Graffiti and Popular Culture Essay

The treatment of popular culture is usually dichotomized by the contrast of its being popular because it is patronized by the greatest number of a society’s population and by its being popular because of its proliferation for the benefit of the upper class of the society which greatly utilizes it as a powerful mechanism of subjugation. Sociologists are divided between opposite views. Nevertheless, popular culture does not always reside on the opposites. It can be also perceived as something that is between the asserted ownership of the masses and the powerful mechanism of few powerful persons. Accordingly, popular culture is a dialectical process brought about by the enforcement of it from above of the societal structure to the acquisition of it from underneath the societal structure. This claim is highly supported by Hall in pointing out that popular culture is actually a twofold advancement of restraint and opposition. While forces from above of the society are using popular culture as an instrument of suppression, it is also an instrument of struggle for the lower forces of the society. In the task of discovering popular culture as a dialectical process, it is a convenient endeavor to first define the popular and cultural aspect of popular culture. The usual definition must be first discussed. After will be the elaboration of Hall’s perception regarding the popular culture. Finally, an example on the practical application of Hall’s view regarding popular culture must be supplied. As Raymond Williams stated, the word popular is actually derived from the word â€Å"popularis†, a Latin word which means â€Å"belonging to the people†. In the early introduction of the word popular, it is often used to attribute to the connotation of things regarding the â€Å"most known† and â€Å"the most common†. Also it refers to the â€Å"most favored†. At some point of the introductory use of the word, it has rested on referring to neutrality. However, the most common definition of the word popular up to the present time is still referring to the â€Å"most familiar†. This definition has leaded the way to the attribution of the word popular to greatest number of people in most societies, which basically composes the lower stratum of societies. It is because people in the lowest stratum of the society are generally the greatest constituent of societies. Thus, the term popular is attributed to the largest part of the population of a society, which is mainly the masses. In characterizing the meaning of the word â€Å"culture†, it is an inevitable task to delve into the schemes and symbols of societal structures which include traditions, customs, common convictions, and remnants that represents the history of constituents of a society. The transfer of these schemes and symbols of societal structure from generation to generation is also an important feature of the meaning of the word â€Å"culture† Anthropologists are similar with the abovementioned definition of culture. This definition is actually considered as the most usual definition of culture: So, what do we mean by culture? A fairly typical view, both in common language and in the way anthropologists have approached their work, sees culture as a shared body of custom, reproduced through time that makes societies distinctive. It seems that there is a certainty in the definition of culture. However, the definition of culture is not always perceived as something that is unchanging and immobile. Its definition is also viewed as something that is changing depending on the context and reference. Deducing from the generally acknowledged definition of popular culture, the popular aspect and cultural aspect of the definition of popular culture can be generated. Popular culture is then quoted because it denotes the popularity of a culture which represents symbols, customs, traditions and beliefs in a society. Consequently, popular culture also embodies the characteristics, qualities, and features of a particular or a general popular belief, custom, tradition, object, or idea. Popular culture is popular because it is owned by the populace. It is the most accessible and pervasive type of culture. This is so because it transcends barriers. At some times even the economic aspect of life is crossed by popularity of popular culture. The popularity of popular culture goes beyond race, ethnicity, and generation, location of residence, country, sexuality and gender. Popular culture caters to the largest number of people that it can cater. As much as possible the availability of a form of popular culture is extended to myriad arrays of cultural categories. To achieve the extension of popular culture, products of it is manufactured and created in such a way that it is culturally neutral. This only means that products of popular culture are not inclined in any side of the spectrum of cultural categories. Anyone who consumes or support any form of popular culture is expected to closely relate the product of popular culture in his or her personality. This relation greatly concerns the cultural inclination of the person. Therefore, products of popular culture are expected to be owned by everyone irrespective of gender, sexuality, age, nationality, and ethnicity. Even though, popularity transcends the barrier of cultural preference and partiality, popularity also paves the way for the correspondence of a popular culture to a specific cultural leaning. Every cultural category such as gender, sexuality, age, ethnicity, or nationality create and device a unique and peculiar fashion of giving meaning to the experience of popular culture. Each cultural category glace at different angles in considering and experiencing popular culture. In example, gender creates a distinguishing manner of the experience of popular culture. It concerns the interplay of the masculinity, femininity and bisexuality of the experience of a certain product of popular culture. In the occurrence of encountering popular culture, the masculinity, femininity or bisexuality of a person can be demonstrated. This is evident in the myriad choices of products that are sold. The product catering to masculine male is different from a product catering to a feminine male or masculine female or a bisexual. The notion of popular culture in the view of Hall is generally concerned on the interpretation of the whole experience of a product or a medium of popular culture. The meaning of the experience does not reside solely on the intention of the producer of a certain product or of the encoder of the meaning. It also does not depend on the creation of meaning of the consumer of the product or of the encoder of the meaning. The origin of Hall’s views can be traced back to his belief that the employment of language concerns context of power and institutions. In the utility of language, persons become active agents as well as beneficiary of meaning. Therefore persons are perceived as generators and at the same time consumers of culture simultaneously. For Hall, it is erroneous to assume that persons as consumer and generator only absorb the experience of popular culture without criticizing it. Usual persons performing the twofold role of being a generator and consumer possess the power of generating meaning and experiencing meaning. Persons are active and at same time passive. They are active, because they generate meaning of the popular culture experience from their constitution of meaning. They are passive because they are the receiver of the experience. Institutions and companies producing popular culture have no total control of the reactions and responses of persons that receive the experience. It is sure that they can impose and really impose there expected reaction of persons to a certain experience of popular culture. However, they cannot totally rely on their expectation. This is evident on the modifications that are made by these institutions on the improvement of their products and services. They need to create modifications so that their products and services somehow cater to the general public. And these modifications are based on the reactions and