Tennessee History of Native Americans and the time period leading up Essay

Tennessee History of Native Americans and the time period leading up to and during the French and English incursion - Essay Example The Native controlled their land and culture. However, the competition of the European nation over the control of the territory strengthened the native as some collaborated with foreigners and helped repel other European nations. This explains the contest between the French and the British over Tennesse. The incursion of the French and English men in Tennessee was received differently. The Native American engaged in numerous battles with the French which culminated to the French and Indian War. The native resisted the occupation of the foreigners in their land because it amounted to loss of land and businesses opportunities that has taken root before their arrival. One of the historic spot is the Fort Massac in the lower side of Illinois. The French established the Mossac during the French and Indian War. Moreover, not only had the French conquered the Native American in Tennessee, but also the Spanish had much influence in the region (Caldwell). The English also made their influence in the Tennessee and the Indian had to engage to every sort of invasion of their territory. The Cherokee and the Chickasaw were very hostile to the French Indians, but engaged in a friendly manner with the English. The Native used the Tennessee River to move to the north to attack the inhabitant of those areas. The Southern of Ohio developed as a strong centre and the French wished to expand their influence to the local tribes, Cherokee and Chickasaw. During this time, the England considered to build a fortification building in lower Ohio. The contest of both the French and English confronted the Governor of Virginia, Dinwiddie to disregard communication with the French and rather build a fortification that would cut the French influence in the region. Nevertheless, the French moved with speed and build the fortification at the mouth of River Tennessee. This enabled the French to control the lower part of Tennessee

First Documentary Essay Example for Free

First Documentary Essay Robert Flaherty’s classic film tells the story of Inuit hunter Nanook and his family as they struggle to survive in the harsh conditions of Canada’s Hudson Bay region. I’d say that the vast majority of footage is staged, in the sense that Flaherty told the actors what to do in order to fit the frame. Yet there is a weird authenticity to what Flaherty ends up with, probably because of all the stories and local culture he had absorbed in the months preceding. Flaherty’s aim was to document a way of life, not a series of incidents that happened to occur while his camera was on. He represents his subject to the audience, portraying staged events as real but on the other hand, the theme is the battle of humans against nature and the fight for survival in a hostile environment. Although the film is only showing a few people, it can be seen as an exploration of the world of a different people and their culture. Much of the action was staged and gives an inaccurate view of real Inuit life during the early 20th century. Nanook was in fact named Allakariallak, for instance, while the wife shown in the film was not really his wife. And although Allakariallak normally used a gun when hunting, Flaherty encouraged him to hunt after the fashion of his ancestors in order to capture what was believed to be the way the Inuit lived before European influence. The most impressive characteristic in his way of filming is how he spent a few months in the Arctic to record the daily life of the Eskimo, Nanook and his family on camera (the hunting, fishing, building of igloos, fur-trading, child care, and the sleigh-dogs). Its dramaturgic and narrative sophistication is by showing the daily life of Nanook and his family, Flaherty avoids a reserved or distanced position from the protagonists and allows for the audience to identify with them, although they are exotic primitives, Flaherty’s Eskimos are acting subject, no ethnographical objects . Additionally, Flaherty did not show any signs of the clumsiness of a beginner in his cinematographic abilities. Not only did he know how to take good pictures, he also knew how to tell stories with them. He used long takes mainly, which are realized by a motionless position of the camera (with only a few pans) and the action is caught mainly using a medium close-up distance of framing. Like his models, Flaherty used a linear narrative in chronological order, mostly unedited and story-lines are not resolved. Also, following their fashion, he used dramatic effects by restricting the view with the camera to create suspense; by letting pictures run through the frame slowly, disclosing their meaning and purpose only gradually. A good example for this is the opening sequence, introducing the dramatis personae: Nanook and his family, Nyla, his wife with the youngest baby on her arms, the children Allee, Cunayou, and Comock, and the husky. This way of filming expresses the exploration of the world of a different people and their culture. We see the hunters creeping inch by inch upon a herd of slumbering walruses, and then Nanook springing up and harpooning one, and then a fierce struggle in which the mate of the walrus joins the battle. Such scenes simplify Inuit life to its most basic reality. In this land the only food comes from other animals, which must be hunted and killed. Everything the family uses; its food, fuel, clothing and tools, comes in some way from those animals, except for the knives and perhaps harpoon points, which they obtain at a trading post. The effects created here is the fact that a lot of the action in Nanook was initiated by the Eskimos themselves, such as the walrus hunt. This becomes clear during the take in which a fur-trader attempts to entertain Nanook with a gramophone. Nanook plays the simple-minded wild man who uses his teeth to check how the white man conserves his voice on a record. The other example, is during the he construction of an igloo. Nanook and his friends carve big blocks of snow and stack them in a circle, carving new ones from the floor so that it sinks as the walls rise and curve inward to form a dome. Then he finds sheets of ice, cuts holes in the igloo walls, and inserts the ice to make windows. There is another igloo, a smaller one, for the dogs. And inside the big igloo, the tiniest igloo of all, for puppies, which the big dogs would quickly eat. Conclusions Although the story of Nanook’s family is unscripted, Flaherty approached them with a preconceived idea of what he would film. Accounting for decisions about what would and would not be filmed, the notion that he has captured real life becomes vague. The Eskimos look directly at the camera, aware that they are being filmed. Flaherty even brought film processing equipment with him, so he could develop and view the reels as he shot them. The Eskimos viewed the reels as well and understood what was going on. Furthermore, Flaherty intended to create a feature film, as features were popular in theaters at the time. He included aspects of features in his work such as dramatic narrative, characters with personalities, conflicts and resolutions. At 79 minutes, it was considered feature length at the time. He simply chose to use unscripted, uncostumed non-actors in a natural setting. References Robert Flaherty. Nanook of the North: A story of life and love in the actual arctic.

