Evolution of Rights and Responsibilities as Compared Between Native Essay

Evolution of Rights and Responsibilities as Compared Between Native American, African American and European American Women in th - Essay Example Tracing the social organization of Native American societies in the 18th century, Theda Perdue observes that these cultures practiced a well delineated division of labor between the sexes. She gives the example of the Wahpeton Dakota community where men and women lived three months of each year apart as the former hunted muskrats while the latter was involved in the production of sugar (Perdue 1999). Such a gendered division of labor, though perhaps not in consonance with modern notions of equity, ensured to Native American women a considerable degree of social autonomy, that which was denied to them during the heyday of the colonial era. Perdue thus refers to Bernard Romans to illustrate the manner which racial and gender intolerance mingled to in the manner in which Native American women were portrayed in the accounts of the early European settlers- â€Å"Their strength is great, and they labor hard, carrying very heavy bundles a great distance; they are lascivious, and have no id ea of chastity in a girl† (Romans qtd in Perdue 1999). The above description points to the collusion between racial and gender stereotypes whereby Eurocentric prescriptive notions of femininity were superimposed upon Native American women. The most striking shift in power equations could be seen in the case of the Cherokees. Anthropologists observe that Cherokee women had equal ownership of land and property, a practice that changed with the tribe being forced to sell significant portions of their land holdings to the United States government. The colonial government entered into these agreements with the men of community, rendering at once, the traditional parity of gender in these groups awry and creating a distinct hierarchy between the sexes (â€Å"Native women are fighting for their rights – and their lives† n.d.). This rupture within the community was deepened by then Voting Rights laws put forth for Native Americans by the American government. Till 1924, t ribes were often compelled to abandon their social and cultural affiliations with their respective groups in order to gain the right to vote in American elections. Yet again, the men already rendered more powerful due to superior economic rights had a more pronounce incentive in giving up their tribe affiliations (â€Å"Native women are fighting for their rights – and their lives† n.d.). The Indian Reorganization Act of 1934 was enacted chiefly to acknowledge the contribution of Native American troops in World War I. The act led to the reduction of federal involvement in Native American community life and increased the role of tribal self-governance. Though it was unprecedented in the autonomy that it conferred upon the Native Americans within the USA, the act also consolidated their â€Å"outsideness† and hence was not equally well received across Native American communities. Furthermore, the restoration of land to Native Americans yet again accentuated gender inequalities as it did not ensure equitable distribution between the sexes

