Globalization and Identity Essay Example | Topics and Well Written Essays - 2250 words

Globalization and Identity - Essay Example However, it escalated to the period of colonial expansion due to the potential resources, which are abundant in the lands of Asia (Steger 29). Almost all parts of Asia have been subjugated from colonial rule due to such a heated demand to sustain the needs of industrialized nations in terms of raw material supply (Scupin 325). Most Western countries have colonized the Asian lands. India was controlled by Britain. The Philippines by Spain then the United States. The first point I want to analyze, in a critical sense, is the politics, economics and social conditions that surround identity; specifically, the people of a particular nation. One cannot undermine that certain countries in Asia have governments, whether it is an imperial or a feudal one. China, for example, has an imperial government that is centralized. It cannot be denied that China, under political circumstances, already has a sense of belonging and expansion of influence. Other countries, for the same matter, have feudal societies and tribes that already have a systematized government, possibly ethnic or tribal to a certain extent. Identification is present. These established governments are already propagating a sense of identity. The intervention came from the Western countries since they are forwarding a certain political ideology on their part. This would only mean that the West tries to manipulate the identity of the people in these countries to ensure that they are adher ent to the conventions, which are in favor of the Western people. ... Mostly Western countries have colonized the Asian lands. India was controlled by Britain. Philippines by Spain then United States. The first point I want to analyze, in a critical sense, is the politics, economics and social conditions that surround identity; specifically, the people of a particular nation. One cannot undermine that certain countries in Asia have governments, whether it is an imperial or a feudal one. China, for example, has an imperial government that is centralized (Scupin 325). It cannot be denied that China, under political circumstances, already has a sense of belonging and expansion of influence (Steger 24). Other countries, for the same matter, have feudal societies and tribes that already have a systematized government, possibly ethnic or tribal to a certain extent (Nye 162). Identification is present. These established governments are already propagating a sense of identity. Intervention came from the Western countries since they are forwarding a certain pol itical ideology on their part (Nye 163). This would only mean that the West tries to manipulate the identity of the people in these countries to ensure that they are adherent to the conventions, which are in favour of the Western people. One cannot deny that governments have changed and wars between the colonizers and the colonized burst out due to an assertion of independence and self – governance. In terms of economics, identity is indeed affected. Trading happened between countries of the West and Asia. Cultural exchange is one of the crucial things that must be considered (Steger 24). Upon the exchange of goods and technology, one cannot neglect that there will be

What does Emptiness Mean in Mahayana Buddhism Essay

What does Emptiness Mean in Mahayana Buddhism - Essay Example Mahayana Buddhists could be given the credit of giving birth to Mahayana scriptures. In the centuries after the death of Buddha, there arose a number of doctrinal of school and monastic sects. Mahayana Buddhism also teaches that the death of Buddha is a mere illusion and his spirit is still alive for human consultation. The early Mahayana sutra was taught by oral transmission and the Buddhist sect during those times were much committed to its preservance.The origin of Mahayana could be traced to the activities of the laity, a lay revolt against the arrogance and pretensions of the monks. As per (Keenan,1993,pg.48-63) â€Å"Mahayana teachings subsequently were shaped into a philosophy in the writings of Nagarjuna, a monk-scholar who lived at the beginning of the second century†Mahayana is simply, honest, true, Buddhism which has a doctrine of â€Å"emptiness† in it. Mahayana proposed the concept of â€Å"emptiness†, known as Sunyata. Sunyata means â€Å"emptiness † and it was the logical development of the earlier Buddhist concept that the human being posses an enduring soul and all the things were conditioned by pre – existing conditions. The concept of Mahayana Buddhism Mahayana Buddhism emphasis on how, through the follow of Mahayana, one follows the Buddha’s path and his quality of compassion. ... (Chodron,2001,pg 36-43) â€Å"Taking the Bodhisattva vow is important because it's not only the personal vow of compassion but also it lets me keep the compassion in my mind. I will be more "good" in this way and more positive†. As per ( Sach,pg 121)â€Å" As we can see the Boddhisatva in Mahayana is different from that of arhat of Theravada Buddhism†. Mahayana Buddhism was not a single school of thought, but a religious discipline which prominently created its identity by differentiating itself from other movements within Buddhism. The Mahayana in their early stage was a monastic group who strictly followed their Buddhist principles.. A person thinking outside of Mahayana perspective may find the Mahayana as illogical. In Mahayana Buddhism emptiness is the most fundamental principle which refers to â€Å"non existence†. According to ( Soeng,2001,pg.3-12) â€Å"The interdependence of field and being is understood by the Madhayamaka tradition in a phenomenologica l way† The Emptiness as in Mahayana Buddhism Mahayana Buddhism states that â€Å"emptiness† is non – being on one hand but that there is, on the other, something remaining there in which, being reality cannot be negated. Emptiness include both being and non – being both negation and affirmation.As per ( Kiyota,1991.pg.67) â€Å"Emptiness was not the monopoly of Mahayana, for it appears in earlier Buddhism, too†. First the Mahayana Vibaga expounds the relationship between the â€Å"unreal notion† and â€Å"emptiness†. Mahayana proclaims that the true core nature of being is â€Å"emptiness†. According to Mahayana’s the ultimate truth is â€Å"emptiness†. It also explains