Education and Globalization

Education and Globalization Globalization brings many changes to peoples lives all over the world. There are several definitions of globalization however the Merriam-Webster meaning is as follows. Globalization is the process by which businesses and other organizations develop international influence or start operating on an international scale. From shifting social norms around the globe to changing how countries do business, technological advances, and intensifying competition in the workforce, as well as, the educational field; effects of globalization are everywhere and far reaching (Carnoy, 2002). Globalization effects education all over the world. For example, due to intricate technological advances many jobs have been digitized. This means that the skill set thats required for jobs have changed dramatically. Subsequently, jobs that could once be sustained by someone with a high school diploma or less have disappeared. These global and economic changes cause shifts in the job market and are essentially changing what is needed from the education system. We now need to prepare students for jobs that require different skill sets. Employees must now be knowledgeable on foreign languages, cultures, and overall way of business to be successful in their career. For the most part the United States has been a leader in education compared to other countries. Being the first country to achieve mass collegiate education, the United States of America always had the highest number of qualified people in its labor force. This is how the American economy was able to thrive and take advantage of the global market. But does this globalization led to development or division in education? (Welch Mok, 2003) Well, in recent years countries around the world have refocused on expanding education, many of the smaller, more impoverished countries actually working together to do so. Since graduating high school is now the standard in most countries, many are now setting goals to increase the number of college attendees even working with the United Nations to provide education for all countries! Although the United States has a greater number of older workers that are well educated, many other countries have a greater number of young workers with college degrees. Nonetheless, with more high school graduates chasing college degrees and older people pursuing higher education after so many years of being out of school; this is changing too. People of all ages are pursuing higher education all over the world and with education standards changing as well, we are truly living in an era like never before. We are all preparing for an interconnected world that globalization has brought to us and education is just one small stepping stone for the high skill economy of the future (Young 1998, Brown et al. 2001). The growing importance of education is more than wanting our citizens to be smart. Countries are wanting their citizens to get educated in order to build for a future in which we are one global citizen class that works together economically and otherwise to grow our countries. This can help with foreign policy and international business transactions and trades. To be knowledgeable of a certain country is to be more accepting and understanding of said countries culture and beliefs. Appearing welcoming and friendly to different cultures will attract investments from foreign countries. This will boost the countrys economy (see OECD 1998, Campbell 2000). With a larger economy a countries revenue with increase and strengthen the country (ideally). This is another reason why the quality of education is so important. While education systems all over the world are working on improving and developing new ways to teach people; there is another way people are gaining more and more knowledge in today society. The internet. Not only is the use of computers and the internet now more common in the classroom it has also grown more common in everyday life (Martin Carnoy, 1999, pp.15-17). By using the internet society has access to different kinds of information instantaneously. This makes gaining knowledge for students as well as non-students easier and faster than ever before. This is great when used as a means for students