Portrayal of African-Americans on Television free essay sample

This paper centers around the treatment of African-Americans in TV programs traversing decades. This paper centers around the treatment of African-Americans in TV programs spreading over decades. Explicit shows are talked about (for example All In The Family, Sanford Son). Ends are drawn by the creator dependent on his/her examination with respect to patterns of treatment of African-Americans in broad communications. There is no doubt that media is an exceptionally amazing power in the entirety of our lives. Regardless of whether we understand it or not the media is a significant factor in embellishment a portion of our first suppositions as youngsters. That is the reason it is significant for TV to speak to all minorities. TV has not truly worked superbly of this. Be that as it may, it has improved radically from how things were during the 1950s. It is additionally significant that different races are depicted precisely. In the event that they are depicted in cliché ways, that will be the view that kids have before they are mature enough to settle on their own choices. We will compose a custom exposition test on Depiction of African-Americans on Television or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page We have to train our kids about different races so as to experience a daily reality such that regards all races.

A gift called “Wife” Free Essays

Some place, I recollect, to have found out about the Orientals’ idea of a perfect spouse: â€Å"A genuine wife resembles a clergyman for the individual issues of her significant other, a companion in executing his assignments, in warm dealings she resembles his mom and in his bed she resembles a prostitute. Such a spouse is auspicious† (Garuda Purana, 1.64. We will compose a custom exposition test on A blessing called â€Å"Wife† or then again any comparative theme just for you Request Now 6). Is there a word in English that satisfactorily portrays †such a paragon of temperances as a lovely, female, individual, assuming the job of a spouse? In the event that there is one, at that point scarcely any ladies undoubtedly, would meet all requirements to be depicted in this way. Favored to be sure is the man, who is gave with such a lady, fit for enhancing as long as he can remember, filling it expectation, joy and solid mentality. By and by, I should state, that I, am one of those fortunate spouses who has been graced in this way.  My spouse is my guardian angel, guide and companion; she is my gooney bird, deflecting the fierce debacles that take steps to suffocate me in the expanse of my difficulties, and controlling me to the shores of wellbeing; particularly like the lady adulated by the Orientals. Since the time I met her, I have been attracted to her like a magnet. A youthful, delightful lady, with a beautiful body, dazzling delicate eyes and erotic lips, that make heads turn round in a flash. Qualified admirers looked for her, as do butterflies circle an alluring bloom. Her eyes shone like stars, and her heart was loaded up with dreams †fantasies about creation it enormous, in the Hollywood. She has a sweet manner that conceals the malleable idea of the steadfast quality of her character and, little did I understand this important resource at the hour of our marriage. All things considered, I felt thrilled when she responded my adoration and we strolled down the Alter, as man and spouse. In any case, I was to find that, more than magnificence, there were different things that added to her appealing character. The proficient polished methodology in her independent administration and smooth execution of our wedding plans to the last detail, unfurled another part of her quality, to me. Our big day additionally uncovered to me, the resolute streak in her. I recall, when everything was prepared and, I was going to enter the premises, she offer me on her cell phone, to get a specific light she needed lit on this exceptional event. Incapable to reject the supplication in her voice, I turned and began back. I recollect, it was a chill, winter day, and a whirlwind wind pierced my face pointedly, while looking for her vehicle and grabbing with the keys. Work broke out on my temple and my breath turned out to be substantial, as time was slipping away, I still couldn’t discover flame in where she had assumed it to be; neither my expressions of guidance nor the counsel of her bridesmaids (which got helped through on the portable plainly), to continue with the functions without the light, had little impact on her. It rather made her progressively difficult, to have the light brought and lit, and she pined that none of us comprehended the profound hugeness of her activities. Whew! How I hurled a murmur of alleviation, when I at last discovered it. Fortunately, I spotted away the perspiration on my temple with my cloth, and fixed my coat, presently that everything was well. Afterward, I became sick and was down in bed requiring additional consideration and care. There she was, close by, with a relieving favor her lips and a warm handle on my wrist, feeling my heartbeat, observing my temperature, managing the medications exhorted by the specialist, consoling me all the time with kind words, that all will be well. My heart was contacted and eyes loaded up with unshed tears, when she made it to the doctor’s arrangement, traversing a large portion of the city †through pinnacle traffic, in spite of her overwhelming calendar, to notify the specialist in regards to the status of my wellbeing and investigate the choices of my fast recuperation. Exactly the same determined streak went to the fore here in yet in an entirely pleasant way; with constancy she grasped on to trust, never surrendering, and resolvedly drove away skeptical musings. Her child relies upon this one