Book report Essay Example | Topics and Well Written Essays - 1000 words - 1

Book report - Essay Example He has written a beautiful and thought provoking account on the social history that many people would not have known. Throughout the book, Osofsky uses his great appealing writing to attract the reader till the end. With an attractive way of revealing details, he highlights the change of Harlem from being the largest segregated neighborhood in the nation to a slum. He had never been to Harlem or talked to the people there, but the way he wrote about it would tell you much more about the way he has used his mind. There have been many books previously written around the same topic but in most of these books the authors have only tried to look for the history of Negroes from the surface. The growth and development of the Negro communities have not been a very important issue since the civil war. Many people want to study about the Negro life but the material that is available is scanty. There are newspapers and various kinds of documents available through which one can go back to the 20 th century. The Negro life in the cities can also be generalized through interviews with elderly people who have seen and experienced how the Negroes have settled their tough lives in the areas. There are a few authors who have researched and talked about the Negro history in their books and Osofsky has written one of the finest books. He has shown a series of events that took place since the Negro Resolution in the 1960’s and how the creation of a Harlem ghetto took place. Since Osofsky has written an account of all the events and details revealed in the series of events, he has made a detailed research about all the history that he could reach up to. The book is well documented about the afro-American migration in the early 20th century. Every new day bought a new turn in the making of the ghetto and Osofsky has managed to analyze every detail in a colorful and informative manner. This book would take you back in the 20th century and bring to you the history that was unreve aled yet eye opening. It shows the period of the black migration and settlement in Harlem exclusively. Gilbert Osofsky has written this book in three parts to make it much clearer and planned out. In the first part, he starts his book with an introduction to the Harlem settlement. Osofsky clearly gives a picture of how Harlem was before this migration. Harlem was a rich neighborhood with no blacks. Instead there were more of Jews and Italians who used to live in that community back in the 1800’s and early nineteenth century. It shows an analysis of the social, economic and political conditions of a community which was known to be one of the finest neighborhoods in the nation. The creation did not greatly bring a change in the economic condition Harlem was in, but it was a change prominent enough to be seen than what it was to what it is now. Harlem was a wealthy area where ministers and rich people used to live in their mansions. He brings out the history of Harlem before the 20th century and then talks about the events through which this migration of the blacks took place. With his brilliant mind and analysis he reaches out the message to the people and convinces them that the social, economic and political factors were the major reasons why Harlem became a slum. These factors were also greatly the causes behind Harlem’s development equally. The real estate guesswork is what made the upper reaches of Manhattan more accessible for the black migrati

Compare and Contrast Essay Example | Topics and Well Written Essays - 750 words - 14

Compare and Contrast - Essay Example As a function of such a comparative analysis, the proceeding analysis will attempt to compare and contrast the ways in which both of these stories attempt to integrate with the reader. With regards to the ultimate allegory that Shirley Jackson is attempting to represent, it is the belief of this author that she has a twofold representation that she attempts to acquaint the reader with. As the topic of her story is concentric upon the sacrificial offering of an individual before what can only be described as an ordered but cold-hearted crowd demanding a sacrifice to be made in order to fulfill some type of a quota, the reader can quickly infer that the allegorical nature of the story adequately represents those of ancient sacrificial rites that were oftentimes conducted in order to secure fertility or a bountiful harvest for early civilizations (Jackson 12). Yet, this is not the only purpose of such a story as it is the belief of this author that the drawing and subsequent lottery that took place was allegorical with regards to the nature of the draft that existed and typified the times that Shirley Jackson lived in. However, what is interesting is the fact that the author also incorporates strong elements of sociological understanding with regards to the current society that Shirley Jackson lived within. At the time the short story was penned, the draft was in effect for all military aged men. As such, the allegory of the drawing and the lottery can be seen as a type of ritualized system of sacrifice in which the nonsensical nature of violence and death continued to permeate modern society long after the absurd nature of a literal sacrifice from ancient cultures died away. Moreover, the author is able to draw a clear line of connection between the two seemingly disjunct understandings of society, human nature, and history. Rather than

