Final Essay Example | Topics and Well Written Essays - 750 words - 5

Final - Essay Example To begin with, The Caddo lived in the Eastern Texas region while the Apache resided in the Great Plains. While the Caddo mainly occupied areas that had plenty of rainfall, the Apache mainly lived in dry areas. The Caddo lived in wooden houses that they built from trees found in nearby forests. The Apache, on the other hand, had no permanent homes and were nomadic in nature. Finally, whereas the Caddo were reliant on farming for their food, the Apache relied heavily on hunting, especially buffalo and deer for their food (Bowen 32). 2. Identify and discuss the responsibilities and authority of an empresario Emperesario, Spanish for entrepreneur, were contractors who were empowered, by the Texan government, to recruit particular family numbers to their territory (Weaver 18). Citizens from Mexico were mostly preferred as empresarios, although most of them were American citizens. These empresarios got land grants to settle colonists that they had recruited. However, they had no ownership of the land. The empresario had the responsibility to survey land, as well as issue title deeds for the lands. Grants to the empresarios extended to the northwest into the Great Plains from the Texan Gulf Coast Plain and across Balcones escarpment. The empresarios accepted to recruit at least 100 families in a span of six years, as well as acting as immigration agents. They were not compensated or paid for their work up front. However, after settling at least one hundred families on the grants given to them and fulfilling their contracts in the process, they got their own land. For every batch of 100 families settled, they were given 22,140 acres pastureland by the state and 885 acres of farmland (Weaver 20). If they were able to settle at least 800 families, they could get compensation, which made them very wealthy. 3. Identify the 3 most outstanding leaders of the Texan forces and Mexican Forces and the 3 least successful leaders One successful leader of the Mexican-American War w as Commodore Matthew C. Perry who was in command of the US Mississippi and the Home Squadron second-in-command. He led expeditions against Laguna, Tabasco, and Frontera that were successful and operated against remnant Mexican, port cities, whereas attacking Tabasco and capturing Tuxpan. General Stephen Kearny was another successful leader who was in command of the Western Army, leading an occupation force against California and New Mexico (Raabe 101). He achieved a bloodless conquest, in August 1846, of New Mexico. Finally, General Andres Pico led an attack on Stephen Kearny’s forces in san Pasqual and dealt Kearny a hard blow. While he was eventually forced back, he was briefly put in charge of Mexican Alta California when the US provisional government was established. One of the least successful leaders in the war was General Mariano Arista who lost numerous battles against General Zachary Taylor and left one of his armies in shambles, ending active field command. Governor Manuel Armijo also made a call to arms that brought untrained soldiers to Santa Fe, whom he sent home after general Kearny prevailed, on him, to give up, retreating to Chihuahua, and leaving General Kearny to take Santa Fe sans a battle (Raabe 103). Finally, General Pedro de Ampudia failed to defend Saltillo after losing the support of the inhabitants and was removed by Santa Anna; this resulted in him becoming an administrator for, the rest of the war. 4. The administration

Essentialist and Post Structuralist Theories of Race and Ethnicity Essay Example for Free