Famine, Affluence, and Morality Essay Example for Free

Famine, Affluence, and Morality Essay In Singer’s article Famine, Affluence, and Morality, his main goal is to get the point across that there are people in the developing world that are starving and have a lack of healthcare and the lack of shelters. He argues about how affluent countries react to the issues like Bengal and the way they look at the moral issue surrounding it. He also argues that the way of life is taken for granted by affluence people. The first counter- argument in the article is â€Å"the view that numbers do make a difference† (Singer, 1971). It refers to if every affluent person would give 5 dollars to the Bengal Relief Fund that money would add up. Therefore, there is no reason to have to give more money than anyone else in the same position. Singer argues that this is based off a hypothetical situation. He, however, says in the article that there is no way for that work since no one would give more than 5 dollars then there would not be enough money to provide food, shelter, and medical care. He says by giving more than 5 dollars he will be able to end more suffering. The second counter argument people do not judge the way Singer suggested they should. Many people tend to keep their judgments to themselves unless they go overboard, step out bounds, and break some type of moral code. The example that Singer uses is taking someone else’s property. Most people tend not to look bad on owning expensive items instead of giving to people less fortunate. Singer’s response to this argument is, â€Å"unless that principle is rejected, or the arguments are shown to be unsound, I think the conclusion must stand however strange it appears. It might, nevertheless, be interesting to consider why our society, and most other societies, do judge differently from the way I have suggested they should. † (Singer, 1972) At what point do people draw the line at what should be done and what is good but not mandatory. Singer brings up a point that, â€Å"In a society which held that no man should have more than enough while others have less than they need. † (Utilitarian Philosophers, NDG) Many people are influenced by the people around them. If people are giving less than people around them are likely to give less, but if people give more than people around him are likely to give more. The third counter argument is the difference between duty and charity. The argument is that in some utilitarian theory that everyone should work full time to increase happiness over misery. Meaning that, if people work more, are paid more money than people would not be as miserable, many people say money cannot buy happiness. Singer’s reaction to this counter- argument is that, â€Å"we ought to be preventing as much suffering as we can without sacrificing something else of comparable moral importance. † (Utilitarian Philosophers, NDG) Singer defines marginal utility as the level at which giving more would result in suffering in his dependents or himself. The meaning of this is that one would limit their material possessions to less than nothing. He further explains that he proposed a more moderate version of marginal utility, â€Å"that we should prevent bad occurrences unless, to do so, we had to sacrifice something morally significant, for one might hold that to reduce oneself and ones family to this level is to cause something significantly bad to happen. (Singer, 1972) It relates to his arguments because he insists that we need to limit our material possessions to that of the Bengal refugees. Singer compares the distinction between duty and charity as not an easy line to draw. However Singer gives an example as this, â€Å"The charitable man may be praised, but the man who is not charitable is not condemned. When we buy new clothes not to keep ourselves, warm but to look well-dressed we are not providing for any important need. We would not be sacrificing anything significant if we were to continue to wear our old clothes, and give the money to famine relief. By doing so, we would be preventing another person from starving. † (Singer, 1972) In other words, instead of buying expensive worthless stuff for yourself giving the extra money would benefit more people and make it more charitable; however, you do not give the extra money to charity you are not looked at any differently. I do agree with some parts of his article, however, I disagree with most of it. First, I think that his article come off with a major attitude in my mind. He does however make some good points like the way he talks about how some people are influenced by the people around them. Another good point that he made is it should not matter how far the distance is wither they are in the same area as you are thousands of miles away. I do not agree with how he insinuates that the richer you are the more you should give. I believe that a person should give as much as he or she wants. I also believe that a person giving charity should not be held at a higher pedestal then someone that is not able to give to charity.