Shugo Daimyo Muromachi Period. Japan in the Muromachi Age Essay

Shugo Daimyo Muromachi Period. Japan in the Muromachi Age - Essay Example The central component in this period was Heian duration that was later followed by war-oriented governments. Despite these changes, the government of the people continued but authority was vested on military Daimyo class. The medieval period is the most significant period in the history of Japan. The Kamakura period lasted between 1185 and 1333. This was the origin of the class rule system. However, civil affairs arbitration was the authority of the imperial court. After the defeat of Taira, the Yorimoto established family capital on the eastern side of Kamakura. Yoritomo was bestowed with the name Shogun. Moreover, clan disputes were rife at this period especially the Hogen and Heiji disturbance. Kamakura period was because of defeat of Taira family at the civil war. Yoritomo goals were on solid defense of the administration and for this purpose established the Shugo. Shugo administrative area was province and acted as military governors. They played oversight role though they also collected taxes. This form of administration lasted until the later days of 19th century. Shugo later transformed into Daimyo, whose significance was felt throughout the 15th century1. Some Japanese at this period possessed warrior qualities while majority engaged in farming activities. The other most important event in Japanese history was change in government structure. Government was warrior like in nature and acquired enormous amount of wealth. Shugo incorporated culture in their military rule. Art was prominent in this period while religion was Buddhism. The Buddhist teachers taught culture to all people. This lasted for a long period before the advents of Christianity. Monks were also essential in the military rule as chief advisors. Moreover, they influenced traditional values of this culture and activities of Shugo contemporaries. In medieval age, bows and horses were used for military purpose. Samurai were always ready for any battle and were highly focused and disciplined as taught by Yabusame. Initially, warrior society was based on family lineage and gifts, mostly land, was given to Samurai who served as Shugo. This meant that the vassal continued to serve lordship in their lifetime. This period was characterized with forming of alliances between warriors to guarantee source of livelihood. There was also reward for winning alliance and eminence was acquired. There was no family respect or recognition in a battle and in fact, one had to kill a family member if it was necessary to ensure sustenance of authority. Moreover, Shugo shifted allegiance and Daimyo were based on outcomes of the battle. In the last decades of 13th century, Kamakura came under crossfire. Mongol invaded them though they were unsuccessful due to heavy wind. The second invasion saw the neglect of the warrior. Ultimately, financial problems coupled Kamakura government and were faced by an invasion that they were unable to resist. Imperial authority was weakened but emperor legacy was maintained. Rivalry existed between the north represented by Samurai family and south led by emperor. This rivalry took close half a century. Finally, Ashikaga established unity between these two rival groups. The Muromachi existed from 1336 to 1573 and this period was characterized by social disorders, conflict, and uprisings. This characterized second period of Japanese history. This period is known as Muromachi or Ashikaga. Cities were continuously destroyed due to these occurrences. The dominant thing was Shoguns power based on coalition of Shugo who controlled land and powers in the province. As a result, these warriors became wealthy and feudal system, Daimyo was established. Success of establishment of