of a kind characteristic of hers, to prop him up during the vanquishing episodes of his dysfunctional behavior, and to prop him up. Be that as it may, we her nearby kinfolk and kith are not by any means the only beneficiaries of her generosity. She is definitely a pinnacle of solidarity, to numerous a companion and I for one know about scarcely any examples where she has pulled a few companions again from the edge of ruin. Presently, am I not directly in feeling that I have been generous allowed an uncommon and â€Å"auspicious† present as a tireless life-accomplice? Book index Garuda Purana, 1.64.6 â€â Tr. J.L. Shastri/A leading body of researchers, Ancient Indian Tradition what's more, Mythology 12-14, Motilal Banarsidass, Delhi 1982. (separates with notes in [] by JanM, 1997). Recovered on 24th May, 2006, from site address: http://www.veda.harekrsna.cz/reference book/garuda-purana.htm        Step by step instructions to refer to A blessing called â€Å"Wife†, Essay models

AD ASTRA is a Problematic Retelling of HEART OF DARKNESS

AD ASTRA is a Problematic Retelling of HEART OF DARKNESS Warning: spoilers ahead (the horror, the horror) In the 2011s, rumors of a  Heart of Darkness film set in deep space made their way across the internet. I missed them, but then: Im not someone who spends much time pining after Joseph Conrad adaptations. Regardless, that movie recently arrived in theaters, in the form of Brad Pitts much anticipated, Oscar-buzzy  Ad Astra. Conrads story of Marlows excursion up the Congo in search of Kurtz, though adapted time and again (in  Apocalypse Now;  in Pixars  Up), is forever impeded by its colonialist language and sensibilities. Once lauded as a criticism of imperialism, contemporary scholars are more wont to uphold it instead as an example of colonialism: its treatment of indigenous people, its positioning of white explorers as at all heroic, moor it in the realm of irredeemable narratives. You can read an excellent New York Times  pieces troubling interpretations of it, as well as Chinua Achebes scorching takedown of the novel. Heart of Darkness romanticizes the jungle; positions outside, entitled explorers who exploit its resources as protagonists; assumes no ownership over the jungles resources on the part of those native to it; and renders its inhabitants curiosities at best and brutes deserving of murder at worst, but never fully human. These are the sorts of illustrations that make modern stomachs turn, whatever Conrads own intent. Nevertheless, Francis Ford Coppola played with the narrative to comment on the U.S.s presence (and proclivity toward atrocities) in Vietnam in Apocalypse Now; today, James Gray and Ethan Grosss take launches Kurtz into space, doing terrestrial exploration one better. Its leads are on a mission to find intelligent life, never mind that we havent yet learned to respect one another on Earth. The movie reframes Kurtzs/NASA hero Clifford McBrides seeker as his son, Roy McBride. Roy, filling the Marlow role in a more personal way, is an emotionally shut-off astronaut whos ambivalent about how well hes followed in his fathers footsteps, down to not connecting with other human beings and alienating his beloved wife, played by Liv Tyler. (Women, in Ad Astra  as in Conrad, scarcely have a voice or any autonomy; they are acted upon by bad, at best inattentive, men.) In one of the movies most powerful scenes, Roy speaks about his inherited inner rageâ€"a fury, he says, that belies deep pain and loneliness. As the film progresses, learning to form that fury into something more worthy and productiveâ€"something not tamped down, but dealt withâ€"becomes central to Roys personal quest. In Ad Astra, compartmentalization may save your life, but it leaves you wanting. Roy is sympathetic in some senses but infuriating in others, particularly because nothing seems to shake him: not the power surges that knock him from the sky and nearly claim his life, and that end up leading to massive global death tolls; not vicious Mandrills, their snouts covered in blood, taking down his ships captain after his crew answers a distress call in space; not an attack by pirates on the dark side of the moon. No matter the circumstances, Roys heart rate never goes above 58; its a point of pride. (Writing this, the parallels between Ad Astra  and  Heart of Darkness  are becoming clearer and more cringe-inducing to me, but as we watched the film, it took my boyfriends early insight to reveal that Grays movie wasâ€"in how it was framed, in its narration, in its use of music, in the story it was tellingâ€"an updated version of Apocalypse Now,  and therefore rooted in Conrads book. This sourcing becomes its folly; whatever it might have accomplished otherwise is undone by the Conrad connection.) When the aforementioned power surges are attributed to a burst from the edge of the solar system, Roy is tapped upon to undertake a mission to determine their source and neutralize them for humanitys sake. NASA suspects that Roys fatherâ€"long positioned as an agency hero and thought to be lost in spaceâ€"has gone rogue and is manipulating the antimatter that powers his ship to cause them. Roy is sent first to the moon and then to Mars to make an emotional appeal to his father. When this fails, he requisitions a ship (and some nukes) and goes after his once lauded, now-tarnished father himself, determined to set things right and save all of humanity. Ad Astra  works to better its source material, sometimes with success.   