feedbacks of the consumers. In some essence, institutions and companies of popular culture production are also receiver of the meaning imposed by consumers on experiencing the product and service of companies and institutions. The theory of reception and textual analysis of Hall explicated the role of the consumer as an audience of a text encoded by institutions and firms of popular culture production. The idea of textual analysis explains that the audience or the consumer is always on the agreement and disagreement with the intentions of the producers of popular culture. In example, the meaning of a text of an experience varies from the point of view of the consumer and the producer. While the producer imposes the meaning by the limitation of the modes of expression of a text through packaging, the consumer does not always concur to the imposed meaning of the producer. The consumer creates a distinguished meaning about his or her experience. In creating this meaning, the element of cultural categories enters the picture. The meaning is created dependent on which cultural category does the consumer belongs. Sexuality, age, race, and economic power are the factors in the creation of meaning. Consequently, this creation of meaning results into either the dismissal or acceptance of the consumer regarding the imposed meaning of the producer of specific popular culture product or experience. Therefore the meaning of the experience rests at some point between the producer and the consumer. It is the interpretation that really matters and neither the interpreter which is in this case the consumer nor the interpreted which is the product or the service as a form of popular culture. Thus popular culture is constructed in dual movement of concurrence and opposition. And this dual movement of concurrence and opposition is the dialectical process of the experience and creation of meaning. In applying the notions and ideas of Hall regarding popular culture, the material must obviously display the elements of opposition and concurrence. Also it is note worthy if the chosen material is an interesting one. In the enterprise of applying the analysis of Hall, it is an appealing move to consider the production of graffiti as a cultural practice. The word graffiti came from the Italian word graffito which denotes an antique writing on a surface of a rock. In the recent time graffiti refers to sketches or illustrations usually of words and phrases on walls of public areas. The manner of sketching can be done through painting and spraying or scratching. Graffiti art has acquired its peak in the United States during the years 1970’s-1980’s. Based from the general definition of graffiti, it is inevitable to perceive this form of art as a deviant kind of activity. This is because graffiti is seen as a negative reaction to the forms and conventions of the usual accepted cannons of arts: As The graffiti subculture is a culture of opposition because it is perceived as deviant, and because the dominant culture limits and denies access to the kinds of specialized space suitable to the expression of graffiti subculture. The manner of making graffiti involves the painting of wall of a usually abandoned building or public area. Because of this, graffiti art is perceived as something that resists the prevailing standards of the society. It is viewed as a transgressing subculture. However for the graffiti artists, the activity is a different experience. Artists view their piece as something that is really note worthy and deserves public attention. Myriad of writers narrate their experience in coherence with each other. Graffiti writers said that they feel a poignant compensation every time that they are alone in the middle of the night and finding a specific public area to write or sketch their art . Many graffiti writers speak of their experiences of writing graffiti in similar terms. References to cities that have quieted in the night, and walls that the artist ‘owns’ for a short period of time are comparable to the soulful atonement that Walt Whitman often described when referring to being alone in nature. The same with their reputation, their art are viewed as something that is deviant and null and void of artistic values. They are ostracized in the whole realm of art. Worst is even their isolation is oblivious to the eyes of the society conforming to the standard of an artistic cultural activity. With this obliviousness, graffiti is still recognized. However, this recognition is accompanied by disgust and awfulness. It is perplexing that they are usually charged with cases of vandalism and destruction of private and public property because of utilizing walls of establishments they don’t own. This is because those walls they use are usually of buildings empty and have long been vacated and abandoned by the owners. Therefore, graffiti writers are often viewed as lawbreakers. Usually, graffiti artists do not really give emphasis on showing their art to the general public because their concern is limited in just the expression of themselves. Nevertheless, they also somehow want the appreciation of their masterpiece. This is the reason why graffiti art are often found on walls of buildings frequented by the public. Physical characteristics of graffiti yards include a degree of visibility that enables a piece to be seen from a passing car on a nearby street or freeway. Although pieces are not aimed directly at the general public, the artists do like their work to be seen and recognized. Even though graffiti art are disgusting to the general public, manufacturers of apparels and accessories have used the concept of graffiti to make their products sell like hot cakes. In this situation, the recognition of graffiti as a cultural activity took its place. As what Hall asserted, popular culture is dialectical process of resistance and agreement. In the case of the graffiti art, it is worth noting that the producers of the culture are denoted as deviant elements of the society. However it is ironic that the consumers of the graffiti art are the big institutions and companies that sell mass produced commodities. The graffiti art as a cultural activity is a clear example of a popular culture being received yet decided to be rejected or accepted. In the multinational companies’ attempt to use graffiti as a potential source of great profit, the disgusting art has been transformed into an acceptable enterprise. However the consumption of the products promoting graffiti art still depends on the cultural background and the power of person to dissent or agree on the attractiveness of it. References: 1. William, R. 1976, ‘Keywords: A Vocabulary of Culture and Society,’ Fontana, London. 2. Dressler, W. 2002, ‘A Working Definition of Culture’, Europhamil, [Online] Available at: http://www. europhamili. org/protect/media/96. pdf. 3. Esposito, R. 2005, ‘The Artistic Construction of a Counter Culture’ Graffiti [Online] Available at: http://www. graffiti. org/faq/esposito. html. 4. Bolivar, S. 1997, ‘†Bombing† L. A. : Graffiti Culture and the Contest for Visual Space’, McNair [Online] Available at: http://www-mcnair. berkeley. edu/97journal/Bolivar. html 5. Wittenberg, D. 2004,’Introduction: Extreme Mainstream’ Iowa [Online] Available at: http://www. uiowa. edu/~englgrad/ijcs/mainstream/mainintro. htm 6. Beazley, H. 2006, ‘The Temple of Hip Hop: Graffiti as form of Peaceful Conflict Resolution among Urban Youth in Brisbane’ University of Queensland [Online] Available at: http://www. uq. edu. au/acpacs/index. html? page=49559&pid=49559&ntemplate=645 7. Noble, C. 2004, ‘A Semiotic and Visual Exploration of Graffiti and Public Space in Vancouver’ Graffiti [Online] Available at: http://www. graffiti. org/faq/noble_semiotic_warfare2004. html 8. Christen, R. 2001, ‘Hi Hop Learning: Graffiti as an Educator of Urban Teenagers’ Sunsite [Online] Available at: http://sunsite. icm. edu. pl/graffiti//faq/graffiti_edu_christen. html 9. Hall, S. 1981,’Notes on Deconstructing the Popular† in People’s History and Socialist Theory’ Routledge, London. 10. Hall, S. 1973, ‘Encoding and Decoding in the Television Discourse’.

