety (Smeltzer and Bare, 000). Increased serotonin levels have been associated with obsessive compulsive disorders. Etiological Theories Psychoanalytical theory says that anxiety is a conflict between the id and the superego, which was repressed in early development but which emerges again in adulthood (Smeltzer and Bare, 000). Biological theory looks at this situation differently. Biological theories consider the sympathoadrenal responses to stress and observe the blood vessels constrict because epinephrine and norepinephrine have been release (Smeltzer and Bare, 000). Blood pressure rises. If the body adapts to the stress, hormone levels adjust to compensate for epinephrine-norepinephrine release, and the body functions return to homeostasis(Smeltzer and Bare, 000). If the body does not adapt to the stress, the immune system is challenged, lymph nodes swell, and risk for physical illness increases (Smeltzer and Bare, 000). Signs & Symptoms (Smeltzer and Bare, 000) The patient admits to worrying excessively about minor matters, with life-disturbing effects. Physical examination of the patient with GAD may reveal symptoms of muscle tension, including trembling, muscle aches and spasms, headaches, and an inability to relax. Autonomic signs and symptoms include shortness of breath, tachycardia, and sweating, and abdominal complaints are rare. The patient may startle easily and complain of feeling apprehensive, fearful, or angry and of having difficulty sleeping, eating, or concentrating. Other signs and symptoms may be a feeling of restlessness or feeling on edge, shaking, palpitations, dry mouth, nausea or vomiting, hot flashes, chills, polyuria, and difficulty swallowing. Diagnostic Criteria (Smeltzer and Bare, 000) When the patient's symptoms match the following criteria documented in the DSM-IV, the diagnosis of GAD is confirmed The patient has an unrealistic or excessive anxiety and worry about two or more events or activities for 6 months, during which he has been bothered most days by these concerns. The patient finds it difficult to control the worry. The focus of the anxiety and worry doesn't have the features of an Axis disorder. The disturbance doesn't occur only during the course of a mood disorder, psychotic disorder, or pervasive development disorder; nor is it due to direct physiologic effects of a substance ( drug abuse or medication) or a general medical condition (such as hyperthyroidism). Anxiety and worry are linked with three or more of the following symptoms present over the past 6 months (only one is required in a child) -restlessness or feeling keyed up or on edge -being easily fatigued -difficulty concentrating or mind going blank -irritability -muscle tension -sleep disturbance. The anxiety, worry, or symptoms cause significant distress or impairment in social, occupational, or other important areas of functioning. Because anxiety is the central feature of other mental disorders, psychiatric evaluation is necessary to rule out phobias, obsessive-compulsive disorders, depression, and acute schizophrenia. Treatment Treatment is individualized for the patient and may include one or more of the following psychopharmacology, individual psychotherapy, group therapy, systematic desensitization hypnosis, imagery, relaxation exercises, and biofeedback (Smeltzer and Bare, 000). Drug treatment and psychotherapy is most effective in treating a patient with this disorder. Complete symptomatic relief is rare, however. The benzodiazepine antianxiety drugs relieve anxiety but should only be prescribed for 4 to 6 weeks because of the potential for abuse (Smeltzer and Bare, 000). Buspirone, an antianxiety drug, causes less sedation and less risk of physical and psychological dependence than the benzodiazepine (Smeltzer and Bare, 000). However, it takes several weeks to take effect. Psychotherapy can help the patient identify and deal with the cause of anxiety, anticipate his reactions, and plan effective response strategies to deal with the anxiety. The patient may learn relaxation techniques, such as deep breathing, progressive muscle relaxation, focused relaxation, and visualization (Smeltzer and Bare, 000). Complications Anxiety can impair social or occupational functioning; effects can range from mild to severe and incapacitating. GAD patients often abuse substances. Alcohol or sedative and hypnotic abuse is common. Nursing Process Assessment Head to toe nursing assessment to identify the signs and symptoms of the disease and potential presence of complications described above. Areas of focus psychological status (on edge, easily startled, sad, fatigue easily, fearful, angry, mood, any changes in behavior, altered thought processes, including patient's explanation of problem, onset, duration, participating events, past coping, present coping, insight, motivation to change, anxiety level (+1,+,+,+4),Current stressors, results of mental status examination, and personal abilities, talents, and strengths, ect.), nutritional status ( nausea, vomiting, intake, output, IBW, weight loss, weight gain, anorexia, ect.), immune status (fatigue, malaise, vague underlying complaints, delayed healing, ect.), respiratory status (vital signs, SOB, ect.), skin status (rash, lesions, ect.), cardiovascular status (tachycardia, palpitations, rapid pulse, ect.). History of panic symptoms (choking feeling in throat, hyperventilation, light-headedness, dizziness, and other physical signs and symptoms of anxiety). Medication history (response, effectiveness, and adverse effects), sociologic status, including support systems, hobbies, interests, work history, family makeup, family roles, family coping mechanisms, lifestyle, ect. Problems Anxiety related to unexpected panic attacks Decisional conflict (excessive worry) related to anxiety level Impaired social interaction related to embarrassment and shame associated with symptoms altered thought process related to inability to function Interventions Interventions include the assessments identified above and may also include the following Establish relationship with unconditional positive regard and respect (Miller, 1) Competently maintain universal precautions Maintain strict confidentiality Administer medications as prescribed by MD Refer to appropriate agencies (related to health, finances, support groups,, ect.) Active listening/allow time for expression of feelings (empowerment) Teaching (Medication actions and their adverse effects, relaxation techniques, ect.) Stay with patient when he is anxious, and encourage him to discuss his feelings, reduce environmental stimuli, and remain calm. Help patient develop effective coping mechanisms to manage his anxiety Suggest activities that distract patient from anxiety

