Essay On Cultural Imperialism - 1526 Words

The primary objective of this chapter is to explore the cries of cultural imperialism, how this operates through the comics as those of The Phantom by Lee Falk, Flash Gordon by Alex Raymond and Tintin by Herge and how they have discovered more prominent support from overseas readers, both as daily paper/magazine comics series and also in the form of comic books. In no place has these comics been appreciated more enthusiastically than in Australia, India and Sweden and the other earstwhile colonised nations. In the past the imperial forces were those of Europe and a considerable lot of them supported direct colonialism, sending military and administrators to run and colonise a nation directly. The fundamental objective of colonialism today†¦show more content†¦The term ‘Representation’ has a wide array of significance and numerous interpretations. Etymologically, the term ‘Representation’ embodied a presentation depicted not as it really is but by re -constructing or by re-presenting it in a completely new form or a new environment. Right from the dawn of colonisation, the politics of representation has played a crucial role in studying literature, aesthetics, and travelogues in order to have a better understanding of the oriental world and its people. Even today these constructs has evolved into significant discourses to analyse the creations of the contemporary western world such as audio-visual and textual arts, television programmes, films, photographs, museum exhibitions, paintings and above all literature. Even today the western world tries their best to control and modify these stereotypical and clichà ©d representations to promote and disseminate certain set of western bourgeois values and ideologies. Stuart Hall in his essay, â€Å"The Work of Representation† (Hall 13-74) argues that ‘Representation’ is a medium or process by the help of which values and meanings are constructed socially and modified by the people in a shared culture. ‘Representation’ likewise gives information about how language and the whole framework creating information, work as an inseparable unit to deliver and circulate specific meanings. Hall sees that the general population attributes meanings to objects in the wayShow MoreRelated European Colonialism, Imperialism, and Cultural Superiority Essay1092 Words   |  5 PagesEuropean Imperialism and Cultural Superiority      Ã‚  Ã‚   Many factors contributed to the colonization of Africa by European powers between 1895 and 1905. Among these factors were the effects of European history, the growing capitalist economy, and the growing competition between European powers. Most important was the belief that European culture was superior to African culture. During the height of imperialism, the vast majority of the African continent was controlled by Europe (à ¬Extentà ® 19). ItRead MoreEssay about Globalization: The Myth of Cultural Imperialism1289 Words   |  6 Pagesmanifestation of cultural imperialism. Dezalay (1990) said that, Globalization is for the most part an Americaization (p.281). People like Dezalay believe that globalization is in fact Europeanization or Americanization, and that it threatens to overwhelm or completely bury the cultural norms and values of other countries. Chuang (Communication and Global Society) said, The Americanization of a global culture via technology and mass m edia might lead to political hegemony, cultural imperialism, and intellectualRead MoreThe Acknowledgement Of Core And Peripheral States On Global Stage902 Words   |  4 Pagesfind their gap with established states challenging to narrow. 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While â€Å"Global South† is sometimes used as a synonym for the more familiarRead MoreAltered Self-Image According to Thiongo, Orwell, and Kincaid1211 Words   |  5 PagesThe writer of the essay Decolonising the Mind, Ngugi wa Thiongo, expresses his views that Kenyans had been stripped of their native languages and lost an important way to express themselves. In the essay Shooting an Elephant, George Orwell presents imperialism metaphorically through the use of animals to illustrate the power and instability of imperialism. 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How was Africa affectedRead MoreEthics Away From Home By Thomas Donaldson1507 Words   |  7 Pagesthe company’s and those of the company’s home country. He also raises the question of whether or not it is an acceptable practice for a company to invest in a country where the people’s human and political rights are being violated. Early in his essay he poses four questions. First, should a home country or host country prevail when deciding the basis for a company’s ethical standards? Second, how can managers resolve ethical problems? Next, what principles are needed to establish Codes-of-Conduct