Football Head Essay

Football is an all American sport that has led to the downfall of many great athletes who have suffered from the sport in a psychological and physical manner. Football is a dangerous sport that is only played by one country, the U.S.A. Realistically, banning the sport is almost near impossible, but there should be regulations to the sport if that people would have to meet in order to insure safety and knowledgeable facts about the sport. Football is not meant for children, the players should have a full understanding of the game and of the danger that it can entails. If a child would like to play football, the child should at least be fourteen years old, and at fourteen years old, the children must watch a film that fully describes and informs the participant of the dangers of football and the effects it can have on the brain and on the body. Football can start at a very early age, children as young as five are playing the sport in a league with other children where they beat, push, and knock down other children their age. This is very problematic and dangerous to the child’s long-term memory; the brain of an average person does not fully develop until the person is at least twenty years old. When children begin to beat each other at a young age, they are starting the decaying process of their own brains. Concussions are always trying to be avoided during games, but the pre-concussive hits are just as concerning and alarming as concussions. Football players who have never had concussions are now being diagnosed of chronic traumatic encepha lopathy (CTE). CTE is a degenerative brain disease that is caused from repeated constant head trauma. If children begin playing football as early as five years old, they will begin the process of CTE. Violent games are not suitable for children, at five years old, violence and aggressiveness should not be a priority of a child, and school and education should always be their top priority. If adults choose to play this sport, the NFL needs to accept and admit that football is a violent game and that it can cause long term damages to the brain and body.  The NFL refutes the arguments about CTE and long term damaging effects football has on the brain by stating there are fully aware of the risks. Football players report that it is their choice to play football and that they are fully aware of the risks that are in play. However, concussions are the breaking points to a damaging mind, football players often confess to playing a game injured and from suffering a concussion while playing. For example, Richard Sherman explains in the article, â€Å"Why We Chose the Profession†, that due to a concussion; he was left blind for half of an entire football game. However, he goes on to state that if he had taken himself out of the game, that the legend of the boom would never have been born, this was when he had his first in game interception. Another player who once raved and bragged about the sport was Junior Seau. Junior Seau was one of the greatest football players in the NFL, he was a legend and he too â€Å"fully understood† the risks and dangers of playing in football. He once bragged in a documentary about the perfect tackle, and how he understood that due to the love he had for the sport, his life would be shorten and that he would have limited mobility. However, he did not once ever consider that the sport would cause him to have irrational mood swings, suffer from depression and eventually cause him to take his own life. Football players claim to be fully â€Å"informed† of the sport and understand the consequences it can have on their lives, but the NFL is withholding serious information that players are finding out when it is too late. If a person chooses to play the sport, then they must fully understand the fame, the consequences, and discuss with their families, families can fall apart just as easily as the players mind and body. Football is known to cause CTE, but there are other long term damaging effects that players have still not been informed of by the NFL. Football has been detected to cause early signs of Alzheimer, Dementia, and physical disabilities. According to the article, â€Å"Study: No Proof that Football Causes Alzheimer’s or CTE† was posted in the Cincinnati Bengals, the NFL had a $765 million settlement with retired football players that claimed that they were not fully informed of the risks that came into play when they ran onto the field. Once football players heard of the first few cases of CTE that were diagnosed in retired football players, the players began wondering if the NFL was aware of the causes of football and the long term effects it had on the players. The NFL had also denied all the  claims of the relation from CTE, Dementia, and Alzheimer to football. However, the NFL later revealed a study conducted by themselves that later revealed that football had caused early cases of Dementia, a brain disease that could have been avoided if the NFL had bother sharing the information with their teams and coaches. The NFL however eventually denied their own study as well. In time, the NFL attempted to share information about precautions they were taking in order to ensure the players safety. In pamphlets they distributed to players, they attempted to underplay the dangers of concussions by stating that concussions cannot cause any type of long-term damage. The NFL also conducted their own study, in which they concluded that if a football player endures a concussion in the middle of the game that the player could return to that same game even play in the game where he experienced the concussion. The NFL conducted their own research and discovered the damaging effects of football and the toll it has on the body, and now that players are taking action against the NFL, they are denying the accusations and ignoring their repercussions that have been waiting for them for much too long. Football is a sport, nothing more, and yet it can change a person’s life severely. If a person chooses to play the sport, knowing the facts, the diseases, and the immobility they can endure later in life, then they should be allowed to play. Football is a dangerous sport, people can choose to play or choose to live, but that is a choice when a player decides to walk onto that field or when they decide to walk off that field. It is an American tradition that should not be banned, but it should be limited. This is a game with a lot of fans, and yet many of them who follow the sport have no idea of the football players that are suffering because of it, which is the real shame. Play football, but know the risks. Works Cited Gladwell, . â€Å"Offensive Play.† Gladwell.com. N.p., 19 Oct. 2009. Web. 9 Mar. 2014. Sherman, Richard. â€Å"We Chose This Profession.† The MMQB. N.p., 3 Oct. 2013. Web. 10 Mar. 2014.