struggling to comprehend course material or certain concepts, but with such a wide variety of information available, and it is important learners are able to distinguish between dependable and untrustworthy resources. However for countries such as China or Iran who have limited to no access online; this can make a learning different concepts or gaining certain knowledge difficult becau se their governments often block or edit information. Therefore citizens of those countries or countries similar may actually have a skewed since of the truth because not all information is given to them. In a way this widens the gap between the education progress of a developed country and an underdeveloped country/country who may be banned from viewing certain material. With technological advances making their way all around the globe (globalization), eventually all countries will have access to any information they desire. Globalization is a powerful and important process that influences economies, education systems, politics, and even social customs. With a growing sense of oneness; or we are all global citizens in one world outlooks, globalizations positive and increasing impact on education and societies growing desire to become more educated is obvious. REFERENCES Globalization. (n.d.). Retrieved March 22, 2017, from https://www.merriam-webster.com/dictionary/globalization Lloyd, C., Payne, J. (2003). The political economy of skill and the limits of educational policy. Journal of Educational Policy, 18(1), 85-107. Pang. N. S. (2013). Globalization in the one world: Impacts on education in different nations. BCES Conference Proceedings, 11, 17-27. Suarez-Orozco, M. (2007).Learning in the global era: International perspectives on globalization and education. Berkeley, CA: University of California Press, Ltd.

My Lai :: essays research papers

The My Lai Massacre: And It's Psychological Effects The objective of the American military mission in March of 1968 was clear, search and destroy My Lai. Throughout human history, millions of people have been exterminated at the hands of their fellow man. It would be great to imagine that the perpetrators behind these crimes are crazy, sadistic, and terrible people, but to the contrary these people are usually normal men and women. The question we must then ask ourselves is, how can we, as a race, commit such vulgar crimes against our own kind? The story of the My Lai incident portrays the insanity and the psychological effects that a given situation had on once normal men. It wasn't clear what to do with any civilians who might be encountered at My Lai, on March 16, 1968. On this day Captain Ernest Medina ordered Charlie Company, a unit of the US Eleventh Light Infantry Brigade, into combat. After Medina's orders 150 men led by Lt. William Calley raided the village and four hours later over 500 civilians were dead. These civilians consisted of elderly people, children, and women. Almost all of these people were unarmed, three weapons were confiscated in all. In addition, no enemy soldiers were found in the village. Only one U.S. soldier was a casualty in the incident, as a result of a self-inflicted gunshot wound to the foot. The scenes from this tragic event were unimaginable. Limbs were amputated, men were crying, people not fully dead were scattered all over, two little girls were shot in the face and Calley was screaming "kill nam, kill nam...". What could actually make men behave this way? What kind of mentality were these men in? Not only did these men murder women and children and babies, but it was also thought that some were looking for women to rape. We can first look at the interesting and sometimes appalling consequences of obedience. The men making up Charlie Company performed the vile acts they did as a result of their duties and obligations to the military. There are several identifiable explanations as to why individuals are more often than not inclined to obey authority. First, when acts are authorized it normally relieves the perpetrator from feeling guilty for his offensive actions. By shoving the responsibility away and placing it on the authorizer of the command, a person does not feel as compelled to reject the command, and can therefor fulfill his or her orders.