Essentialist and Post Structuralist Theories of Race and Ethnicity Essay Identity Analysis Toward Productive Pedagogies: An Essentialist and Post Structuralist Perspective Race and ethnicity will be used to analyse the central theme of identity from an essentialist and post structuralist perspective. Definitions of race and ethnicity will be presented and distinctions made between the two categories. The character Eva from the film The Freedom Writers will be used as a medium and present an argument that race and ethnicity are social constructs but not absent of essentialist influences. Following a self reflection of my own identity the similarities between Eva and I show a congruence between essentialist perspectives of race and ethnicity to the existence of ethnic tensions and prejudice. In the context of Post structural theory it will be argued that it offers a more realistic and progressive appraisal of identity as fluid and changing through social contexts. Differences between Eva’s and my own identity serve to highlight the inequality of dominant culture over ethnic minorities. Therefore, pedagogical strategies will be examined from a post structural perspective as a means to promote inclusivity and authentic Indigenous perspectives within the classroom. Essentialist theories about ethnicity and race present these identity themes as fixed and unchangeable. Weber (1978) defines race identity as â€Å" common inherited and inheritable traits that actually derive from common descent† (p. 368 ). The character Eva from the film The Freedom Writers identities her race as â€Å" those south of the border†, or specifically Hispanic. Ethnicity from an essentialist perspective differs from race as Zagefka (2008) ascribes to the notion that â€Å" essentialist accounts of ethnicity maintain that ethnic groups have a certain ‘essence’ which determines their character† (p. 1). Therefore, essentialist ethnicity elaborates on race identity informing that behavioural traits are also biologically determined. Eva’s statement â€Å"We fight over race, pride and respect† illustrates the essentialist nature of fixed, unchangeable boundaries that exist between her group and other ethnic groups. Eva’s racial hatred of the other ethnic groups is evident through her gang affiliations and violent behaviour toward them. An essentialist perceptive would assume that Eva’s racial hatred is determined at birth but as Eva’s character develops throughout the film the essentialist perspective loses validity and Eva’s sense of identity is seen to be socially constructed. Post structural theory maintains that race and ethnicity are socially constructed presenting Eva’s identity as fluid and evolving. However, Morning (2006) concludes that â€Å" the conception of race as rooted in biological difference endures, at least in the United States today†. Therefore, ethnicity offers a more authentic analysis of Eva’s identity formation from a post structuralist perspective then the residual of essentialism that exists in relation to her racial conceptualisations. In Eva’s formative years her subjectivities about race were essentialised from her fathers’ emphasis of her origins and therefore the â€Å" need to protect your own†. The violence from other ethnic groups and the arrest of her father because of his ethnic background resulted in an intense hatred for white people. Eva â€Å" hated white people on sight†. Eva’s hatred developed over time through social contexts involving ethnic and racial violence. Eva’s changing identity is represented from a post structural perceptive through narrative and social interactions in Mrs Gurwall’s classroom. Marra (2005) states that â€Å"Narrative is a powerful means of constructing different kinds of social identity, including ethnic identity. † (p. 2). Using a diary as an artefact Eva is able reflect on her own subjectivities about identity to better understand her beliefs and values (J Nailer, 2005 p. 152). Through social interactions in the classroom under the guidance of her teacher Eva’s ethnic identity is reconstructed to establish a type of class ethnicity involving students from different races. As a self reflection process my own personal identity can be examined through essentialist and post structural perspectives centred on themes of race and identity. During my childhood years race identity was represented from an essentialist perspective. I identified as a member of the white race and was educated from a white, colonial historical perspective. Instilled from an early age was the notion that being black meant being inferior. Not only did I perceive Indigenous people as those who sat in the park and got drunk but I engaged in racist language such as ‘nigger’ and ‘coon’. My prejudice is highlighted by Brickman (2009) who suggests â€Å"Indeed, for social categories based on race, increased endorsement of genetic theories (one component of psychological essentialism) has been linked to increased prejudice† (p. 2). My parents assisted in the facilitation of my racial essentialism as did many other adults and peers of my