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When asked by Pope Boniface VIII to prove his skill as an artist, Giotto drew a perfect circle freehand. What seemingly simple action would demonstrate your ability and skill, and how would it represent you?

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Curl your feet around the ledge. Make an arc with your lower back and arms. Tuck your head in between your arms. Always have your stronger foot in front. Visualize yourself gliding through an imaginary hula-hoop into the water.

I heard the litany of my swimming coach in the distant echoes, reminding me that the perfect dive begins the perfect race. Before I made my first dive I recalled watching the Olympic swimmers jump effortlessly into the water. However, after I got the water out of my ears and nose, I was shocked to find that diving wasn't as "effortless" as I had imagined.

Who says swimming isn't a contact sport? I had plenty of opponents in my quest for the perfect dive. My goggles, astounded from the impact of the water, would without fail provide protection to my neck rather than my eyes. It was not only disheartening, but embarrassing! With the precision of a siren, I would hear my coach's voice recite, "Glide through the imaginary hula hoop, don't break it." After many days of practicing, I finally overcame the initial paralysis that handicapped my form. If the perfect dive were a person, we were just starting to become acquaintances.

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My next opponent was overconfidence. My landings improved, but I spent more time immersed in self-created glory than moving forward in the race. After witnessing countless failures in spite of improving my diving technique, I finally learned to congratulate myself after winning the race - not during it!

After much reflection I realized that mastering this seemingly simple task was analogous to obstacles faced in other areas of my life. When I stepped

Priyanka Handa

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on the ledge of the pool, there was no turning back. The self-doubt that plagued me as a swimmer before a race parallels the hesitation that everyone feels before taking a "plunge" into the unknown. This vacillation can be traced to instances such as knowingly taking a course with the more challenging of teachers or choosing to take on a leadership role. My experiences with overconfidence taught me the lesson that living in the past or the future almost always guarantees failure in the present.

My skills in diving soon found me success in the swimming pool, but the lessons I learned about my own mindset helped perfect the form and technique of my attitude.

Please note that this sample paper on When asked by Pope Boniface VIII to prove his skill as an artist, Giotto drew a perfect circle freehand. What seemingly simple action would demonstrate your ability and skill, and how would it represent you? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on When asked by Pope Boniface VIII to prove his skill as an artist, Giotto drew a perfect circle freehand. What seemingly simple action would demonstrate your ability and skill, and how would it represent you?, we are here to assist you. Your persuasive essay on When asked by Pope Boniface VIII to prove his skill as an artist, Giotto drew a perfect circle freehand. What seemingly simple action would demonstrate your ability and skill, and how would it represent you? will be written from scratch, so you do not have to worry about its originality.

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Training - Laying Down The Right Memory

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Trainers Tip (Research)

Laying Down The Right Memory?

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Have you ever had this happen to you? One of your learners leaves the workshop, starts to implement some of their new discoveries into the workplace and someone says to them, you dont do it like that. They promptly reply Yes you do, David told us it was how we do it on the course last week. The truth is, you never said anything of the sort. So why is this person trying to get us into trouble. Well theyre not. They really do believe that what they are doing is exactly what you said. Its the same reason why, when several people witness an incident, the police immediately separate the witnesses and ask for their statements in isolation - to stop cross contamination of witness accounts ie of one person thinking they saw something just because someone else said they had seen it.

Research from the world of neuroscience tells us that memories and experiences are not stored in a single location of the brain (we used to think of memories as being like little video clips held in a single specific area in the brain and we just needed to trigger the play button to recall everything). The reality is that each part of an experience is laid-down in a different part of the brain - the visual aspect in the visual area (Occipital lobe), motor skills in one or more of the motor control areas in the frontal and parietal lobes etc. When we want to recall an experience (memory), the brain recalls all its component parts from each storage area and re-constructs the whole memory. Scientists suggest that it is best to think of memory as a process rather than a specific location in the brain.