Dangers of Undercover Police Cars Essay

By definition, the police are a constituted body of persons empowered by the state to enforce the law, protect property, and limit civil disorder. Many people in today’s society do not trust the police. Many feel that the police are out to get them. While some feel that police keep our society in tact, some feel that they are given way to much power. Policing predominantly concerns the preservation of order and peace in our country. With that being said, keeping peace is much different from what I feel that our police enforcement agencies in this country actually do. Often, they do the opposite. Trying to find anything and everything that a citizen is doing incorrectly is not keeping peace. In fact, this causes the distancing between our police and the citizens they are policing. My bill speaks on the removal of undercover police cars from law enforcement. The impacts that these types of police vehicles have on our society all seems to be negative. They are used as a way to catch our citizens off guard, since these vehicles do not appear to be cops. As citizens, we have the right of knowledge. When a police officer is present, I think that we should be able to know. Why are they hiding from us? If they’re here to protect us, why are the not acting like it? Hiding from us makes it seem like they do not want to protect us, but trick us. Police offices’ auction off police cars that are out of commission. At a fairly cheap price, these cars are stripped off all lighting and sirens. But that is not to say they are not deceiving. With a couple of hundred dollars and computer access, you can order almost identical lights and sirens to a police officer. Here is a very scary story involving an innocent women, a criminal and a unmarked police car: It was only 1:30 in the afternoon when the unmarked police car pulled alongside Laura Johnson’s car with their flashing light on their rooftop, and signaled for her to pull over. She sensed something was off, so she kept going and immediately contacted the dispatcher who checked it out and called her back to tell her there were no unmarked police cars in that area. She was told to keep driving. In a short time 4 police cars surrounded Laura and the suspect car. The police apprehended not only a criminal impersonating a police officer, but a convicted rapist wanted by the police for other crimes. That day, Laura got lucky. But if she wouldn’t have sensed that something was off, her fate could be much different. Finally, these undercover police units cost our taxpayers more money that you may imagine. Police cars are purchased in bulk, averaging around 30 thousand apiece fully loaded. But the technologies of an undercover car, with low-key lighting and high tech LED lights placed all around the car push that number up, to around 34 thousand dollars. Lets say in one year there are 10 new undercover cop cars purchased, that’s 40 thousand dollars wasted! Of our taxpayer’s dollars, that could be used for so many other things. With all of that being said, we must pass this bill to remove undercover police cars. For the conversation of our tax money, the honesty we deserve as citizens, and the safety of the men, women, and children of our community. Thank you for your time.

'Compare the ways in which Durkheim and Goffman have understood the Essay

'Compare the ways in which Durkheim and Goffman have understood the connections between the structures of our society and the kinds of people we are' - Essay Example The above ability of individuals is represented by the concept of agency. Agency is often related with the social structure which is a term used to explain not only the types of teams developed within the society but also the criteria used for the categorization of people to specific classes based on their religion, their gender, their racial background and so on. The issues of agency and structure as described above have been extensively examined in sociology. Both the above concepts are considered to be important in order to identify the behaviour of individuals in modern societies. Of course, the views of sociologists on agency and social structure present differences; however they all emphasize the importance of identifying the needs of human and to use them in order to explain their needs. Current paper examines the concepts of agency and structure as they are presented in the work of Durkheim and Goffman. Two particular works of the above theorists are used to develop this study: The Elementary Forms of the Religious Life of Durkheim (1912) and the ‘Asylums: Essays on the Social Situation of Mental patients and Other Inmates’ of Goffman (1961). The explanations given by Durkheim and Goffman regarding the content and the role of agency and structure have many similarities – they also have certain differences which are highlighted in the sections that follow. The fact that these two theorists lived in different periods may be the reason for these differences. All potential influences on the work of these sociologists – referring specifically to the concepts of agency and structure – are analytically presented. Society has a crucial role in the development of individuals’ perceptions – as it is accepted by both the above theorists. More specifically, Durkheim notices that ‘it is society that has consecrated the individual and made of him the thing to be respected above all; the progressive emancipation of the individual thus does not

Project Management Essay Example | Topics and Well Written Essays - 750 words - 9

Project Management - Essay Example In essence, a project must be temporary, has defined the scope of period, has goals, should be completed using minimum resources and should produce an intangible or physical product/service (Mir and Pinnington, P211). A construction permit or license is usually required while constructing or demolishing a garage or a shed that is larger than 200 square feet in area and higher than 10 feet. In this project, there will be no requirement for the permit since it requires approximately 30-meter square area and 8 feet high. Architectural design planning is the first step in building a garage since it involves an architectural drawing on how the garage shall appear. Drawing helps the engineer to come up with different designs and make necessary adjustments to meet the consumer preference. The architectural design provides all the necessary layout of the structure, including exact building dimensions and 3D appearance once completed. During this phase the need of the user is taken into great consideration; this is achieved by asking the consumer to state how he/she would wish the garage to be in relation to the main house. The client can provide a verbal or written description according to the preference , and if possible, the designer can visit the consumers home to assess the practicality of the customer’s specification. After the design is complete and the customer is satisfied, the next step is to perform cost evaluation to check how much it will cost in building the whole project. This stage is very imperative since the building materials must be bought for full completion of the project. The customer is advised accordingly on how to cut cost by using alternative materials. Both the construction team and the client set the period for project completion since a project must be completed within a defined period. To complete the proposed structure the following shall be required: Materials for the foundation include Sand, gravel, concrete, wire

Community Nursing Essay Example | Topics and Well Written Essays - 4000 words

Community Nursing - Essay Example The plan proposes various measures that would promote good health in a wider sense. There are various strengths that are highlighted and areas where improvements need to be made and all these seeks to have a health promotion program that will become a success. The teaching program is to be initiated in a community where there are elderly people and individuals who are unable to take care of their health or those who have no health insurance. This teaching program would ensure that the members of the community are well endowed with the information they need in order to make them responsible for their own health. The project also addresses the kind of engagements that would lead to the actual learning process taking place and the very important tools that would be needed for this project to be a success. Key among the things outlined in the plan is the resources that would be needed for this kind of a venture just for the purpose of having a process that is above board. In conclusion, the plan addresses the objectives and aims of this teaching program and what would be achieved after such a noble course. Epidemiology Rationale for the Topic The problem of lifestyle diseases has been a major concern for the community in Georgia. Diabetes has been the leading illness in the lifestyle diseases with obesity being a key concern. ... As for the lifestyle diseases, the elderly had cancer as a big challenge to those aged 65 and above. Diabetes was found to be a serious challenge affecting everyone across the board; the old people to younger people. Obesity among the young people and smoking habits was a major cause of diabetes among the young people. For these urgent care had to be initiated to help those already affected and those who are likely to be affected. Statistics from the health superintendent of the Georgia center for disease control and prevention in the state of Georgia has provided very shocking results about people who are affected by the lifestyle diseases like diabetes (Stroup & Teutsch, 1998). The results showed that: 35% of the adults in old age had diabetes. 40% of the young adults had diabetes 33% of the teens were diabetic and had obesity with heart complications 40% of those above the age of 65 years had cancer disease 50% of those in old age around 75 years had heart disease Evaluation of Te aching Experience The experience of teaching in the community was an interesting affair that really opened my eyes to various possibilities. At first, I thought that the experience was going to be a tough one and I was very nervous at some point, as I did not know what was going to be about my teaching experience. My experience in the community and having to interact with different groups of people was one that remained painted in my mind for the longest time ever. The fear of the unknown once again caught up with me in an unprecedented manner as I prepared myself for the teaching exercise. The responsibilities which I was to teach the people on the benefits of primary prevention or health promotion, and I knew it was not going to be an easy task even though I