Instead of centering resource-mining capitalists as protagonists, it criticizes capitalism at every turn: there are Subway sandwich shops and Dunkin Donuts locations on the moon, it costs $125 to acquire a blanket and a pillow when youre flying there commercial, and every poor human impulse, Roy observes, has simply been transferred to the lunar and Martian surfaces. There are wars over territory and senseless deaths galore. By the time Roy heads off to find his father, the audience isnt sure that human beings have much to offer alien species if they are located; that, at least, is a reversal on Conrads text. So too is it worth noting that the movie prioritizes treating people with love and respect as a message over anything overtly colonialist or greedy. But its still Conrad. In Ad Astra, instead of belittling, dehumanizing, and murdering natives in the dark beyond, the explorers find no extraterrestrial life; therefore, instead of dealing with how we treat other life forms, the film determines (as Roy says) that all weve got is us. But removing the natives (in this case, alien species) from the conversation simply skirts the issue. We already have hints of what humans will do, validated by Roys own observations: they will pillage, they will use, they will shoot, they will destroy. Its almost a relief when Roys fathers 30 years of celestial images reveal no movement on any planetary surface, no sign of life, no hope of securing that meeting: humans are alone. Alone, they cant  take the destruction and exploitation of life beyond earthly bounds. Our damage is mitigated by still planetary surfaces alone. This relieved revelation is a huge disappointment. It allows the film, NASA, human beings, and explorers everywhere to wiggle around ethical questions and looming universal conversations. Roy concludes that all weve got is each other, but in his wake are bodies, a legacy of terrestrial destruction, and war: we may be all we have, but we sure arent honoring that symbiosis. By the time the film ended, I wished that my lovely and brilliant boyfriend hadnt noticed the connection. Once you know the film is a take on Conrads book, everything about it becomes more troubling. Its no longer just a deep space excursion story, playing on a rocky father-son bond and universal issues of belonging; its frames arent just beautiful images of space and the outer planets. Everything is commentary, and its not necessarily (or ever) commentary thats comfortable or redemptive. Though enchanted by the filmography and Roys ultimate personal decisions, I left the theater as ambivalent as the lead himself. Deep space exploration films carry inherent appeal, but its lazy to let them evade the questions that make Heart of Darkness  such a point of contentionâ€"namely, how do we interact with other people (or, in the case of space exploration, extraterrestrial beings) wellâ€"respectfully, nobly, in a way that both speaks to our own exploratory goals and rejects hubris, thievery, dehumanization, and murder? How do we go about the business of being decent humans once other beings are involved? This is a central philosophical question that speaks to the core of human values and moral worth, and its a question that Ad Astra  refuses to answer. That omission leaves the film at a loss and leaves its source material unredeemed. Sign up to Swords Spaceships to  receive news and recommendations from the world of science fiction and fantasy. Thank you for signing up! Keep an eye on your inbox.

Compounds With Ionic and Covalent Bonds

An ionic bond is a chemical bond between two atoms in which one atom seems to donate its electron to another atom. Covalent bonds, on the other hand, appear to involve two atoms sharing electrons reach a more stable electron configuration. Some compounds contain both ​ionic and covalent bonds. These compounds contain polyatomic ions. Many of these compounds contain a metal, a nonmetal, and also hydrogen. However, other examples contain a metal joined via an ionic bond to covalently bonded nonmetals. Here are examples of compounds that exhibit both types of chemical bonding: NaNO3 - sodium nitrate(NH4)S - ammonium sulfideBa(CN)2 - barium cyanideCaCO3 - calcium carbonateKNO2 - potassium nitriteK2SO4 - potassium sulfate In ammonium sulfide, the ammonium cation and the sulfide anion are ionically bonded together, even though all of the atoms are nonmetals. The electronegativity difference between ammonium and the sulfur ion allows for an ionic bond. At the same time, the hydrogen atoms are covalently bonded to the nitrogen atom. Calcium carbonate is another example of a compound with both ionic and covalent bonds. Here calcium acts as the cation, with the carbonate species as the anion. These species share an ionic bond, while the carbon and oxygen atoms in carbonate are covalently bonded. How It Works The type of chemical bond formed between two atoms or between a metal and set of nonmetals depends on the electronegativity difference between them. Its important to remember the way bonds are classified is somewhat arbitrary. Unless two atoms entering a chemical bond have identical electronegativity values, the bond will always be somewhat polar. The only real difference between a polar covalent bond and an ionic bond is the degree of charge separation. Remember the electronegativity ranges, so youll be able to predict the types of bonds in a compound: nonpolar covalent bond - The electronegativity difference is less than 0.4.polar covalent bond - The electronegativity difference is between 0.4 and 1.7.ionic bond - The electronegativity difference between species forming a bond is greater than 1.7. The difference between ionic and covalent bonds is a bit ambiguous since the only truly nonpolar covalent bond occurs when two elements of the same atom bond with each other (e.g., H2, O3). Its probably better to think of chemical bonds as being more-covalent or more-polar, along a continuum. When both ionic and covalent bonding occurs in a compound, the ionic portion is almost always between the cation and anion of the compound. The covalent bonds could occur in a polyatomic ion in either the cation or the anion.