Effect of Advertising and Mass Communication to the Society Research Paper

Effect of Advertising and Mass Communication to the Society - Research Paper Example This view, though still pandemic, was largely reproached by the research conducted in the 1940s and 1950s. These studies found that the voters with strongest political interests were the most likely to pay contemplation to the campaign and therefore were least likely to be affected by the campaign. Recently, research has aggrandized to move beyond looking only at the effects that media and contents of media have on individuals and society to observing on how living in a world with all-inescapable media change the nature of our interactions and culture. This essay will mainly focus on the effects of media on the interaction and culture of the society as a whole. (Ryan, J., & Wentworth, W. M. 1999) Mass Communication (media) is a strong force in the modern culture, particularly in the United States. Sociologists refer to this as a mediated culture where the media illustrates and creates the culture. Communities and individuals are assailed constantly with messages from a several source s including TV, billboards, and magazines etc. These messages endorse not only the products, but moods, attitudes and behaviors of the people of the society. Mass communication makes the possible visualization of celebrity: without the ability of films, magazines, and news to reach across thousands of miles, people could not become distinguished. As a matter of fact, only political figures and businessmen as well as some few notorious fugitives were famous in the past. (In Schramm, W., & In Roberts, D. F. 1971) The present level of media saturation has never existed before. As recently as the 1960s and 1970s, the television, for instance, consisted of mainly three networks, public broadcasting and a few local independent stations. These channels targeted their contents and programs primarily at the small, middle-class families. Even at that time, some middle-class families did not own a television. But today, one can find a television in the most poor of the homes and more than one TVs in the middle-class homes. Not only the availability has increased but the programming is increasingly assorted with shows aimed to satisfy the viewers of all ages, incomes, backgrounds and attitudes. The vast availability makes the television the cardinal focus of major mass-media discussions. And recently, the Internet has alleviated its role exponentially as more businessmen and ordinary working and non-working people â€Å"sign in.† While TV and Internet has dictated the mass communication (media), movies and magazines, specifically those lining the egress at grocery checkout points – also play an important role in culture as other forms of media do. (Ekstrom, R. R. 1992). The culturist theory, which was developed in the 1980s and 1990s, combines the previous two theories and illustrates that people interact with media to establish their own meanings out of the pictures and messages they receive. This theory observes the viewers as playing an active rather than a passive role in relation to mass communication. One research focuses on the audiences and how they interact with media while the other research focuses on those who create the media, especially the news. (Yssing, H. L., Handelshojskolen 2000) The researchers emphasize that the viewers choose what to watch among a wide range of channels and also how much to watch, and may choose the mute option or the VCR remote over the channel