Smokers vs. non-smokers Essay Example | Topics and Well Written Essays - 2000 words

Smokers vs. non-smokers - Essay Example They observed ETS-associated increases in heart rate and, more weakly, in DBP, consistent with increases in sympathetic stimulation. Ultrafine particles are associated with oxidative stress, as well as with reduced HRV. In conclusion, the study contributed to the evidence that exposure to second-hand smoke increases cardiac risk through cardiac autonomic dysfunction. Protection from passive smoking can benefit health. on changes in cardiac autonomic function, specifically, in a commercial airport as measured by HR and HRV in a panel of adult nonsmokers. The authors suggested that altered cardiac autonomic function, as reflected by decrements in HRV, may be part of the pathophysiologic mechanisms by which exposure to ETS leads to increased risk of cardiovascular mortality. Maziak et al (2005) mentioned that the exposure to ETS causes deleterious effects in the respiratory system of adults and children in Syria. Exposure to ETS was assessed from multiple self-reported indices combined into a composite score (maximum 22), while outcomes included both self-report (symptoms/ diagnosis of asthma, bronchitis, and hay fever), and objective indices (spirometric assessment of FEV1 and FVC). They evaluated the relation between ETS score and studied outcomes as well as the association between ETS exposure and respiratory health. The results indicated that there was a significant dose-response pattern in the relationship of ETS score with symptoms of asthma, hay fever, and bronchitis, but not with diagnoses of these outcomes. This study provided an evidence for the extensive exposure to ETS among adult nonsmokers in Syria, and its dose-response relationship with respiratory symptoms of infectious and noninfectious nature. It also called for an elaborate effort to increase awareness of this public health problem and to enforce regulations aimed at protecting non-smokers. Oncken et al (2002) evaluated

Classic Airlines Marketing Solution Paper Essay

Classic Airlines Marketing Solution Paper - Essay Example The company generates its revenue from passenger as well as cargo services. The total revenue earned by the company has moved up from $8592 million to $8700 million from the year 2003. Despite the rise in the revenue, it faced a decline in its net income. The main reason for this can be attributed to the rise in its operating expenditure which has moved up by approximately 20% in 2004. This is getting reflected in the annual net profit, as it has dropped significantly from $71 million to $10 million in the year 2004 which is a fall of nearly 86%. The net profit margin ratio of the company has declined from 0.0083 to 0.0011. This means that the net profit margin of the company has declined substantially by 86 % compared to the last year (California State University, n.d.). In view of this, Classic Airlines has planned for a reduction in its costs relating to Operations, Marketing, Sales, Administration and IT. The company has planned for the highest cost-cut in the marketing division. The price of the companys stock at the end of 2003 was $33.20 compared to $28.93 in 2004. The dismal financial performance of the company is getting reflected in the stock price which has fallen by nearly 12.86%. The highest price recorded by the company in 2004 is $36.75, in the month of July. This could be due to highest monthly net income posted by the company in the last month at $160 million. Even though it remained above $100 million mark in July, the following months witnessed a sharp fall in the net income. As evident by the financial statements, the companys revenue peaked in the months of June and July in both the years. The terrorist strike on September 9/11 had a deep impact on the airline industry with most of the airlines reporting dip in profits. This led to an increase in the amount of debt as the company ran into severe losses which had to be financed through external

How to reduce turnover and retain qualified associates at walmart Research Paper

How to reduce turnover and retain qualified associates at walmart (specifically management, in rural stores) - Research Paper Example Contributing to Wal-Mart’s high employee turnover rate are the characteristics of the jobs they offer, such as low hourly wages, inadequate benefits, constantly changing schedules, and little possibility of advancement. (Lichtenstein and Johansson, 2011) Obviously, these characteristics will not attract the most qualified or career oriented applicants (i.e. recent college graduates). According to Danny Baisden, Co-Manager of the MacArthur, West Virginia, Wal-Mart, â€Å"we will need to replace 30% of our work force in the next year, management and hourly associates. We also have a current shortage of associates. The stores hands are tied and are not able to negotiate with current applicants on salary and benefits. This makes the stores less competitive†. (Baisden, 2010) In West Virginia, more than 25 percent of the state’s 980,000 working-age adults (25-64 years old) hold at least a two-year degree, according to 2008 Census data. This compares to a national average of around 38 percent. Attainment rates in West Virginia are increasing modestly, even though the proportion of degree-holding young adults — those 25-34 years old — mirrors that of the overall adult population. (Lumina Foundation for Education, 2010) Many recent graduates are turning down good job offers, holding out for better jobs and salaries in the belief that a college degree entitles them to more than entry level," says Ogunwole. "In today's job market, that's just not realistic." (2009 College Grads Moving Home in Large Numbers, 2009) However, an entry level position with very good probability for advancement may be much more attractive to these recent graduates and other well qualified individuals. In order for Wal-Mart to attract better qualified applicants, some policy changes must be made. For example, Wal-Mart could create a system where employee wages increase with the amount of time associates are employed with the company and with an employee’s skills and experience. (Lichtenstein and Johansson, 2011) Wal-Mart could also offer their employees better benefits, such as less expensive health insurance. Another suggestion would be to provide employees with more stable schedules so that they are not constantly ch anging. Wal-Mart could also create more hourly positions which include greater responsibilities, training and higher wages for those positions. Finally, Wal-Mart can provide their employees with better opportunities for advancement within the company. (Lichtenstein and Johansson, 2011) Methodology In order to determine whether the suggested changes will reduce employee turnover rates, perhaps they can be implemented in one store or one geographical area such as the store in MacArthur, West Virginia. Once changes are in place for some time (i.e. one year), Wal-Mart will be able to see whether or not they have an effect on employee turnover rates. Study Subjects Subjects for the study may include associates currently employed at the store. College students in the area may also be subjects for the study. Data Collection Before making changes, current Wal-Mart associates could complete questionnaires regarding what they believe is important, would be most beneficial to them, and increas e the likelihood of them remaining with the company. Wal-Mart may also want to survey college students in the area in order to determine what would make employment at Wal-Mart more attractive to them. Once this data is collected and analyzed, these questionnaires can provide the company with a better of understanding of their current employees’