Historical Context Matrix Essay - 1588 Words

University of Phoenix Material Historical Context Matrix As you learn about health care delivery in the United States, it is important to understand the history of health care delivery to develop a working knowledge as you progress through the course. The following matrix is designed to help you develop that working knowledge. Fill in the following matrix. Each box should contain responses between 50 and 100 words. |Historical Context |Historical background?|Where is the care |Who is the caregiver? |Goal of the care? |How is care paid | |Matrix | |delivered? | | |for? | |Snake oil |From the 1600s to†¦show more content†¦From this |years. That same thing|from simply bandaging |They would accept | | |custody for the ailing|generous idea came |is where these |or stitching a |cash as payment or | | |poor. Rooted in this |about the beginnings|hospitals got their |patient, to figuring |if cash was not | | |tradition of charity, |of multifaceted |staff. After years of |out what was wrong |available at the | | |the public hospital |municipal |training and a few |with them such as a |time your insurance| | |traces its ancestry to|institutions. |years of internship a |virus or disease and |company could help | | |the development of |Whenever someone had|student of the medical|giving the proper |pay for the | | |cities and community |a sickness or injury|practice could become |medicine to alleviate |majority of the | | |efforts to shelter and|that could not be |a doctor and get paid |it. The goal for |hospital bills. | | |care for the |taken care of at |to work in the |doctors has always |Insurance was | | |chronically ill, |home, they could |hospitals healing the |been to heal sick or |accepted at most |Show MoreRelatedThe Room Matrix Pattern Essay1311 Words   |  6 PagesSeminar Presentation: Jacqueline Oliver, z3462557 SLIDE 1: Good afternoon, Within the context of the Room Matrix pattern my essay will be a comparative essay looking at the push and pull of landscape between Palladio’s Villa Barbaro at Maser, and the Stowe house and Garden in Buckinghamshire, England. The essay will examine each house and their relation to their surrounding landscape, looking at how appropriation, and adoption of ideas changes this relationship, and the impact of changing valuesRead MoreOrganizational Structure775 Words   |  4 Pagespatterns and provide the historical context from which some of them arose. The first section addresses organizational structure in the twentieth century. 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Taxonomy (See Domain Analysis - often used together, especially developing taxonomy from a single domain.) James Spradley A sophisticated typology with multiple levels of conceptsRead MoreThe Impact Of Terrorism On The United States932 Words   |  4 Pages(compare contrast) Positive psychology was launched in Martin E.P. Seligman’s Presidential Address to the American Psychological Association (APA) in 1999. Of paramount purpose was the goal to move away from the path of the medico-psychiatric historical context or the â€Å"illness ideology†, which determined the remit and scope of clinical psychology by â€Å"injecting millions of dollars of funding into psychopathology on deviant, adaptive and maladaptive behavioral and emotional problems† (TRG pg5). The illnessRead MoreThe Importance Of Religious Practices In International Business957 Words   |  4 Pageshave status value, when countries develop, people tend to focus more on their historical national preferences. In the early 1990s anything Western sold in Russia, but since 1996 international companies such Coca-Cola and Nestle have been localizing their messages in Russia. As Russians have become more nationalistic, producers have tried to make their products more relevant. (Mooij nd: 17) So historical characteristics should be considered during international business to make sureRead More The Subjection of Women and Slavery Essay1201 Words   |  5 Pagesshould be instead, perfect equality amongst the sexes. Having previously studied about gender inequality issues from another class, I have a broad understanding of how and why gender inequality has been perpetuated through various historical, political, and social contexts. Incorporating this knowledge as well as information learned through the readings and lectures, I hope to share my thoughts on the subjection of women and its relationship to slavery in this personal response paper. As an advocateRead MoreThe Concept of Strategy and Strategic Management1718 Words   |  7 Pagesstratos, meaning army, and –ag, meaning to lead. †¢ Carl von Clausewitz wrote in the early 1800’s that â€Å"tactics†¦[involve] the use of armed forces in the engagement, strategy [is] the use of engagements for the objects of war.† 4 More Recent Historical Development of Business Strategy †¢ Not until very large companies with the ability to influence the competitive environment within their industries did strategic thinking in the business world begin to be articulated. – Alfred Sloan, CEO of GM

Abortion in Canada Should Remain Legal Free Essays

â€Å"Abortion is not a crime in Canada but it is an area of the law† (Duhaime, 2010) that isn’t black and white. It has been completely legal since 1988 and our government should keep it that way. For as much as some people are anti-abortion or ‘pro-life’ they need to understand that women have abortions for a variety of reasons one being that an abortion can actually benefit the unborn child. We will write a custom essay sample on Abortion in Canada Should Remain Legal or any similar topic only for you Order Now Those who are anti-choice also claim that abortion is wrong because it violates the rights of the fetus, but what about the rights of the woman? It is a woman’s right to decide what she does with her body and though it is much debated; a fetus by logical argument is not a person and does not hold any rights. Finally, even if abortion was made illegal as it was many decades ago, desperate measure to abort unwanted children would be taken by many expecting women, with