History and Its Influence on British 17th Century

2. Introduction History and Its Influence on British 17th century literature By regarding British' literary works up to the 17th century, one can recognize many parallels to the history and culture of that time. In my following term paper I am though going to Investigate where the parallels between history, culture and literature are. I will do so by using chosen passages from British literary texts from the Renaissance and Restoration Literature. Therefore I will first define the characteristics of both epochs.Secondly I will compare the plots of the chosen assuages to the historical and cultural context and accentuate the similarities. As I believe, these similarities between literatures, cultural and historical context can be found in any literary work. 3. Renaissance Literature The term Renaissance as an epoch describes the translation from medieval times to the modern ages which took place between 1485 and 1603 In England. It meaner the rebirth of ancient values and ideals in pa inting, architecture, science, philosophy and literature.Due to the invention of the printing press by Gutenberg, which was established in England by the help of William Cotton in 1474, authors got the chance o write in vernacular language. Since there were from then on more people who could read and understand the texts, Renaissance knowledge was accessible for the folks (CB. League) The early Renaissance in England has strongly been influenced from Italy where it begun about 200 years earlier and from the medieval concept of courtly love.Courtly love meant the poetry by errant knights, often a king's third son who traveled around the countryside to get a place to work. The only chance for those errant knights to gain their social status back was to get a rich lord's daughter, so any minnesinger poems were written by them. The major contents of those poems were the beauty and elusiveness of the lady. The knights had to sublimate their sexual desires and show real love to succeed an d climb the â€Å"gradation amoral†, the love-ladder from â€Å"Eros†, sex to â€Å"agape†, the pure love without taking physical Interaction.During the Elizabethan Age, from 1558 until 1603, the ideal of a woman sight was formed and every woman who was described In a poem was described with the terms of that ideal sight in comparison with nature. Bartholomew Griffin's Fiddles for example contents all the characteristics of Renaissance poetry as one can see In the following excerpt (Sonnet 39): My Lady's hair is threads of beaten gold; Her front the purest crystal eye hath seen: Her eyes the brightest stars the heavens hold; Her cheeks, red roses, such as sell have been.Her pretty lips, of red vermilion dye; Her hand of ivory, the purest white; Her breast displays two silver fountains bright. The spheres, her voice; her grace, the Graces three; Her body is the saint that I adore; Her smiles and favors sweet as honey be. But ah, the worst and last is yet behind: For of a griffin she doth bear the mind ! In this poem, the â€Å"Blazon†, the description of the Lady beauty from head to toe is accentuated. In this poem one can also recognize the concept of kilowatts, which meaner that an outer beauty meaner a good soul, while an ugly appearance is accompanied to a bad soul.That concept is another typical characteristic for the English renaissance literature and one can find it in this poem since there is no description of the lady behavior but her outer appearance. 