Cause and Effects essay Essay Example for Free

Cause and Effects essay Essay There is no doubt that education is essential to peoples lives. Having a good educational background is an important factor to get a good job and to work effectively. However, one of the saddest issues in todays society is the college dropout rate in many college or university remains very high. Some people are successful because they have the motivation and determination to graduate college; others are less lucky because they start college and feel as if they lack the preparation, desire, discipline or ability to succeed academically or persevere until a degree has been earned. This leads to quite a situation–to find the support needed to continue or to dropout? Whether you’re realizing that college isn’t for you, family issues, laziness or even debt, understanding some of the common causes and effects of quitting college may aid in the decision. College is an investment. Students either pay for college themselves, possibly with family support or scholarships, or with financial aid. Many students drop out of college because they can’t or don’t want to take on any more student loan debt. The consequence of dropping out at this point is that you have already piled up sizable debt and loan payments (students who drop out of college are required to pay back a portion of their federal-aid funds such as the Pell Grant) that you have to begin paying back several months after you quit school, yet you don’t get the payoff of a degree. Many financial aid administrators feel that the government shouldn’t penalize poor students for dropping out of college, and nor should lower-income students have to â€Å"punch a clock† in order to receive their grant money. Satisfying all the academic requirements and paying all your bills is both necessary and sufficient for being eligible to graduate. In addition to any debt you must repay, your earning potential without a degree is much lower to degree holders. Thus many college dropouts struggle to cover short-term bills and expenses, and find it difficult even to consider saving up money for a home. A college dropout earns about seven percent less than someone with an associate’s degree and about thirty-two percent less than someone with a bachelor’s. College dropouts face more limited career options than graduated peers. A bachelor’s degree commonly  opens the door to entry-level positions in many industries and career fields. As a dropout, your access to many jobs that require a college degree is limited to compete for jobs against people who hold degrees, even when a degree is not required. Job opportunities aren’t the only things that push people to college, sometimes it comes from a progenitor. Some students attend college under pressure from parents or to make their parents proud, not always making themselves happy in the process. In these cases the decision to drop out is not always warmly received. In fact, some students are told that they can’t return home after dropping out, which can only build on more stress. The expectation is that they will get a job and enter the â€Å"real world.† However, to get a job with good pay is hard to find without a degree, and most people don’t realize that. Another reason for dropping out of college is if there was a death in the family or someone you were close to falls ill. A death can cause depression which will eventually make you lose focus of your studies and you’ll end up either failing out, or dropping out. Dropping out can negatively affect relationships with significant others, as well. Recent studies show that divorce rates were significantly lower for college graduates than those without degrees. Having a great academic background can take you a long way, and you can learn how to work adequately in the future. To ensure a successful future, one must strive and have the incentive to succeed. Unfortunately certain things happen and some students have to drop out. It could be a personal choice, or it could be a sacrifice they have to make. In instances where it would be a choice, the students feel as if they’re working towards a dead end and have the lack of motivation. Knowing the reasons and the consequences can help others understand the decision that was made.