Professional Relationships with Children and Young People

Professional Relationships with Children and Young People Unit 01 Communication and Professional Relationships with Children and Young People (2.1) (2.5). This task is all about communicating with children, young people and adults. Please explain what you have learnt/know using the headings provided (2.1), (2.2) Explain the skills needed to communicate with children and young people. (2.1) To communicate effectively with children and young people, you must be able to demonstrate the following skills; Showing effective communication. This is the main way to build relationships with children and young people. Communicating effectively includes using body language, facial expressions, facing the child, using open handed gestures, and smiling. It is important to be courteous and respectful when communicating, listening to the childs point of view. Being considerate of the childs position and needs, and remembering issues that are personal to them, and taking the time to actively listen to the child. Breakdowns in communication and relationships often stem from not being able to listen attentively. It is important, when communicating with children and young people, to be clear and concise, using age appropriate language in a way that the child understands, taking into consideration any additional learning needs that they may have. Being relaxed, confident and articulate helps the child or young person to follow the conversation and gives them confidence when communicating with you as a teaching assistant. It is important to avoid sarcasm and shouting as this can cause the child to become frightened and confused. It is important to provide questions, prompts and cues to encourage and support the childs language skills and to assist with their independent learning. Asking open questions encourages children and young people to talk. As well as asking questions, it is important to be able to answer the childs question and responding positively to what is being said and encourage them to ask questions. Explain how to adapt communication with children and young people for. (2.2) The age of the child or young person It is important to take into consideration the age of the child or young person you are communicating with, as this affects how you adapt your communication style, and the childs level of understanding and ability to communicate effectively. When communicating with a younger child it is important to make sure that you are at their level and able to maintain good eye contact with them. Using simple and clear language helps young children to understand and follow what is being said. It is important to ask simple, open questions for very young children to encourage them to talk. Younger children may need more assurance and help in expressing themselves than an older child would. For older children, it is important to provide opportunities for meaningful conversation to take place. As a teaching assistant, you should be receptive to new ideas, respond positively and actively listen to the young person. This then gives them the confidence to express their views and opinions. The context of the communication Communication should be adapted according to the situation we are in. As a teaching assistant, we would be adapting our communication with children or young people according to the academic setting of the classroom environment or individual or group learning activity, or a more social setting such as the playground or dining hall. In the classroom, it would be necessary to take a more formal approach to communicating with children and young people, so as to maintain their focus and attention on the task at hand. In more social settings you would be able to take a less formal approach to communication, keeping conversation light and fun. Communication differences Effective communication with children and young people must take into account any difficulties the child might have when communicating. Kamen (2010), states that everyone has individual language needs, but some people may have additional or special needs that affect their ability to communicate effectively with others. Factors affecting a childs communication abilities include; English as a second language. Autistic spectrum disorders, behavioural/emotional difficulties, cognitive difficulties, and hearing impairments. As a teaching assistant, it is important to be aware of each childs communication needs and to be able to adapt our communication skills to support them. It is vital that we keep information clear and concise, ensuring that it is kept short and avoiding complex words and instructions. We must ensure that we are patient and understanding with the child or young person so that they do not feel rushed or pressured. Sometimes, it may be necessary to use additional aids to assist with communication. Additional aids may include pictures, signs, or symbols, sign language, or even an interpreter for a child whose first language is not English. Explain the main differences between communicating with adults and children/young people (2.3) As a teaching assistant, we must be aware of how we communicate, not only with children and young people, but also with adults. We must look at the situation which we are in, for example, in a classroom with children, or in the playground, or in a meeting with other professionals or parents evening. If speaking to a child in the classroom, communication can be more playful and less formal than in the classroom environment, all the while maintaining a level of professionalism. Communication with adults (professionals and parents) would be more formal. It is important to maintain a high level of professionalism when communicating with both adults and children. It is vital that you maintain a high level of respect when communicating with adults and children as this helps to build trust and foster positive relationships. When communicating with adults it is possible to use more complex language, discussion, and negotiation. With younger children, there is a much bigger emphasis placed on body language, facial expressions, pitch, and the use of more simple language. Explain how to adapt communication to meet the different communication needs of adults (2.4) It is important to also be aware of the communication needs of adults and to adapt our communication skills accordingly. Often, we change the way we communicate with others depending on the way they respond to us and we often adapt the way we communicate without realising it, (Burnham Baker, 2010). If you are speaking with an adult with a hearing impairment, it is important to ensure that you are facing them and making eye contact so that they can lip read. It may be necessary to adapt your communication to include written communication as an aid. Much of the time you would ensure that you are facing the person you are communicating with and making eye contact as this reassures them that you are engaged in the conversation and actively listening to them. Where appropriate it may be necessary to use the help of someone else when communicating with others. For example, if someone is deaf it could be useful to have the help of someone who knows sign language or if English is not their first language then a translator would be helpful, It is also important to make sure you are using the correct form of address, using positive body language and being friendly and approachable. Explain how to manage disagreements between TAs and children/young people and adults (2.5) Breakdown in communication can lead to misunderstandings and disagreements. Therefore, it is important to clarify any misunderstanding by adapting the way that we communicate. Disagreements with adult can be resolved by discussing and negotiating any issues quickly and sensitively. Sometimes adults may have differing ideas about how to deal with things. Schools may suggest that children do things in a particular way, whereas the parents may not agree with this. It is important to discuss this with the parents, clarifying why things happen differently in the school environment and working alongside the parent/caregiver to ensure the best outcome for the child. A good way to manage disagreements and misunderstandings is to clarify what someone has said to be sure that we have fully understood them. Tassoni (2010) uses the following example of checking understanding with a child to avoid miscommunication; Child: Want that. Me want that! Practitioner: So you want the ball, do you? Child: (Nods). With adults, we would simply ask to clarify what is being said, and discuss any misunderstandings. Homework Submission Declaration Candidate Print Name Katie Rolinson Candidate Signature References Tassoni, P. (2010) Children and Young People Workforce: Early Learning and Childcare. Essex, Heinemann. Burnham, L Baker, B. (2010) Supporting Teaching and Learning in Schools (Primary) Essex, Heinemann. Kamen, T. (2010) Childrens Care, Learning and Development: 0-16 Years. London, Hodder Education.