Essay about C181 Course Study Guide - 2397 Words

Study Guide C181: Survey of United States Constitution and Government C181 Study Guide *Also learn the ‘Flashcards’ for each Chapter in e-text. Chapter 1 1. What is sovereignty and how is it threatened in our globalized world? 2. What are the fundamental values of American democracy? How are these values show in the two dilemmas of government? 3. How do equality of opportunity, equality of outcome, and political equality differ? Provide examples. 4. What are the major purposes of government? Which is most controversial? 5. Using Figure 1.1 fill out the following chart: Political Theories: Definition Correspond to which Economic Theory? -Define the Economic Theories. Anarchism Corresponds to which political label in the U.S.? Not†¦show more content†¦Chapter 4 1. Identify the Article section, or Amendment number, and explain the following Clauses in the U.S. Constitution: -The Supremacy Clause -Full Faith and Credit Clause -Interstate Commerce Clause -Privileges and Immunities Clause 2. Fill out the following Chart. Explain this kind of Power. Where is this power located in the U.S. Constitution? List Article, Section or Amendment. List examples of each power: Which level of government (Federal or State) has this power? Enumerated Powers: Implied Powers (or Elastic Clause): Reserved Powers: 3. How do the ‘Supremacy Clause,’ ‘Enumerated Powers,’ ‘Reserved Powers,’ and the ‘Full Faith and Credit Clause’ establish Federalism? 4. What is the difference between Dual Federalism and Cooperative Federalism? 5. What kinds of events and forces have played a role in expanding the power of the Federal Government relative to the States? 6. How does the decision in the Supreme Court case McCullough v. Maryland illustrate the powers associated with ‘Necessary and Proper’ Clause (or Elastic Clause)? 7. How does the Federal Government use grants-in-aid, mandates, and preemption to force the policy choices of State and Local Governments? 8. What is Coercive Federalism? 9. Explain the different types of local governments. Chapter 5 1. How does public opinion affect politics and policymaking? Should it? 2. How do