dire consequences. It is from these four statements that one can say that abortion should continue to be legal in Canada. â€Å"It is not always in the best interest of the child to be born† (Jacob, 2006). A great example comes from the book Abortion under Attack. It features a story from a girl whose father never wanted her. She â€Å"suffered emotional abuse of hearing on a regular basis that she was unwanted and unwelcomed. † (Jacob, 2006) A lot of children are sadly born into this type of unloving environment when a mother is too poor to afford an abortion and doesn’t have the support to take care of the child or when they are born into a strained relationship. When a child is born to parents who don’t want them, would it not have been in their best interest to have been aborted? Rather than be subject to emotional or physical abuse or loveless lives in group homes, they could have never had to experience any of the pain; they never would have known. The fetus is not a conscious being, so when it is aborted it feels no pain; it is as if it never existed. In other cases, a child who born to a woman who heavily used drugs throughout her pregnancy won’t have a fair chance at life. Why put an infant or child through that type of stress and withdrawal. A potential mother who is a heavy drug user should abort any baby that would have been consummated during the times she was using because that will cause unnecessary harm to the unborn child therefore it is not in the best interest of the child to be born. Another instance would be when a couple wants to have a baby but a healthy relationship isn’t in place. By healthy relationship we’re talking about one that isn’t full of anger and violence. If you bring a child into an unhealthy environment, full of negative energy it has a great impact on their development. An example of how negativity can affect the development process is seen in Dr. Emoto’s book Messages in Water. In his book he does an experimental study of whether negative words like â€Å"you fool† have a different effect on water formations than positive words such as â€Å"love† or â€Å"appreciation† (Emoto, 2008). He found that negative phrases and words create large clusters or will not form clusters, and positive, beautiful words and phrases create small, tight clusters. In basic terms negative words and positive words have different effects on the structure of ones make up. So bringing a child into a negative environment isn’t fair to them in two ways, the first being that they weren’t asked to be brought into the situation and the second being that they are going to be emotionally abused or traumatized from the constant violence. From this one could conclude that it would have been in the child’s best interest if they were never born and brought into the situation. â€Å"Only persons have a right to life, human organisms are not persons before birth therefore human organisms do not have a right to life before birth. (Jagger, 2009) A fetus is completely dependent on a mother to survive, if removed from the womb it would die. A human can independently survive when put on its own. So one can conclude that because a fetus is not viable without being attached to something else, it is human-like but not human; if anything it more closely resembles a parasite clinging to a host for life. At birth the fetus becomes human because it can no w independently breathe, move, eat etc. Now a pro-life believer could now say, ‘Would a person who is living off a kidney dialysis machine, and cannot live independently not be a person’? To answer that is the key to why a fetus is not a person. As soon as one can live independently they can be considered to be a person, if after that they become dependent they still remain persons because they have already functioned independently and crossed the line from human organism to human. Almost all of abortions are done in the first two trimesters of pregnancy, and during this time a fetus is not independently viable. The amount of abortions done in the third trimester, or after â€Å"quickening† is such a low percentage it does not make sense to make a law against it because it is so unheard of. The general understanding with an abortion is that you shouldn’t do it after you’ve felt the baby move, or once it is viable. This is a understanding that lies in the morals of humans, there is no need for a law against it because people will 9 out of 10 times make the morally correct decision. In the odd case where a third trimester abortion does occur, it is only done after evaluating all possible options and weighing all the consequences, we need to keep abortion legal so people can make the choice for themselves. Women have been fighting for their rights for decades, and taking ownership of their bodies was part of that. In 1988 Dr. Henry Montagentaler opened up several illegal (at the time) abortion clinics and challenged section 287 of the criminal code which condemned abortion. The Supreme Court ruled that section 287 offended the charter and was no longer in effect. His fight made abortion legal for all Canadian women. (Arthur, 1999) He gave women a choice, the choice to continue the pregnancy and keep the child, continue the pregnancy and give the child away or legally abort the pregnancy. The court case of Daigle v. Tremblay displays this choice in action. In Quebec 1989 Chantal Daigle became pregnant and wanted to abort the baby as she did not feel ready or capable of being a parent but her boyfriend Mr. Tremblay tried to get a court ordered injunction to prevent her from doing just that. His plea was dismissed in the Supreme Court and it became known to all that the father has no legal rights in a mother’s abortion decision, and a fetus is not a person under Quebec law it holds no rights. From this case we can see that a woman’s rights override the rights of a fetus, if it is considered to have any. Women can’t be condemned for abortion because they aren’t doing anything wrong other than fighting for their rights as they’ve done for so many years. People should â€Å"not judge the choices others make,† (Piehl, 