Comparing Jane Eyre and Wide Sargasso Sea Essay -- comparison compare

Comparing Jane Eyre and Wide Sargasso Sea Jean Rhys obviously had Charlotte Bronte's Jane Eyre in mind while writing Wide Sargasso Sea. Each novel contains events that echo other events or themes in the other. The destruction of Coulibri at the beginning of Wide Sargasso Sea reminds the reader of the fire at Thornfield towards the end of Jane Eyre. While each scene refers to events in its own book and clarifies events in its companion, one cannot conclude that Rhys simply reconstructed Thornfield's fall in Coulibri's. Though they exhibit some similarities, to directly compare these two scenes without considering their impact on the novels as whole works would be ridiculous. Each scene's main importance, and contribution to the overall intertextual meaning, lies elsewhere in the two works, not simply within the confines of the scenes themselves. The similarities between the two fire scenes might lead one to suspect that they are in some way parallel, yet their differences discount this oversimplified view. Both fires are set by arsonists described as insane. Bronte's Bertha is "the mad lady, who was as cunning as a witch" (Bronte 435). Rhys's Antoinette recalls "a horrible noise sprang up" from the attacking freedmen, "like animals howling, but worse" (Rhys 38). This madness, however, serves different purposes for each scene. Bronte uses madness to further degrade Bertha to the level of bestiality and insanity, a theme which she develops from the very moment the character is introduced until her fiery death in the destruction of Thornfield. By reducing Bertha to a single dimension, Bronte uses Bertha not as a character but as a tool with which to manipulate the flow of the plot. Rhys, however, uses madness toward a diffe... ...cott. "Fire and Eyre: Charlotte Bronte's War of Earthly Elements." The Brontes: A Collection of Critical Essays. Ed. Ian Gregor. Englewood Cliffs, NJ: Prentice Hall, 1970. 110-36. Macpherson, Pat. Reflecting on Jane Eyre. London: Routledge, 1989. McLaughlin, M.B. "Past or Future Mindscapes: Pictures in Jane Eyre." Victorian Newsletter 41 (1972): 22-24. Rhys, Jean. Wide Sargasso Sea. London: Penguin, 1968. Sarvan, Charles.  ¡Ã‚ §Flight, Entrapment, and Madness in Jean Rhys ¡Ã‚ ¦ Wide Sargasso Sea. ¡Ã‚ ¨ The International Fiction Review. Vol 26.1&2:1999:82-96. Solomon, Eric. "Jane Eyre: Fire and Water." College English 25 (1964): 215-217. Staley, F. Thomas. "Jean Rhys." Dictionary of Literary Biography, British Novelists, 1890 -1929: Modernists. Detroit: Gale, 1985. Wyndham, F. Introduction. Wide Sargasso Sea. By Jean Rhys. London: Penguin, 1996. 1-15.