Warhorse World War I Free Essays

Explain how the combination of two of the following elements was used in one live production that you have seen and assess their contribution to the creation of specific mood(s) and atmosphere(s) at moments: set design, lighting, sound. The live performance I have chosen to write about is ‘Warhorse’ which I saw on the 3rd February at the New London Theatre. In this essay, I am going to explain and analyse how the staging and the lighting together created the different atmospheres and moods such as fear and tension. We will write a custom essay sample on Warhorse: World War I or any similar topic only for you Order Now Throughout the play, numerous themes are illustrated such as the barbarity of war and the cruelty of man. The themes of loyalty and hope are also illustrated and portrayed. Not only did the set and lighting help portray these themes and atmospheres, they also helped making the transitions fluid and the change between the two locations were easily interweaved due to the composite set. The staging used was thrust upon stage with a circular revolve in the centre. The revolve in the centre allowed for separation of the two sections along with the outside edge. The revolve was also used in holding frozen images when other action was taking place along the edge. The use of the no-naturalistic staging in the non-naturalistic theatre form was effective in portraying the different journeys from the likes of Joey. Even the flooring of the stage was a fundamental part of the set. The shades of grey and black gave the look of creased and uneven farmland and also the floor distinctively helped with making the trenches and war land look effective. The different appearances depended a lot on the lighting. At one point, on the back wall, there was a projection of a page torn out from Major Nicholl’s notebook along with projections of dates. This helped the audience follow the events of the war in chronological order. The page torn was also accompanied with different pictures inspired from Paul Nash, the World War One artist. Poppies were also projected to highlight the deaths that were caused by World War One. At the back of the stage, there was a large black area. The depth of this area gave the idea of the vastness of war space and the large scale of war. It also gave the illusion that the actors appeared from nowhere. We saw the transformation and transition of Joey from foal to adult in this black area. This moment was marked by the adult horse jumping over he foal in slow motion. Another big and memorable moment when this black area was used was when the new soldiers first arrived in France and they entered walking through the black space and into the wounded soldiers. This action was accompanied with a harsh white light which made the men look skeletal. The revolve helped in creating different locations and atmospheres and also helped mark key moments. One example of this is the ploughing scene. The struggle of the horse was emphasised by the turning of the revolve as it gave the illusion of a far distance. When Joey got caught on the barbed wire, the revolve was elevated and raised to a higher level to emphasise it. Another example of the use of the revolve was during the enlistment scene. As the announcement of war was made, men were encouraged to sign up along with their horses. The fun and exciting atmosphere at the funfair was highlighted by the revolvement. Flags were put up on the stage and also in the first few rows of audience. This made the audience feel involved and echoed how many people were involved in the war. There was a sense of dramatic irony as we saw the celebration of glory while one of the main themes of the play is barbarity of war. The striking, frozen image was held on the revolve and the image of triumph and glory was hugely contrasted with the action outside as Joey is being enlisted without the knowledge of Albert. We see the father receive money and the uncle giving his son the hand-me-down knife and also we see Albert frantically search for Joey – each of these moments being marked by a spotlight. The non-naturalistic frozen image held on the revolve juxtaposed the naturalistic action and images that were performed outside of the revolve. When Joey gets caught in the barbed wire, I found this moment very moving and it was one of the key moments on the revolve. The revolve emphasises the struggle from the horse. When Joey is ploughing for Albert, the revolve is again used to emphasise his struggle and also it gives the illusion of the long distance Joey had to plough for. The puppeteers who manipulated Joey in these scenes had the tough job of lowering his head and making all of his body parts move as if they were real. When he stumbles backwards, his legs shook and it looked very realistic. At the moment where he is stuck in the barbed wire, there is a projection of barbed wire on the back wall and this really enhanced the illusion that Joey was really stuck. The audience were tense watching this as they really worried about whether he would be able to escape. This was also the moment when the revolve was elevated as it stressed how much pain Joey was in and the fear he would be been feeling. He was lifted higher than the trenches and this showed how much pressure the horses were under and also how much they suffered too; it wasn’t just the soldiers and their families that suffered. Joey was helped freed by the two sides of the war came together. This exemplified the unity of men. By having a composite stage, it was effective as two different scenes were allowed to take place at once. One example of this is when Nicholls dies; men’s bodies and horses bodies were lying dead on the stage as Albert’s mother walked through in Devon; her life had not changed unlike the lives of these men. This moment illustrated how while these men and horses were fighting in the war, the families and people at home were safe at home going about as usual. When these two locations and atmospheres were combined it was really effective. At one point, in no-man’s land, black sticks were lowered from the hatches in the ceiling and they portrayed dead trees as it resembled the amount of deaths that were caused. The trees were representations of the lack of life; this created a reminiscent mood and made the audience reflect on those that died. Paul Nash was also the inspiration behind this. Images of silhouetted men were projected; this also reflected the vast amount of soldiers that died. The lighting used was effective in illustrating the change of location as we moved from Devon to France. It also assisted the set in creating the different moods and atmospheres. The lighting used for Devon was warm and gave homely atmosphere. The audience generally received a warm sense when Devon was visited. In comparison however, when in France, the lighting was dramatically different as it changed from cal, to quiet harsh white lights. The monochrome lighting that was constantly used in France really emphasised the gloomy and startling nature of the war. The bright lights intensified to portray key moments such as Nicholls’ death. Strobe lighting was also used to partner the repetitive gun shots. Nicholls’ death was a major key moment and was marked in numerous ways; he was thrown off Topthorne and a spotlight was focused on him as he and his horse fell in slow motion. A green light was also used to represent the mustard gas attack. As the gas leaked towards the soldiers, the audience felt the climax as we watched it approach them. To show the transportation from Britain to Franc, blue gels were used and also a yellow glow shone on Joey and the others as it demonstrated the life within them. This contrasted hugely with the bright white lights that were used to portray the skeletal look of the men and horses at battle in France. These same bright white lights were used in representing the explosions. Projections were also used alongside the lighting to effectively portray settings. The projection of Joey galloping freely in the open land was juxtaposed with the lack of freedom he got while at war. There was a projection of a tank during the scene where Joey is on stage with a huge tank. This was to done to portray the intimidation Joey must have felt as it was man vs. machine. As I have previously mentioned, the projection of Nicholls’ notebook created a sincere atmosphere for the audience as they reflect on the reason why Albert has gone to war; to find his horse. The only projection that was not in black and white were the poppies; this represented the bloodshed caused and again, the audience were left with a solemn and reminiscent mood. However, the colour also gave the audience the chance to reflect as the red illustrated remembrance. To conclude, I thought that through the set design and lighting of ‘Warhorse’, a variety of moods and atmospheres were successfully created. Tension, hope, remembrance were all enhanced and the audience were often left feeling reminiscent of the horrors of war. How to cite Warhorse: World War I, Essays