Knowledge Discovery and Data Mining

Knowledge Discovery and Data Mining Melchor Abejon With the increasing use of electronic health records (EHR), data collection in many Health Care Organizations (HCOs) has improved and accumulated at a remarkable pace. EHRs have enabled HCOs to generate and collect a vast amount of data and information from their daily encounter of patients. And this is when Health Informatics (HI) comes into play- to develop and employ computational theories, tools and techniques that can assist in extracting useful information and knowledge from these volumes of data, and use this knowledge to uncover useful patterns and to create models that can enhance decision-making and processes in the healthcare and HI industry. This process is called the Knowledge Discovery and Data Mining (KDDM). The purpose of this paper is to give an overview on why KDDM is a necessity in the healthcare and HI industry, and also to discuss how the aforementioned technique continues to improve the healthcare and HI industry. Benefits of KDDM in the Healthcare Industry The abundance of data and information in healthcare had made KDDM a necessity. According to Taranu (2015), with the growing rate of data accumulation in HCOs, there is a need for expert analysis of these vast medical data. The ability to use these data in order to extract useful information is a key factor for many health institutions to establish quality healthcare. Listed below are some of the benefits of KDDM in the healthcare industry: Increase in the accuracy of diagnoses. The use of predictive algorithms can help healthcare providers such as the physicians to make diagnosis more accurate and decide for the appropriate treatment for their patients. Prediction of patient population risk. KDDM enables the creation of programs and risk models that can be employed to recognize and detect high-risk patients and chronic diseases. Because of this, healthcare providers are able to design the right clinical intervention for their patients. Reduction in the rate of hospital admissions and readmissions. The creation of algorithm and predictive analytics can enable the identification of patients who are at high risk for hospital admissions, thus enabling providers to design more efficient clinical interventions to better treat their patients. Enhancement of clinical decision support. KDDM enables the comparison of symptoms, causes, treatments and analysis of effective clinical intervention for a group of patients. Prevention of diseases and promotion of general public health. The application of predictive analytics particularly in genomics can aid physicians to recognize their patients who are highly at risk of certain diseases. Also, through predictive analytics, pharmaceutical companies are able to develop drugs that suit the needs for specific groups of people. Better patient-related decisions and patient satisfaction. The identification of usage patterns, preferences and the current and future needs of patients can give information that will assist staff in their interaction with their patients. Patients will also be happy because they will be receiving a treatment that will really work for them. Detection of medical insurance fraud and abuse. The detection of unusual claims patterns can assist insurance companies in the detection of medical insurance fraud and abuse. Benefits of KDDM in the Health Informatics Industry According to Shukla, Patel and Sen (2014), HI can be subdivided into four main subfields which are the (a) clinical care, (b) administration of health services, (c) medical research, and (d) education and training; and that each subfield and can be extended and improved with the application of KDDM. Clinical care. One of the applications of HI in healthcare is in the aspect of clinical decision-making through the implementation of the Clinical Decision Support System (CDSS). This computer program is designed to assist healthcare providers in making clinical decisions through (a) information retrieval, (b) alert systems, (c) reminders, (d) suggestion systems, and (e) prediction models. The application of KDDM techniques on the database will render health providers analytical tools and as well as predictive tools that go beyond what is evident from the surface of the data. For example, predictive models can assist physicians to decide whether a certain patient would be treated as inpatient or as an outpatient. Administration of health services. Being an administrator of a healthcare entity can be a very tough job as this position requires daily critical decision making. The quality of information that these critical decisions are based on is an essential factor for this job. The KDDM technique can help in the creation of systems that can predict disease outbreaks, and can give representation of the benefits and the costs of the different preventive measures that are effective against a disease outbreak. Medical research. The application of KDDM is very successful in the medical research. Data mining methods can be applied on the vast medical data to extract useful patterns, predictive scoring systems and cause and effect relationships. Nelson and Staggers (2014, p.56) states KDDM can also be used to patch weaknesses in clinical data that pose a barrier to research. Education and training. E-learning is one of the rapidly growing method of learning in the healthcare and even in the HI industry. The application of KDDM in e-learning can efficiently monitor the progress in the learning process and as well as enhance the learning experience of students, administrators, and educators by recommending different learning methods, resources, and study materials. For educators, it can provide objective feedback about the course and students learning patterns. For administrators, they can learn about the users behavior, so that servers can be optimized and network traffic can be distributed. Through KDDM, the effectiveness of educational programs can be efficiently assessed. Conclusion With the growing accumulation of data in healthcare, no wonder KDDM will continue to be an indispensable tool than can be utilized to extract knowledge and insightful patterns which are essential in the development of systems and models to improve the safety and quality of healthcare. And as the use of health information systems continue to grow, KDDM will continue to mend the weaknesses and imperfections in clinical data to make these data more usable for the benefit of the healthcare and HI industry. References Crockett, D., Johnson, R., Eliason, B. (2014). What is data mining in healthcare? Retrieved January 15, 2017, from https://www.healthcatalyst.com/wp-content/uploads/2014/06/What-is-data-mining-in-healthcare.pdf Fayyad, U., Shapiro, P., and Smyth, P. (1996). From data mining to knowledge discovering in databases. Retrieved January 15, 2017, from http://www.aaai.org/ojs/index.php/aimagazine/article/viewFile/1230/1131 Miner, L.A. (2014). Seven ways predictive analytics can improve healthcare. Retrieved January 15, 2017, from https://www.elsevier.com/connect/seven-ways-predictive-analytics-can-improve-healthcare Nelson, R. Staggers, N. (2014). Health Informatics: An Interprofessional Approach. St. Louis, MO.: Elsevier Mosby Shukla, D.P., Patel, S.P., Sen, A.K. (2014). A literature review in health informatics using data mining techniques. Retrieved January 15, 2017, from http://ijournals.in/ijshre/wp-content/uploads/2014/02/IJSHRE-2220.pdf Taranut, I.(2015). Data mining in healthcare: Decision making and precision. Retrieved January 15, 2017, from http://eds.b.ebscohost.com.lib.kaplan.edu/eds/pdfviewer/pdfviewer?sid=0be35910-eda5-4fda-a7c2-1a72f0962ec8%40sessionmgr102vid=2hid=114 The Modeling Agency (2015). How data mining is helping healthcare. Retrieved January 15, 2017, from https://the-modeling-agency.com/how-data-mining-is-helping-healthcare/

Men and Nursing :: Nursing Essays

Nursing is a profession that I have always been fascinated with. Nursing is defined as "health promotion, health maintenance, health restoration and providing care to the sick and dying" (Kozier and Erb). There are five values essential to nursing, which include altruism, autonomy, human dignity, integrity and social justice (AACN). Nursing is a profession in which the nurse uses caring as a central concept. Some other characteristics of the nursing profession include art, science, advocacy, and offering holistic care. Nurses use critical thinking in order to problem solve because every patient is unique. The nursing process when assessing a patient includes, data collection, analysis, planning, implementing, and evaluation. Nurses need to be able to deal with change in stressful, fast paced, hectic environments. The treatments and technology is constantly changing therefore nurses need to be able to make quick and important decisions. When people think of a nurse they normally come to the conclusion that most nurses are women. I would have thought the same, due to the qualities I have mentioned. I would like to research why men are entering the nursing profession. I feel that a male would join the profession because of the hours a nurse works. Men who like to fish and hunt can work as a nurse three days a week full time and have four days to enjoy leisure activities. The nursing profession is drawing more men into the field and usually thought for the same reasons as women. By a series of an observation, a survey, an interview, and a personal history, I will prove that men join the nursing profession because of money. In the observation I sat in a waiting area of a cardiology floor in a hospital. I noted the nurses â€Å"running around like chickens with their heads cut off,† as patients were coming back from cardiac procedures such as a cardiac catherization. The floor nurses were mostly women and only a few men filled the hallways. The stress on the floor was high; you could just feel the tension building as the floor became full with patients. In the observation I was looking for how many male nurses were working and what there reaction was to the stress.