own racial group. During my formative years my identity based upon being a member of the white race assumed greater intelligence, privilege and more appropriate behaviour than Indigenous peoples. The distinction between race and ethnicity is evident when according to Chandra (2006), an ethnic group is â€Å" a named human population with myths of common ancestry, shared historical memories, one or more elements of a common culture, a link with a homeland and sense of solidarity† (p.403). This statement relates to when I left my small town and attended an affluent private college whilst undertaking university study. Although surrounded by members of the same white race I identified with an ethnic group in the context of people from my own town. The essentialist and constructiveness theories for identity are distinct yet in practice difficult to separate. Ayirtman (2007) presents constructionist perspectives as â€Å" the intersubjective formation of individual identities through confrontation and interaction with other(s)† (p.10) whilst Chandra (2006) proposes that changes in ethnicity are constrained by â€Å"descent-based† attributes. In the context of race and ethnicity both statements were appropriate to the way I constructed my own identity throughout my adult years. The immersion in multiculturalism from a large city and university institution influenced me to many different races and ethnic groups. The confrontation of cultural diversity increased fluidity in the boundaries that constituted my identity about themes of race and ethnicity. However, the recognition of cultural differences in relation to my original culture and race still left intact some relatively fixed boundaries around essentialist perspectives. It is evident that Eva and I had different life experiences yet similarities emerge between our two identities. Prominent commonalities between Eva and I relate to the essentialist perspective of race and ethnicity our childhood and adolescence years. Both Eva and I expressed prejudice toward other ethnic groups based on the biological characteristics of race and ethnicity. In relation to ethnicity and race the formative years consisted of seemingly fixed and rigid boundaries around identity groups. Juteau (1996) describes these boundaries as â€Å" monolithic and static, seen as grounded in common origin, genealogy and ancestry† (p. 57). Similar to Eva the fixed nature of my identity boundaries correlated to racial and ethnic tensions resulting sometimes in violence, in varying degrees. Despite essentialised race and ethnicity in formative years commonalities exist between Eva and me through a post structuralist perspective. Racial prejudice was socially constructed through repeated discourses of conflict between racial groups throughout childhood and adolescence. Narrative through the evolving artefact of a diary allowed both Eva and I to analyse our subjectivities about aspects of our identities and both had the experience of an excellent teacher through which effective social interactions allowed empowerment and progressive reconstruction of identity. A key difference between me and the character Eva in The Freedom Writers is that I identified with the dominant Discourse in society and Eva identified as a member of a minority ethnic group. Thomson states â€Å"A successful school student is one who has acquired much of the dominant ‘habitus’, that is, ways of being in the world, as well as the cultural and symbolic capital derived from their schooling† (p. 8). An analysis of Thomson’s statement works on two levels. At the school level, and identifying as a member of the dominant culture, allowed me to be familiar with school discourse and the knowledge’s valued there in. Eva’s ethnic and racial identity immediately placed her at odds with the school discourse which restricted her acquisition of cultural capital. At the level of society I was able to exert more agency through the social influence that a familiar discourse facilitated. A seemingly natural relationship existed through identification with a common culture, language and physical race attributes. Eva’s race and ethnicity reduced the agency she could exert against the dominant culture. Her common culture and race attributes are at odds in a society where the majority race was white. The similarities and differences evident between Eva’s identity and my own identity offer invaluable understandings to develop positive, productive teacher-student interactions in the classroom. Taking a post structural approach to pedagogy teachers can be aware that their own subjectivities will influence the way they teach. (Nayler 2005). . In a multi-cultural scenario where individual students bring a variety of cultural identities into the classroom a teacher faces the challenge of facilitating inclusive pedagogical practices. Carrington advises that â€Å" the teacher facilitates a culture of respect and value for all members of the class. † (p. 113). This statement requires student interactions that involve listening to other students and being encouraged to support