Paul Lutus Advertising Essay

In his article entitled Consumer Angst written in 2007, Paul Lutus claimed that â€Å"No matter how true any single advertisement is, modern advertising, taken as a whole, tells a lie — that you need the thing being advertised. † To explain his point, Paul Lutus further claims that valuable consumer goods need not be advertised because it is a necessity by itself and no promotion is needed for it to attract and obtain sales. Moreover, he explained that the quality of the product should speak for itself and there is no need to â€Å"waste company’s money asserting the obvious†. In his above-mentioned arguments, Paul Lutus obviously focuses only on one aspect of advertising which is to sell. He missed to appreciate the other function of advertising which is to inform. Advertising, as defined by Wikipedia. org, â€Å"is the form of communication whose purpose is to inform potential customers about products and services and how to obtain and use them†. The primary purpose of advertising is to create public awareness about a certain product or service that is being advertised. It aims to communicate to the intended audience that such a product or service exists. As Taflinger (1996) claims â€Å"the basic purpose of advertising is to identify and differentiate one product from another in order to persuade the consumer to buy that product in preference to another. † Advertising is usually used to create a unique image that will be identified to a product or service. The message that is being communicated usually highlights the best features of the product – its uniqueness, usability, best characteristics, etc. – that will customer’s attention to it. After providing information on the product or service features, advertising’s goal is to entice customers to try out the product. It is therefore safe to claim that the end-goal of any advertisement is to generate sales in terms of product or service. However, while it is true that every advertising campaign is aimed at generating revenue for the brand that is being advertised, it is not proper to claim that all advertisements are lies. Even premium brands such as Nike, Armani, Prada and others do advertise their products. These brands are sought after and have all proven to be of good quality. But these brands still invest on advertisement. Advertising has become an important part of today’s business. With new products sprouting like mushrooms everyday, competition has become stiff and advertising has taken a big role in allowing the product or service to compete in the market. In his article entitled â€Å"Educating the Consumer about Advertising: Some Issues† Stephen Gotlieb (1991) explains that advertising â€Å"promotes competition among producers of products and services, keeps prices low through the development of mass markets, encourages store owners to stock a variety of items, supports free expression by funding media sources, and spurs invention†. The more you are seen and understood by your customers, the bigger chance you have to stay in the mainstream. It is therefore important to get you message through, so that your product or service gets noticed. Or else, your offer will just perish. Also, with the competition getting tighter, advertisers today cannot afford to rely on false claims for their products of services. With a lot of other options available in the market, a single wrong claim will trigger the customer to try out other product. It is the role of advertising to entice customers and encourage them to try out the product. Once the customer is convinced with the advertising claim and decides to avail the product or service, it is now the role of the product to prove itself and embody what is being stated in the advertising claim. It is therefore crucial to communicate the message that best embodies the product. Once advertised, the product or service is already exposed to t he public eye and scrutiny. Unless the customer has already tried out the product or service, their perception of the product will depend on the advertisement. It will either make or break the future of the product or service depending on how you position the message about the product. Therefore, while an advertisement is typically used to create or alter the consumer’s perception of a product and induce them into buying it, it cannot be said that it is Always  a lie. For obvious reasons, advertisements only highlight the good side of the products or services. We cannot blame the advertisers to do this. While they are obviously banking on the good side of their offer, we cannot accuse them of telling us a lie. The beauty of advertising is it gives the customers the chance to evaluate the competing products or services even before purchasing it through the product claims.

Analysis on the Growth of Bureaucracy in the United States Essay

There are two main limitations on the growth of bureaucracy. The first is management attitudes and philosophy and the second the pressure of rapid change. These help to explain why even large organizations differ in the extent of their bureaucracy. Numerous debates has commenced in the light of defining the adept political situation of the country. There had been multifarious deliberations as to whether the system of government of the U. S. is formidably working or on what extent has it developed for that instance. Demands for equality of treatment have been one of the reasons for the growth of bureaucracy (Miroff, Seidelman and Swanstrom). The strength of the demand is influenced by the ideology prevailing at that time and place. It is less strong in United States than it was before tackling on the political stability and in the economic landscape as well. Citizens want equality of treatment from the civil service, and questions in the House try to ensure that they get it, thereby putting pressure on civil servants to administer strictly in accordance with the rules, so that no questions will be asked. Employees, through their union, strive for the acceptance of rules to ensure that management cannot discriminate between individuals at its own discretion (Carter). Further, when fairness is identified with equality of treatment, variations in the conditions of work within one large organization are likely to be challenged as unfair. If rules and procedures that are demonstrably fair by this standard are to be devised, little or no allowance can be made for local difficulties and preferences. The increasing realization of the limitations imposed by equality of treatment has led to the idea of a menu of the contents of a reward package from which employees can make choices to suit their own needs and interests. The system of government develops in accordance to the â€Å"situation† of the country, hence, the United States, has strictly followed a structure which adheres to the customs, the internal and external rationales, the cultures which in point of fact reside in the country, and the extent of need. Consequently, bureaucracy in the U. S. has developed because it is more efficient than other forms of organization. It makes for rational and continuing administration. The increasing size and complexity of organizations encourage the growth of bureaucracy. So does the demand for equality of treatment. Rapid change limits the growth of bureaucracy because a more flexible organization is needed to adapt to it, hence some argue that bureaucracy is out of date.