4. Restoration Literature The literary epoch of the Restoration lasted from 1660 until 1688/89. The most common forms of Restoration literature were satires to criticism the noble and religious texts in prose or verse. It triggered â€Å"the official break in literary culture caused by censorship and radically moralist standards under Cromwell Puritan regime† (CB.English literature). One example for a religious text is â€Å"Paradise lost†, by John Milton. Paradi se lost is an epic poem often books, written in blank verse from 1640 until 1642. Milton transfers Greek epic to a biblical context, though Paradise Lost contains the plot of the first pages of Genesis, how Adam and Eve were created ND how they lost Paradise, â€Å"expanded into a very long, detailed, narrative poem. † (New Arts Library). Paradise lost can be interpreted in two possible ways but not both at the same time.The first possibility is to interpret it as a rewrite of the Bible â€Å"as it might have been written with the benefit of a humanist English education† (Alexander 148). The other possibility is to interpret it in political context as a critique on the upcoming civil war and â€Å"The Eleven Years Tyranny' by Charles I who reigned without parliament for eleven years after his father, James I died in 625. One Example of a satire is â€Å"A Satyr on Charles II†, by John Willow, Earl of Rochester, which was delivered to the King by accident instea d of one the King had actually ordered. CB. Lynch) The Satyr is written in verse and consists of three stanzas. In the first stanza, Charles II is described as a King who lacks ambition â€Å"Him no ambition moves to get renown† but still reigns better than Louis XIV â€Å"Like the French fool that wanders up and down starving his people† and that he is good for England. The second stanza describes Charles Sis's genitals â€Å"His scepter and his prick re of a length† and that he lets his penis reign â€Å"thy prick will govern thee†, which meaner that he takes his mistresses as political consultants.The last stanza says that if Charles Sis's sexual power would decline, his political power would decline as well, because of the political power of his mistresses and in the last two lines Rochester says that he hates all monarchs â€Å"All monarchs I hate, and the thrones they sit on†. 5. Conclusion By regarding any literary text from epochs up to the 17th century, one can always find parallels to cultural or historical terms. This is obvious since the authors would not often more than one possibility to interpret literary works and sometimes it is also difficult to understand how the epoch's literary features developed.Considering Renaissance literature, it is not easy to say today, why the woman's role in those times was that high. It is obvious, that poets tried to improve their social status by winning a noble man's daughter by writing blazon poems about her. Another reason for the women's high position could still be worship of the Virgin Mary or Queen Elizabeth in those times. By regarding the Blazon, one also has the question of the chicken and the egg, since we only know that Queen Elizabeth was always described and painted in the ideal of beauty in the early Renaissance England.What we do not know is whether that ideal of beauty was formed because of her sight or whether she was only described and painted in a way to fu lfill the ideal. In reflection on paradise lost, one either has the opportunity to interpret it on historical grounds or on humanist religious base. Both ways are connected to history or culture, so that in paradise lost, one definitely has literature which leads to one of the two contexts. The satires of Restoration literature are almost all critiques on those time's politics, so that the connection to history is obvious.All three examples for literary epochs that I have chosen have a relative to history or culture, but since we do not always know the development of culture or literary features, we cannot know how it is actually related. There also is the fact, that these are only three examples of thousands of literary works, though it is far too less to prove a general tendency. As a conclusion I can so only make out that every literary work must contain at least some cultural features, since every human being and so very author is influenced by it. 6. Works cited Alexander, Mich ael.