Back to our original situation - David told us it was how we do it. What has happened here is that the parts of the memory were either laid down incorrectly during the learning or the recall process is not correct. It seems correct to the learner, but in this case it is not - in fact they will swear that it is. I see it as a major part of our role to ensure learners leave with memories laid down correctly with an appropriate recall process. So how do we practically do this?

Revisit content regularly (avoiding the term review) and plenty of regular feedback. Be creative with your review techniques - keep them short and fun. After each hour, facilitate a -4 minute review of that hour plus previous new discoveries. Build in strategies so that learners review the content the next day for around minutes, then the next week and the next month. If content was discovered visually, review it auditorally (learners talking), then have learners reflect on the value of the new learning for them and how they can implement the new ideas ie variety of learning input methods builds more and stronger connections to the memory.

Review Ideas - during the workshop

Ask learners to work in teams of -4 and mind map information so far making it as colourful as possible (what one learner forgets another will remember, if one learners had laid down incorrect memories, the team will reform that learning ensuring they leave with it correctly stored).

Hand out index cards before lunch and at the end of each day, ask learners to write down the key learning points of the morning and how and where they will use these. Then have them find a partner and discuss these learning points.

Today I was facilitating a MS Project workshop so after lunch there were flip charts - How to level a plan and one with 4 diagrams of task linking types. I split the learners into groups and asked one team to create a dummies guide to levelling and the other a step-by-step guide to linking. When they were finished I asked each team to read, check and amend (if necessary) the other teams guide. This was then transferred to their workbooks.

The list can go on for ever - but ensure it is your learners that are doing the work and offering each other validation and feedback ie ensure memories have (and are) been laid down correctly.

Review Idea - next day (after the workshop)

I often get learners to complete flip charts of key points or processes during the workshop. At the end of the workshop I give 1 flip chart to each learner and ask them to type-up the information and eMail it to each of the other learners. This way, each learner gets key content in their own words, but it ensures that they are reminded of this as they type their assigned notes and as they receive other learners notes.

Review Idea - next week

I often take pictures of the workshop as learners are working in teams and the flip charts they create. A week later I publish these on a private web page. You can be sure that every learner takes a look to see the photographs, but of course while they are doing this they are reviewing what took place Oh, yes, thats when we were doing...

Review Idea - next month

At the end of the workshop, have learners decant the top action points they will implement from their index cards that have been completed throughout the workshop. Ask them to put these in an envelope and address it to themselves. Collect these and send after 1 month (this acts as a double review - the review of main points and the review after 1 month).

Call to Action

Do an excellent job and ensure that the memories and experiences your learners leave with are strong, easy to recall and most of all, stored as a true reflection of the learning.

Contact Information

David Gibson or Christophe Peger

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Arab Crusades

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Arab Crusades. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Arab Crusades paper right on time.

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The United States has, since it's founding, been a capitalistic society and its citizens have always been frightened of proponents of other "-isms" such as communism and socialism. This political climate made it difficult for socialists, such as John Steinbeck, to become popular writers.

A.E. Housman was a human figure whose life and career were often moving as well as extraordinary. The melancholy and pessimism in Housman's poems capture the attention of readers and is perhaps the reason why his poetry is still read and studied today!

How Can Artificial Intelligence Help Us? Recently, the media has spent an increasing amount of broadcast time on new technology. The focus of high-tech media has been aimed at the flurry of advances concerning artificial intelligence (AI).

Throughout all the pain, love, and suffering brought to the two lovers in Romeo and Juliet, there was one character that provided a humorous break from all of the emotional tragedy. Mercutio, relative of the Prince and friend of Romeo, was this character that most resembles myself.

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A Bronx Tale It's 160 in New York City in the middle of the bronx. Living at East 187th Street is the family of Calogero (played at age by Francis Capra and at age 17 by Lillo Brancato). Calogero's father Lorenzo believes that a man should make an honest living to support his family and stuff.

Go Crazy, Dont Mind If I Do In Tennessee Williams play, A Streetcar Named Desire, readers see Blanche DuBois ability to separate herself from reality. Blanche goes to visit her sister Stella, her only living relative. She meets the animal(7) Stanley Kowalski. From the first time Stanley and thing to that nature.

Passion turns into obsession, two confused souls bound together by fate A complicated relationship between a lonely man and a self-destructive woman. Innocence lost, and identities found; there are some important themes, which take place in this novel as results of having extreme emotions.

A dream deferred is a dream put off to another time, much like this essay. But unlike dreams sometimes, this essay will get fulfilled and done with. Each character from A Raisin in the Sun had a deferred dream, even little Travis although his dream was not directly stated. Their dreams become dry and thing that make things look bad.

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