Child Devlopment Essay Example for Free

Child Devlopment Essay Cognitive Development consists of imagination, sequencing, problem solving and memory, all these are featured in the boy I observed, Aaron King who was the little boy I chose to observe. He is a four year-old preschooler at the above named learning center. I started observing Aaron at the beginning of their circle time. During the circle time, Aaron amongst other fourteen kids in his classroom, sang the popular American Song: â€Å"IF YOU ARE HAPPY AND YOU KNOW IT, CLAP YOUR HANDS†¦. † While singing this song, the children’s voices were up and loud which indicated that they enjoyed singing songs. Aaron’s participation was great, he was so excited about the choruses, clapping stomping of his feet. All the children in turn repeated and imitated all the actions of the teacher; as she needed the audience and focus of the kids for easy understanding of the wordings including choruses of the song. Aaron standing close to two other kids, a boy and a girl sang the song with seriousness while clapping their hands stomping their feet at the same time. The teacher taught the Safety signs briefly. The children’s literacy is very high while learning safety signs as they were very interested in the emphasis laid in the safety signs. In order to ensure that the children understood what they were taught, the teacher asked Aaron what a particular sign stood for which he answered correctly. For example, stop sign is signified by a red color while â€Å"no bicycle† sign is signified by a cross on a bicycle, so on and so forth. The teacher taught the kids about â€Å"Me† book which described the parts of the body, however, she asked Aaron to touch his hands, elbows cheek which he did correctly. After singing the clapping song and some other songs, the teacher changed the activity to coloring books. Meanwhile, Aaron moved from one place to another. He jumped and hopped around the classroom showing excitement. At a time, the teacher had to sit him down â€Å"Aaron sit down and do your coloring † He sat down to color while another boy watched him doing the coloring. Bryan Joy who sat together sharing the same table with Aaron were also coloring; they also talked to one another in friendly manner while looking at each other’s work. Aaron was as excited as he was coloring his book. He finished his coloring using nice colors to color different animals indicating that he had a good taste. He also made a ship with legos, I asked him why he made a ship, and he told me that he would like to be an architect. Aaron amongst others was able to write their names and figure out pictures on the paper. For example, the letter Bb for ball and drew a line to join the letter to the picture of ball. He was able to do that for all the alphabetic letters to compliment individual pictures on the paper. Soon, Aaron stood up to go to the library; as he got to the place where the inscription of â€Å"Quiet Zone† was, another boy ran towards him and pushed him together with the book that he just picked â€Å"Alphabet adventure†. He staggered, but he immediately got control of himself while he looked so surprised that he was pushed without doing anything. He reported the matter to the teacher â€Å"Ms. Patty, Josiah push(ed) me † then the teacher told Josiah to say sorry to Aaron which he did, then they both hugged one another. Thereafter, he went to sit down quietly in the library corner to read his book. He opened up the book so fast as if he knew where to read, then he stirred at a page that really caught his attention and started reading quietly. In summary, Cognitive Development is a very important outcome of learning for preschoolers as they always have their brain developed through creative arts. This consists of imagination, sequencing, problem solving and memory; all these are featured in the boy I observed. Acting drama is acting another character by putting on the costumes – for example, acting as a professional doctor or a lawyer or a nurse can be an eye opener to the preschoolers on what profession they may aspire to be in the near future; Aaron wants to be an architect, he says he likes to put up beautiful buildings. A good imaginative skill is very important for preschoolers to become smart; similarly, sequencing – doing things in an orderly manner is also a good learning skill. Ultimately, Aaron Kingsland has all these qualities. Child Development 201 A Preschool Language Literacy Development Observation Child’s Name: Aaron Kingsland (An imaginary name) Date: October 7th, 2011 Time: 9:00am – 11:30am. Observer’s Name: - Location:Early Creativity Learning Center Classroom LANGUAGE LITERACY DEVELOPMENT OBSERVATION OF A PRESCHOOLER 4 YEARS OLD. My observation of language and literacy in a preschool classroom for children of four and five years old was interesting. Aaron Kingsland (four years old) was the preschooler at the above named learning center whom I chose to observe. I started observing Aaron at the beginning of their circle time. The kids in the classroom were seventeen in number – eight girls and nine boys. I observed Aaron in particular in the class for two and half hours from the beginning of the circle time till the end. The primary language used by the teacher was English; Aaron also speaks same language as well as the whole class. Language is said to be a means of communicating ideas, feelings. There are four basic developmentally appropriate practices and clear language outcomes in the preschool classroom I observed. They are Literacy Development, Intellectual, Physical, Social and Emotional Developments. Literacy is a very important developmental appropriate practice. The four basic skills which young children need are Speaking, Listening, Writing and Reading. These were ultimately displayed by Aaron in the circle time activities performed that morning. During the circle time, Aaron amongst other seventeen kids in his classroom, started to sing the popular American Song: â€Å"IF YOU ARE HAPPY AND YOU KNOW IT, CLAP YOUR HANDS†¦. † If you are happy and you know it, clap your hands } Thrice. If you are happy and you know it, then your face will surely show it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. } If you are happy and you know it, clap your hands } If you are happy and you know it, stamp your feet †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦} Thrice. If you are happy and you know it, nod your head †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ } Thrice. If you are happy and you know it, do all three †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. } Thrice. While singing this song, the children’s voices were up and loud which indicated that they enjoyed singing songs. Aaron’s participation was great, he was so excited about the choruses, clapping stomping of his feet. All the children in turn repeated and imitated all the actions of the teacher; as she needed the audience and focus of the kids for easy understanding of the wordings including choruses of the song. Aaron standing close to two other kids, a boy and a girl sang the song with seriousness while clapping their hands stomping their feet at the same time. The teacher taught the Safety signs briefly. The children’s literacy is very high while learning safety signs as they were very interested in the emphasis laid in the safety signs. In order to ensure that the children understood what they were taught, the teacher asked Aaron what a particular sign stood for which he answered correctly. For example, stop sign is signified by a red color while â€Å"no bicycle† sign is signified by a cross on a bicycle, so on. After singing, the teacher changed the activity to coloring books. Meanwhile, Aaron moved from one place to another. He jumped and hopped around the classroom showing excitement. At a time, the teacher had to sit him down â€Å"Aaron sit down and do your coloring † He sat down to color while another boy watched him doing the coloring. All the Children talked and cooperated with one another in friendly manner. Bryan Joy who sat together sharing the same table with Aaron were also coloring; they also talked to one another in friendly manner while looking at each other’s work. Aaron was as excited as he was coloring his book. He finished his coloring using nice colors to color different animals indicating that he had a good taste. Soon, Aaron went to the library and sat close to the place where the inscription of â€Å"Quiet Zone† was hanging. He picked a book â€Å"Alphabet adventure†. He went to report a boy who pushed him on his way to the library to his teacher, he said â€Å"Ms. Patty, Josiah push(ed) me † The teacher took an appropriate action by telling Josiah to say sorry to Aaron and he did, then they both hugged one another. Thereafter, he went to sit down quietly in the library corner to read his book. He opened up the book so fast as if he knew where to read, then he stirred at a page that really caught his attention and started reading quietly and studiously. In summary, Language and Literacy development is the use of words to communicate ideas, listen and comprehend others’ ideas. Reading, talking and expressing what they do and following directions go a long way for preschoolers Through reading, Aaron amongst other peers has book knowledge, comprehension and appreciation of what he read. More importantly, literacy goes a long way in our society and even in the world.