2007) as many â€Å"people say that women who have abortions do so for selfish reasons† (Piehl, 2007) but usually they’re wrong as It’s out of love. Many who â€Å"endure the pain of abortion do so to provide the quality of arenting they want for their children that they already have, to ensure financial security or to complete education. (Piehl, 2007) When viewed from this perspective we can see that when a woman gets an abortion she is doing so because she wants the best for her child. Why bring a child into a world where you cannot properly provide for them? From this we can see why abortion can be a good thing and why it should remain legal. â€Å"Between 1926 and 1947, 4000 to 6000 Canadian women died as a result of bungled illegal abortions. (Arthur, 1999) This was due to the lack of resources used by the people conducting the procedure. This in its self, shows us that women are going to dominate their bodies whether it is legal or not, so the best thing to do would be to keep it legal so a safer and cleaner procedure can be offered. â€Å"Childbirth itself is also unusually painful†¦it is hazardous to women’s health and indeed their lives. † (Tooley, 2009) To make a women go through the exquisite pain of childbirth when she may not be ready to mother a child is quite cruel. There are many different procedures for abortion, but all have to be done with care or the life of the mother is put at risk. We need to keep abortions legal so that doctors can be adequately trained in the different procedures and fewer Canadian women will die as a result. A wise man once said â€Å"The state has no business in the bedrooms of the nation† in reference to abortion. (Arthur, 1999) Though abortion was illegal up until quite recently we should keep it that way. To take away someone’s choice about their bodies is an infringement on human rights, and the fetus has no rights as it is not a person. We also have to understand that with such a big issue, even if it was made illegal people would continue to do it, so we may as well have them doing it in a safe manner. Abortion is quite a controversial issue in Canada, and all over the world but it should remain legal in Canada because we all need to have a choice, whether it is believed to be moral or immoral is irrelevant; we, as human beings need to have the option to make a choice and live with the decision. How to cite Abortion in Canada Should Remain Legal, Papers

Japanese American Learning Styles free essay sample

As educators began to realize that the growing diversity of the country would eventually mean that the dominant white culture would itself become a minority, perhaps by as soon as the generation after the next, the conclusions of studies comparing the academic performance of various ethnic groups with one another would create all manner of controversy and conflict, as various interests competed to define the strategies and course of action to be undertaken to improve the American educational system. In determining some of these strategies, certain ethnic groups were assigned the label â€Å"at risk,† as the evidence used to measure their educational success showed that they lagged behind other ethnic groups in terms of measurements of their cognitive and intellectual abilities, with the various explanations as to why these deficits existed generating the most intense conflict and disagreement. The most insidious explanations came from social scientists who proposed that the condition of these at-risk groups was actually hereditary, and that their lower intelligence was â€Å"no fault of their own,† being â€Å"due to inherent shortcomings about which little can be done. We will write a custom essay sample on Japanese American Learning Styles or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Interestingly enough, when certain ethnic groups scored higher on IQ testing than the dominant Euro-American class, these same sociologists did not credit hereditary advantage for their success, but rather chalked these results up to differences in cultural backgrounds and child-rearing practices. From this school of thought emerged the term â€Å"model minority,† used to describe Asian-American students who outperformed white students in measures of educational achievement. The term â€Å"model minority† was first deployed in an article that appeared in The New York Times Magazine in 1966, entitled â€Å"A Success Story, Japanese-American Style. The article begins by praising the subject family for having risen above â€Å"color prejudice,† and in so doing avoiding the characteristics of those groups that the article refers to as â€Å"problem minorit(ies)†, a label used to categorize the experience of other ethnic groups at this point in history, notable primarily for the emergence of the Civil Rights movement. The political implications of such a label are described by writer Malcolm Yeung, â€Å"Asians were being used as a tool to quiet the cries of the enraged minorities (specifically African-Americans) and, on a much more subtle level, used to assuage the guilt of a white America whose system was†¦clearly not working for non-whites†¦Ã¢â‚¬  Nonetheless, the term â€Å"model minority† would grab hold of the country’s collective consciousness, and as any ethnic stereotype is bound to do, inflict damage on both its subjects (Asian-Americans, among them Japanese-Americans) and those who would view them through this narrow prism. Growing out of and emerging alongside the theories of multicultural education changing the American academic system in the second half of the twentieth century, educators would also focus their efforts to improve student performance on research which would yield more promising inventories of ways to understand and educate the growing diversity of ethnic groups comprising American classrooms, the development of learning style theories, or what educator Rita Dunn calls â€Å"instructional delivery systems responsive to how diverse students learn. In the case of â€Å"at-risk† populations, a certain urgency helped guide the development of such strategies to improve their academic performance, as