each other through peer assisted learning. Classroom organisation must allow students to actively participate in whole class, group collaboration, independent and problem- based learning. These student practices must be based around purposeful knowledge that engage what Thomson (2002) refers to as a student’s â€Å" virtual schoolbag† (p. 1). Through strong relationships between teacher, parent and community what students have learnt at home and in wider society can be transferred into the classroom. Therefore individual student’s â€Å" knowledge’s, narratives and interests† can be recognised and built upon with high teacher expectations of connecting them to the valued knowledge’s of the school curriculum. (Thomson, 2002). More specifically, is the need to embed Indigenous perspectives into the classroom. When embedding Indigenous studies into the classroom teachers (non-indigenous especially) need to access authentic knowledge and often admit their shortcomings in relation to skills and knowledge required to teach such units. Miller, Troy and Currell (2005) point out the risk that â€Å"as members of the dominant culture (we are all white Australian), perhaps we found it easy to revert to a knowledge base that we had naturally accepted since early childhood† (p. 61). Teachers must be critical about the resources they select to teach Indigenous studies whilst forging strong relationships with Indigenous communities. These factors will ensure that Indigenous studies are taught from an indigenous perspective and not corrupted by social, political and historical perspectives of the dominant culture of which many teachers identify with. The identity categories of race and ethnicity can be analysed from an essentialist and post structuralist perspective. The post structural perspective of race and ethnicity presents a more authentic analysis of identity as being influenced by different social contexts. Whilst the post structural perspective offers a more progressive application to Eva’s and my own identities essentialist influences are not invisible. The commonality of prejudice through race and ethnicity being essentialised offers an excellent reference point to show the usefulness of a post structural approach to productive teacher pedagogies. A post structural perspective offers the opportunity for teachers to critically reflect upon their own subjectivities in the context of their own identities. Teachers can therefore adopt pedagogical strategies that promote inclusiveness in the classroom and embrace the richness of cultural diversity, whilst linking the diverse array of knowledge’s to the value knowledge’s of the school curriculum. References 1. Marra, M (2005). Constructing Ethnicity and Leadership Through Storytelling at Work. Retrieved from http://www. mang. canterbury. ac. nz/anzca/FullPapers/06WorkCommFINALed. pdf 2. Carrington, S. (2007). Classroom relationships, pedagogy and practice in the inclusive classroom. In M. Keeffe S. Carrington (Eds), Schools and diversity(2nd ed. ). (pp. 108-127). Sydney: Pearson Australia. 3. Miller, M. , Dunn, T. Currell, K. (2005). Learning and the importance of knowing: Student perspectives on centralising Indigenous knowledge in their preparation as teachers. In J. Phillips Lampert (Eds), Introductory Indigenous studies in education: The importance of knowing. (pp. 60-79). Sydney: Pearson Australia. 4. Thomson, P. (2002). Vicki and Thanh. In Schooling the rustbelt kids:Making the difference in Changing times (pp. 1-18). Crow’s Nest: Allen Unwind. 5. Nailer, J. (2005). Understanding ourselves. In J. Austin (Ed), Culture and Identity (2nd end). (pp. 139-154). Sydney: Pearson Australia 6. Morning, A. (2006). Ethnic Classification in Global Perspective: A Cross-National Survey of the 2000 Census Round. Retrieved from http://as. nyu. edu/docs/IO/1043/Morning_2008_Ethnic_Classification_in_Global_Perspective. pdf 7. Brickman, D. (2009). The Implications of Essentialist Beliefs for Prejudice. Retrieved from http://deepblue. lib. umich. edu/bitstream/2027. 42/63752/1/dbrick_1. pdf 8. Chandra, H. (2006). What is Ethnic Identity and does it Matter. Annual Review of Political Science, 9, (pp 397-424. ) Retrieved from http://www. nyu. edu/gsas/dept/politics/faculty/chandra/ars2005. pdf 9. Juteau, D. (1996). Theorising ethnicity and ethnic communalisations at the margins: from Quebec to the world system. Nations and Nationalism, 2(1), (pp 45-66. ) Retrieved from http://onlinelibrary. wiley. com/doi/10. 1111/j. 1354-5078. 1996. 00045. x/abstract 10. Ayirtman, S. (2007). Recognition through Deliberation: Toward Deliberative Accommodation of Cultural Diversity. Retrieved from http://arts. monash. edu. au/psi/news-and-events/apsa/refereed-papers/political-theory/sayirtman. pdf 11. Zagefka, H (2008). The concept of ethnicity in social psychological research: Definitional issues. International Journal of Intercultural Relations, 33(3), (pp 228-241. ). 12. Gruwell, E (Writer), Lagravenese, R (Director). (2006). In D. Devito, M. Shamberg, S. Sheer (Producers), The Freedom Writers. Paramount Pictures.