Rhetorical Analysis of a Modest Proposal Essay

Swift’s â€Å"A Modest Proposal† written in 1729 was his proposal â€Å"for preventing the children of poor people in Ireland, from being a burden on their parents or country, and for making them beneficial to he publick† (Swift, Title). This proposal included the selling, skinning and buying of babies at the age of one. This proposal that he has come up with is a very inhuman and controversial one when it comes to being socially acceptable. Swift begins his essay by describing walking down a street in Ireland. He describes how you would see, â€Å"beggars of the female sex, followed by three, four, or six children, all in rags, and importuning every passenger for an alms† (Swift, Para. 1). This gives the reader a mental picture of how bad things are for the women he is trying to help. Swift then talks about how there are very many of these poor people in Ireland and how they are not able to be part of the middle or working class. Look more:  how to write satire essay He then proposes his idea that the children could, â€Å"contribute to the feeding, and partly to the cloathing of many thousands† (Swift, Para. 4). In no way, shape, or form is the eating of or the using of children in this manner acceptable. No society would ever find it suitable to eat or make babies into clothes. Dr. Swift has made a proposal that he should know would not work because of the inhumanity that it is asking people in which to participate. Jonathan Swift later tells the reader of how he has, â€Å"computed the charge of nursing a beggar’s child (in which list I reckon all cottagers, labourers, and four-fifths of the farmers) to be about two shillings per annum, rags included; and I believe no gentleman would repine to give ten shillings for the carcass of a good fat child,† (Swift, Para. 14). This is a good thing that Swift does telling how the mother would stand to make money on selling her child to a man for dinner. Except, I do not believe you couldn’t find a willing mother to sell her child knowing that it would be eaten by a human for a meal. Dr. Swift has made a plan for people with no remorse or thought of their children. The only place this plan could be carried out and continue working is a place with robots that have no feeling or conscious. Swift then makes the statement, â€Å"Those who are more thrifty (as I must confess the times require) may flea the carcass; the skin of which, artificially dressed, will make admirable gloves for ladies, and summer boots for fine gentlemen,† (Swift, Para. 15). He thinks that someone would be able to treat a baby’s skin as an animal’s and make it into a glove or boot without objection to what it is. This is another flaw in his plan. There are people who are against making animals into clothing. Therefore, I am sure that there would be people against the making of clothes from baby. Next, Dr. Swift gives 6 reasons of why he thinks the plan is a good one. His second reason states, â€Å"Secondly, The poorer tenants will have something valuable of their own, which by law may be made liable to a distress, and help to pay their landlord’s rent, their corn and cattle being already seized, and money a thing unknown,† (Swift, Para. 22). He thinks that poor tenants with children will be able to give their landlords something valuable by giving them their child. No landlord would take a child as a means of money because it just costs more money to them to have the child then without it. In his fourth reason Swift says, â€Å"Fourthly, The constant breeders, besides the gain of eight shillings sterling per annum by the sale of their children, will be rid of the charge of maintaining them after the first year,† (Swift, Para. 24) If the people who like to â€Å"breed† hear of this then they will just think that they will be able to keep having children and selling them instead of having a job. This would cause more jobless people and after so long the supply of the babies would surpass the demand. There then would be poor children hanging on their mothers again in the street defeating the purpose of the plan in the beginning. Fifthly Dr. Swift says, â€Å"This food would likewise bring great custom to taverns, where the vintners will certainly be so prudent as to procure the best receipts for dressing it to perfection; and consequently have their houses frequented by all the fine gentlemen, who justly value themselves upon their knowledge in good eating; and a skilful cook, who understands how to oblige his guests, will contrive to make it as expensive as they please,† (Swift, Para. 5). Again, I refer back to how people would not be able to eat the carcass of an one year old child, but also I think that if you were to find a cook to make this and a person to eat it that it would be at such an outrageous price that the people could not afford to try the meal of the baby. Finally, the last reason I do not think that this plan would work is what is in the final paragraph of the essay-â€Å"I profess, in the sincerity of my heart, that I have not the least personal interest in endeavouring to promote this necessary work, having no other motive than the publick good of my country, by advancing our trade, providing for infants, relieving the poor, and giving some pleasure to the rich. † (Swift, Para. 33). If the person that is proposing the idea at the end of the idea tells you that he has no interest in promoting his own proposal, I believe that it means he thinks that it also will not work and could not be enacted on a society. I am not the only one that is outraged or appalled with the works of Dr. Swift. Patrick Delany also states â€Å"As I have marked the passages that seemed to me most faulty, and gave me most offence, I beg leave to point them out, as they come in my way: without any further preface, or apology. The picture he draws of the Yahoos, is too offensive to be copied, even in the slightest sketch. † (Kathleen, Pg. 132). Delany and I are both offended and disagree with Swift’s works, but as a satire writer this just shows how effective his writing is on his audience. He tries to use outrageous and controversial subjects in order to grab the attention of his readers and keep them reading his papers. This style works very well and is a great way to get your point across. This style has grabbed the attention of all the readers and will continue to grab the attention of all the future readers of his essay.