the successful and effective application of an approach predicated on tailoring learning styles to address the needs of various ethnic groups could help put to rest the notion that their deficits were hereditary. In the case of Asian-Americans, who outperformed even the dominant white cu lture in America’s schools, however, there was little if any urgency involved in efforts to uncover the reasons behind these statistical outcomes. What interest and attention that was devoted to the phenomenon of Asian-American success in the American educational system at this time only served to reinforce the myth of the model minority, now a prevalent stereotype, and a deeper exploration of the â€Å"mechanisms† behind their superior performance collided with the notion that, as Grace Kao put it, â€Å"the success of Asian(-Americans) was not a problem in need of a solution. This does not and should not mean that exploring ways to improve the American educational experience for students of Japanese-American descent should be given less priority or consideration than studying, applying, and improving learning styles for students of any other ethnicity or cultural background. Indeed, given their success in the current form of that educational system, investigating and understanding more fully the role that their ethnicity plays in determining the learning style most conducive to their own academic success may be of ben efit to other students. Studying the learning styles of Japanese-Americans will not only help us to understand their unique ethnic identities as students in our own American educational system, but could help to answer the many questions that arise when studying any of the diverse ethnic populations that make up our classrooms. One such question was posed in a study done by researcher Heather Tehani Fuchigami, who asked, â€Å"Do Japanese immigrants and the learning styles representative of their cultural attributes assimilate to the prevalent ‘American’ cultural learning style by continuation in the country through second, third, and subsequent generations? Many of the assumptions and beliefs that inform American educators’ understanding of Japanese-American learning styles have most likely been designed for first-generation American immigrants or their children and may not be applicable to the generations after them, whose lives have undergone various degrees of transformation and may bear little if any resemblance to the immigrant experiences that informed their acclimation to a new country. Her study of multigenerational Japanese-Americans is of particular interest, for it is one of the very few to have examined the evolution of learning styles over many generations. Indeed, as Nellie Tran and Dina Birman tell us, â€Å"Because so many of the studies reviewed†¦have compared predominantly immigrant Asian-American subsamples to predominantly third-generation or beyond subsamples of Whites, they have confounded immigrant status with ethnicity and perhaps even overemphasized Asian immigrant experiences. † Tran and Birman warn that, â€Å"This large body of work may have created an undifferentiated and often erroneous impression that Asian Americans outperform Whites. In addition to generational status, it is important to distinguish studies of specifically Japanese-American learning styles and educational outcomes from studies of â€Å"Asian-Americans,† a category which Tran and Birman note â€Å"consist(s) of at least 30 different ethnic groups. † They warn that, â€Å"not examining the specific ethnicity of those in the Asian-American group can mask important heterogeneity among them. In particular, the lower performance of some groups (e. g. , Southeast Asians, Pacific Islanders) may be concealed when they are grouped with higher-performing groups (e. . , South Asians, Japanese, Chinese). † There is some consensus in the studies about the traits which characterize the learning styles of first-generation Japanese immigrants in America, and the available literature describes it as a methodical way of learning that includes a precision-oriented preference for repetition, sequential learning, routines, and accuracy. In Heather Fuchigami’s study, she compares the cultural characteristics of Japanese immigrants to America to the traditional traits that are used to describe the American cultural learning style in the following table: JapaneseAmerican InterdependentIndependent ReservedOutspoken CautiousImpulsive ReflectiveActive HolisticSegmented ConcreteAbstract CircuitousDirect SensitiveIndifferent PreciseInterpretive This table provides some insight into the assumptions and even stereotypes by which educators often categorize Japanese-Americans, and Fuchigami notes that school systems made brochures and literature available to teachers that described their Japanese-American students in these terms. When using assessment tools specifically designed to elicit and measure learning styles in their native countries, further distinctions were found between American students and Japanese students in their native countries. In the area of decision-making, American students were found to display impersonal, individualistic, and rational tendencies, while the Japanese place value on interpersonal traits and prefer group harmony. Americans place greater value on being time-efficient and getting right to the point when sorting out differences of opinion, with the focus rarely straying from the argument t issue, while the Japanese would take time to build relationships and seek a consensus before making changes, noting that trust between parties is as important to them as the specific terms of any contract. An experiment involving American and Japanese kindergartners shows these distinctions put into practice: The children were asked to draw a picture of their family. American students imme diately set to work on the assignment, while the Japanese children waited until everyone had been given a sheet of paper and checked in with their neighbor before beginning to draw. When they finished, the Japanese students would wait until everyone else finished before