How to write an environmental science essay

How to write an environmental science essay Environmental science is an idiom, which has come to encompass a wide range of scientific disciplines in order to provide an integrated, quantitative, and interdisciplinary approach to the study of environmental systems [Coupland 1997]. Although the environment has been studied for as long as there has been science, the recent interest in putting the pieces of understanding together to study environmental systems has come alive as a substantive, active field of scientific investigation starting during the 1960’s and 1970’s. This has been driven by the need for a large multi-disciplined subject to analyse complex environmental problems, the arrival of substantive environmental laws requiring specific environmental protocols of investigation and growing public awareness of a need for action in addressing environmental problems. In order to write an environmental studies essay these disciplines need to be brought together to fully appreciate the many interactions among the physical, chemical and biological components. Environmental studies is a very diverse subject matter and essays should try to deal with the issues in relation to human activities, economics, law and social science when answering the question at hand. When writing an environmental studies essay it is important to recognise that different titles suggest fundamentally different strategic approaches to essay writing. Jones et al, 1999, outlines this point by suggesting that essays can be split between non-critical (or descriptive) essays, which are more related to the chronology or uncontested ‘facts’ of an event, and critical essays, which requires the development of an argument through the piece. When writing science-based essays it will be this approach that lends itself more readily to the subject matter. It may be helpful to distinguish between ‘weakly’ and ‘strongly’ critical approaches in order to ensure that the essay presents the complete argument, and that the arguments are well balanced [Thomson 1996]. Weakly critical writing may involve evaluating alternative points of view, especially for the soundness of their reasoning and the legitimacy of their conclusions [Jones 1999]. It may well also involve developing your own arguments, and advancing your own conclusions; and may sometimes involve making personal ‘value judgments’. Strongly critical writing involves recognised the problematic and contestable character of knowledge claims. Here the writer needs to look at the presence of underlying values and assumptions (including those embodied in competing paradigms, discourses, rationalities and ethical principles [Thomson 1996]). In this case the writing is able to show critical awareness of your own, as well as other’s arguments, and it is this style that is more appropriate when trying to balance the array of arguments, over the various disciplines, that an environmental science essay would present. The basic structure on an essay has three main components: the introduction, the body and the conclusion. Each one of these parts serves to provide form and function in the communication of clear ideas, and each has a specific role to play that, when fully realised, allows for a continuous dialogue of logic, argument and erudition. The first element to address is the introduction, a vital invitation that should capture the reader’s attention and draw focus to the title of the piece. The introduction presents the aims, scope and procedure of the essay [Bell 1993], and should outline any limits you propose to place upon your discussion, to justify the particular focus you have chosen and clarify the particular perspective or orientation the essay will take. The introduction should also seek to outline individual arguments that will follow in the main body of the essay, summarizing how each supports the argument in question. When writing any essay the writer needs to demonstrate those areas that will be looked at and the rationale behind these choices in each case. These areas or identified topics can then be discussed in more detail through the main body of the essay. The body of any environmental studies essay is where the main thrust and support for the argument should be found. As the introduction delineates the key arguments that will be raised through the essay, the main body should address each point in more detail. Each paragraph in the body of an essay has a specific function. They can generally be identified by the topic sentence, which gives purpose to the paragraph and introduces the key issue, which will be addressed within it – in this sense each paragraph is constructed around a separate idea. It is also important to try and use paragraphs as transitions from one topic to another, so that there are no intellectual breaks between points of argument and the essay flows smoothly. Without these transitions they essay would read more like an outline, bulleting points one after another. To avoid this sub-headings are used extensively in the natural and social sciences (both of which are key components of environmental studies), and is a style characterised is scientific journals, which preserves the fluidity of a piece. Figures or tables should also be used in environmental studies essays as a means to present information, which illustrates, clarifies or helps to reinforce the writer’s ideas, and should be used throughout the main body. After the body of the essay has been written, a conclusion must be drawn, which should reiterate to the reader the proven arguments and their relation to the essay title. Writing clearly and concisely through the essay will allow you to develop better scientific arguments when attempting to conclude your argument. As aforementioned, environmental studies essays can often encompass a wide variety of scientific discussions as well as more humanistic debates and the conclusion should be able to transcend each of these genres to ensure that each argument has been communicated with a consistent tone. Throughout the piece a balanced argument should be put forward, the conclusion is the writers’s opportunity to synthesise their own opinion based on the evidence put forward. REFERENCES: Bell, J (1993) Doing Your Research Project. Open University Press (2nd edition) Creme, P and Lea, MR (1997) Writing at University: A Guide for Students. Open University Press Northedge, A (1990) The Good Study Guide. Open University Press Parker, D (1994) Tackling Coursework: Assignments, Projects, Reports and Presentations (DP Publications) Thomson, A (1996) Critical Reasoning: A Practical Introduction. Routledge Jones, P, Merritt, Q and Palmer, C (1999)‘Critical thinking and interdisciplinarity in environmental higher education: the case for epistemological and values awareness’, Journal of Geography in Higher Education, 23 (3), pages 349-57 Coupland, N and Coupland, J (1997) ‘Bodies, beaches and burn-times: â€Å"environmentalism† and its discursive competitors’, Discourse and Society, 8 (1), pages 7-25. Web resources: Iowa State University Environmental Science homepage.