Reflective Writing for National Academy of Sciences -myassignmenthelp

Question: Write about theReflective Writing for National Academy of Sciences. Answer: It has been a week since I enrolled at the University of Sydney for an undergraduate course as a bachelor of science (health). Being an American, I was hesitant of moving to a new place, far away from home, in order to pursue my studies. A week has already passed now since I joined up and I believe I am growing familiar with the place and the people. With more passing time, I believe I would be more comfortable in settling down and attending the classes here. Since the time I have arrived, I have made acquaintances with two of my hostel roommates. They have been helpful enough in providing an essential tour of the university campus and pointing out the hangout spots in the city. I have already attended three lecture sessions and the standard of education looks promising. The University of Sydney is one of the most oldest and reputed Universities in the world. The rules present here are strict and violating them may result in suspension or expulsion. The faculty is qualified and capable. Unlike American Universities, Australian Universities do not have fraternities or sorority, which is upsetting. However, the overall atmosphere here seems to be satisfying and wholesome. As more days pass by, I hope to make new friends with the other students in my batch as well as the University. The University has an ambitious and talented football team that I wish to join up. Apart from studies, I feel having fun and maintaining a social life is important as well, mostly since it would make me feel less homesick. This is my first experience of staying abroad and studying abroad and I wish to make many new experiences during my course of stay here. Week 3: As I started to spend more time attending the lecture sessions and classes at the University, I realized it was important to keep a note of the discussions and presentations taking place in the lecture sessions. Most of the professors did not provide handouts of their lecture sessions and therefore the best solution was to manually write down and maintain a copy of important notes. The process of note taking soon became quite troubling for me. It was hard to keep up with what the professor was saying and most of the time I could not keep up. I possess a short attention span and most of the time I found myself losing focus, which contributed more to the problem. The constant difficulties I kept facing in writing and maintaining notes made me realize the reasons due to which this was occurring. The lack of focus and inability to keep up with the pace of the lecturer were the primary causes. The other reasons being my problems in understanding the technical terms used by the lecturer, inability to prioritize what to note down and the lack of handouts. In case of any problem, the solution is never too far away. I too similarly discovered ways by which I could solve my problems in note taking. I observed that sitting in the front seats would help increase my attention and I would be more focused in class. Reading the chapter ahead of the next days class helped me in understanding which of the points were important and need to be note down. Using short forms or abbreviations was helpful in maintaining the speed while writing. Lastly, comparing the notes with other students allowed me to fill in the incomplete parts or areas I missed out while writing. Week 4: Learning is considered as one of the most primary and important functions of the brain. The term learning has numerous definitions. I feel that the term learning simply means to gain information, knowledge or training that was previously unknown. There are two types of learners- active and passive learners. The course of study I am currently pursuing requires me to be an active learner in order to stay updated on the topics and it would be helpful in understanding the subject clearly. In the active learning process, I need to constantly be engaged with the content that I am learning. Passive learning on the other hand, means listening to a piece of information but doing nothing about it. It is true that it would not be possible for me to be an active learner on almost all of the topics that I am learning. Being a passive learner is applicable for these cases. However, I feel active learning has its own benefits which outweigh that of passive learning. Active learning has helped increase my motivation in the subject I am currently studying and has made me aware of the effectiveness of working in a group. Active learning can be implemented via a number of ways. I however, feel that researching and gathering information from other sources like articles, books, research papers and so on, is a simple yet effective method of active learning. Discussing various topics with friends, family or like-minded people helps you gain some valuable insights you previously had no idea about. Following up on the subject after the end of a class, homework and participating in debates are some of the steps I wish to implement in future to increase my level of active learning process. I feel that if there were more discussion sessions in class and educative game sessions, it would be an extremely helpful way of active learning, for not only me, but also the entire class as a whole. Bibliography Baepler, P., Walker, J. D., Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms.Computers Education,78, 227-236. Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study.Nurse education in practice,13(2), 96-100. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.Proceedings of the National Academy of Sciences,111(23), 8410-8415. Jensen, J. L., Kummer, T. A., Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning.CBE-Life Sciences Education,14(1), ar5. Kim, K., Sharma, P., Land, S. M., Furlong, K. P. (2013). Effects of active learning on enhancing student critical thinking in an undergraduate general science course.Innovative Higher Education,38(3), 223-235. Minasny, B., McBratney, A. University of Sydney. Risko, E. F., Buchanan, D., Medimorec, S., Kingstone, A. (2013). Everyday attention: Mind wandering and computer use during lectures.Computers Education,68, 275-283. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. InApplications of Flow in Human Development and Education(pp. 475-494). Springer Netherlands.