turning the papers in. From this picture, we see how Japanese students are more reflective, introverted, and cooperative, and Americans are more impulsive, individualistic, and competitive. Perhaps most interesting about examples like this is that even though the Japanese students take the longest amount of time to finish assigned tasks, they also produce the fewest mistakes. In Japan, the focus of the educational system is on effort, whereas Americans tend to believe more in the strength of natural ability. Japan has had one set of standards by which all students are measured, with no special education services. There are no report cards and no retention or promotion by grade level; students are simply expected to live up to the established standards of the Ministry of Education. Many credit their perseverance and dedication to effort (known as ganbaru) for the success of their country’s educational system, in which, â€Å"Illiteracy has been almost completely eliminated,† and in which, â€Å"The average score of the lowest-scoring native Japanese classroom [is] above that of the highest-scoring American classroom. Interestingly enough, this educational system is said to be patterned upon the systems used in America and Europe in the late-1800’s. Two non-Western strategies employed in Japan are their own unique form of repetitive learning, in which students continually rewrite or recite difficult Chinese characters or passages until mastered, and â€Å"sticky prob ing,† which employs a form of the Socratic method of discussing an issue or problem while a teacher looks on and judges the results of the discussion. In her study of the evolution of the learning styles of multiple generations of Japanese-American students, Heather Fuchigami posed the hypothesis that, â€Å"It is expected that while Japanese-American students will also have acclimated many of their learning traits to traditional Western practices, pieces of their cultural heritage will still be apparent†¦and will therefore continue to manifest in their learning style. She also posits that a propensity for intermarrying with non-Asians, as well as changing times and social pressures, will contribute to the evolution of the learning style over multiple generations. The study identified the native Japanese learning style by the term â€Å"Diverger,† and the traditional Caucasian American style as the â€Å"Converger,† and administered a series of learning style assessments to first, second, third, fourth, and fifth-generation Japanese-American students. The results of the study yielded some very interesting result s. As stated by Ms. Fuchigami, â€Å"It was surprising to see that at no time did a majority of students of Japanese descent ever pull towards [the Converger] learning style, particularly because the overlying school structure was assumed to be Anglo-American, and therefore a dominating factor in the acculturation of students into the prevalent European-American learning style. † She notes that the Diverger learning style did manage to prevail throughout all generations studied, remaining as the preferred learning style of a quarter of the fifth-generation participants in the study. A new predominant learning style, however, would emerge by this fifth generation, identified by over half of the study participants. As Ms. Fuchigami describes it, â€Å"Rather than acculturating to the American ways of teaching and learning†¦at least a fourth of the population do remain true to their native descriptors of reserved, reflective, and precise, while the majority of Japanese-American students have truly evolved into a new type of learner altogether. She identifies this learning style by the term â€Å"Accommodator,† and forecasts a future in which, â€Å"†¦educators will witness the evolution of a truly distinct Japanese-slash-American culture that falls somewhere between the two native factions. † She also makes recommendations for those educators regarding how to best address this emerging population of learners, â€Å"General assumptions made about the assimilation of native cultures to the prevalent Caucasian-American culture are not true, a nd therefore should not be used as standard up on which to base curriculum design. † Finally, it is important to clarify this new learning style, identified as the preferred learning style by over 55% of one sample of fifth-generation Japanese-American students. Concrete experience and active experimentation are the foundations of this learning style, with these students drawn to leadership roles in which they can use trial-and-error and hands-on methods to accomplish tasks. These learners enjoy problem-solving and are both flexible and adaptable in the face of challenges. Being goal-oriented, they prefer to work cooperatively on assigned tasks, and prefer that new information be presented in terms of its applications in real life. Given these basic preferences, it is best to create a purposeful and organized environment for these learners, in which the educator can utilize practice and drill and demonstration strategies. A product-based emphasis should be employed, as they work with their senses and prefer that this work incorporate tangible objects rather than ideas only. Again, real world application is important to them, for unless the practical application of the subject being taught is conveyed to them, they see little reason to learn new concepts. They rely on intuition and risk-taking to solve problems, preferring to demonstrate mastery of new skills in a competitive forum. They prefer an organized classroom in which the rules and procedures are made clear, so that they can keep busy and know what is expected of them. This new learning style is characterized by a preference for questions with a right or wrong answer, rather than subjective answers that are open to interpretation. They value accuracy over creativity, and they prefer feedback on their work in those terms as well. Traditional school methods, such as worksheets, repetition, memorization, fact recall, and other work that can be easily scored, were designed for these kinds of learners.