Ages of Faith, Reason, and Romantics Essay -- History Literature Writi

Ages of Faith, Reason, and Romantics Works Cited Missing The first three time periods in American literature had distinguishing characteristics in their subject matter and writing styles. Puritans wrote about their religious beliefs and daily life during the Age of Faith. During the Age of Reason, the Revolutionary War was going on and much of the writings were political documents as a result of the war. The Age of Romantics brought about the first fictional writings. The three time periods, which have unique characteristics in their subject matter and writing styles, were the Age of Faith, Age of Reason, and Age of Romantics. During the Age of Faith, the subject matter and writing styles were unusual. Puritans wrote about their religion in letters, journals, diaries, and sermons such as ?Sinners in the Hands of an Angry God? by Jonathan Edwards. In this sermon, Edwards uses ?scare-tactics? to get ?un-saved? members of his church ?saved?. Edwards, like many other Puritans, believed that ?un-saved? persons are held in the hand of God, over the pit of hell? (Edwards 37). Puritan daily life was centered around their religion. Puritans wrote about interactions with the Native Americans, farming, weather, hunting, and other happenings in the settlements such as in Of Plymouth Plantation by William Bradford. The plain writings of the Age of Faith proved to be quite unusual to the readers of today. The writers of the Age of Faith wrote about religion because that was the ...

My First Day in College

My first day in College On August 27, 2012, I began my first day at Petrocelli College. The morning was sunny and warm. I was fill with anticipation. I met my best friend from high school, Nathalie, at the bus stop. We both wonder what our first day would be like. My first day in College was overwhelming because of the excitement, stress and future outlook. I experience excitement. A new beginning is always exciting. For example, I was becoming independent and responsible for making my own decisions.I now have to pay for my college expenses by a work study job. I was also excited to see some students from my high school. For instance, my friend Richard is in all my classes. In addition, I was enthusiastic to meet my new professors and learn about the subjects I was going to be studying throughout the semester. I also experience stress throughout the day. For example, the costs of the books and the bus fare for commuting. In other words, I didn’t have enough money to pay it. I was struggling making new friends. Related reading: Monash College MoodleI’m a shy person and when it comes to socializing I get stressed out. I was confused with my schedule; I had too much time between classes. I was thinking too much on what I was going to do on those long breaks. In addition, my future outlook became focused. For example, I realize attending College was the first step I was taking to accomplish my future goals. I enjoy math and want to become an accountant. Majoring in business and accounting would ensure that I will earn a well paying salary.Therefore, I would be able to financially help my family, and to begin studies to earn a master’s degree. In conclusion, the excitement, stress and future outlook made my first day in college overwhelming. Beginning a new chapter in life initiate my day with excitement. But the financial, social and academic stress disturbs me during the day. It wasn’t only my first day in college it was also my first step in becoming an accountant and pr eparing my future.

Are You There God Its Me, Margaret essays

Are You There God' It's Me, Margaret essays Judy Blume's Are You There God' It's Me, Margaret has become a classic novel for preteen girls. Published in 1970, the book addresses the discomforts and confusions surrounding puberty and early adolescence. The central character of the novel, Margaret, has moved to a Farbrook, New Jersey from New York City. Her encounters with new girlfriends and her quest to fit in comprise the major plot structure of the novel. The young girls contend with pubescent physical and emotional changes, including budding breasts, first periods, and a new interest in cute boys. Moreover, religion plays a role in the story as a means of social group identification. Margaret has an innate, spontaneous, and personal relationship with God, with whom she communicates in times of need or stress. Her prayers, because they are unorthodox, stand in direct contrast to the organized religious structures in her new community as well as in her family. Are You There God' It's Me Margaret is a touching, engaging, well-written novel geared for prepubescent and pubescent girls; while the audience is limited, the book nevertheless remains a classic of young adult "Oh, you're still flat." Nancy laughed. "I'm growing alreadyIn a few years I'm going to look like one of those girls in Playboy," (6). Margaret's new girlfriends in Farbrook have already begun to grow breasts, while she lags behind, wishing that her body could catch up to theirs. This major source of insecurity for Margaret is an issue felt keenly by every teenage girl when they and their peers reach puberty. As each girl develops differently, some earlier, some later, Are You There, God' It's Me Margaret provides solace and comfort to young readers. Bloom's approach is as realistic as it is humorous: The young girls practice kissing on their pillows and they chant "We must, we must, we must increase our bust!" Moreover, the frank discuss...