Avian Influenza and Its Expected Ramifications Essay -- Disease/Disord

Over the past fifteen years H5N1 influenza (also known as Avian Flu or Bird Flu) has become a common topic of speculation and debate worldwide, causing quite a bit of confusion about its possible impacts on our society. At this point in time it is generally recognized by the international medical community that Avian Flu is bound to become a pandemic, most likely within the next ten years. Research on Avian Flu and its effects have led many scholars to make grave predictions of major global turmoil while a small portion of medical scientists remain skeptical, believing we will have enough time to thoroughly prepare for the outbreak. The one thing that nearly all health professionals seem to agree upon is that the avian flu will surely have a large impact on the development of humankind. To truly understand the threat of this disease and what we must do to prepare for it, we need to look at the issue from multiple angles and consider what the spread of a disease so lethal and so pron e to mutation would mean for our daily lives, health professionals, laws and government procedures, and of course the continuation of the human race. It is necessary in order to understand Avian Flu's impacts on society to first understand what H5N1 influenza is. Like any virus, influenza viruses cannot reproduce on their own the way bacteria can. Technically, viruses aren’t even alive because in order for them to reproduce, they must take over the living cell of another organism. This makes all viral diseases notoriously hard to cure because modern research has yet to reveal a medication or procedure that can kill a virus without killing its host. The best medications that we currently have available to treat viruses can only prevent the virus fro... ...pe.com/viewarticle/757540>. Swain, James C., Linda L. Chezem, Caroline S. Cooper, Kim B. Norris, Carolyn T. Ortwein, Ronald J. Taylor, Fred Wilson, Francis Schmitz, Daniel O'Brien, Clifford Reeves, Elaine Snyder, 13) Thomas, James C., and Siobhan Young. "Wake Me Up When There's a Crisis: Progress on State Pandemic Influenza Ethics Preparedness." American Journal of Public Health 101.11 (2011): 2080-082. ProQuest. ProQuest, 24 Jan. 2012. Web. 14 Apr. 2012. . 14) Thomas Rhatigan, Joseph A. Trotter, Christopher Billeter, and Lenzing Lahdon. "Guidelines for Pandemic Emergency Preparedness Planning: A Road Map for Courts." CDC.gov. Center for Disease Control, Apr. 2007. Web. 12 Apr. 2012. .

Examining Perspective in Literature Essay example -- A&P Perspective U

Examining Perspective in Literature When writing literature, authors will adapt points of view to mold the perceptions of their readers. Three points of view that authors use to draw readers into their works of fiction are the limited perspective, the first-person perspective, and the objective perspective. Three stories will be examined and critiqued for their use of these narrative techniques. Of the three perspectives that will be examined, the first-person perspective is the most useful for sharing the authors’ vision. Authors employing the first person point of view give readers the broadest exposure to the feeling(s), opinion(s), and position(s) that writers attempt to communicate via their narration. The story, â€Å"A&P† by John Updike related the short story of a teenage employee at the beginning of a period of social upheaval and recharacterization of gender roles. The setting for the story was a sleepy inland coastal town during 1962. Sammy, the teenaged protagonist and narrator, provided a clear lens for the perspective that the author presented. The viewpoint of this narrator related to his adolescent need for romantic nobility and his incipient role defiance. The faux noble protagonist attempted to defend three bikini-clad adolescent girls whom defied the implicit taboo regarding exposure of flesh outside of the prescribed boundaries that was understood to be in effect. The narration accounted by the first-person narrator was well-developed and gave descript...

Kargil War

Role of Media in Kargil Anshu Bhatia PGP2- 18012 Table of Contents Abstract2 Introduction3 Literature Review3 Discussion of the case5 Analysis and conclusion6 Bibliography7 Abstract This paper attempts at evaluating the role of media in the Kargil war, which broke out in the summer of 1999, at a time when the Indian media was equipped enough to set the media agenda as well as present the war at an unprecedented scale.As mortals, we have never seen the war situations Palestine, Kashmir, Iraq or Afghanistan but only can perceive the images seen through media reportings. Therefore, many of our perceptions are based on the realism as created by the media owners. Introduction The function of media through which they frame the news stories is called as Agenda-setting function of media. In the words of McCombs (2002), in a typical daily newspaper, over 75 percent of the potential news of the day is rejected and never transmitted to the audience (p. ). (Maxwell E. McCombs, 1993) Media (or th e press) has been said to inhere three basic roles, also called as the â€Å"three I's†. i. e. information, interpretation, and interest. (The Press – The press's many roles). The limitation of media capacity to enable its thorough surveillant function explains their selectivity. Also called as the ‘Gatekeeping theory’ in mass communications, this along with Agenda setting media theory is closely related to Theory of Framing, according to which , gatekeepers (or the edia), certain parts of an event/news are given more attention than the rest. This incomplete revelation can lead to biased opinions amongst different sections of the society, but all the three theories seem to have one point of parity- Media is empowered, has an agenda and transmits only that information which it wants to be channelized across to the public. Literature Review â€Å"Journalists will say that war is too important to be left to generals. Reporting of war is too important to be l eft to reporters.Soldiers need to get involved in this. † -Maj Gen Patrick Brady – 1990 (former Public Relations Chief of US Army) (HALI, 2000, August ) As opposed to the Indo-Pakistani War of 1971, Kargil was the first war that witnessed an emerging technology driven media in the era of television. Indian media had experienced live war coverage and broadcast for the first time, and therefore exploited the opportunity to bring forth the war in front of the people as if it was being fought right in front of their naked eyes.With daily updates and minute detailing covered, it was also the first time for the Indian military when fearless correspondents and journalists , armed with their satellite artillery made sure they covered the Indian army’s every step towards victory to make us proud. It was rightly said after the First World War, is that â€Å"war not only creates a supply of news but a demand for it (Ajai K. Rai) .Media is definitely able to ‘sell war ’ to its consumers given that it’s targeting and coverage is able to engage its consumers, which are mostly geographically concentrated in areas related to war. Armed by legendary conflict stories with Pakistan since Partition, media enhanced the platform available during war to display Kargil at its best, with one side devoted to the coverage of acts of superordinate bravery on the patriotic Indian side, and Anti-Pakistan agenda to display an adequate palette of sellable war at Kargil. The essence of successful warfare is secrecy; the essence of successful journalism is publicity,† says the preface to the British Ministry of Defence (MoD's) instructions to Task-Force bound correspondents during the Falklands war. (Ajai K. Rai) Military on one side is a hierarchical, disciplined and a closed culture contrasting to the independent and blurred code of conduct inhering Media. The latter is believed to have vested interest with prior set of goals for the agenda setti ng.Also known as the Fourth Estate, Media acted as the Force Multiplier during the War of Kargil, where it not only helped built public awareness about the intriguing war but also played a crucial role in enhancing public morale by disseminating information about activities of the Military to their friends and families. Media, especially television media has always been debated to have shown the ‘real war’ that arguably been far away from ‘reality’.At times deviated from its root purpose of information dissemination, and masked by ‘entertainment mantras’, often the images and broadcast are televised in a manner to sensationalize the eyeballs of its viewers. During Kargil, Military on one side, was biased with the emerged Media perceptions of narrating ‘Masala-extrapolated-tales’ which according to them could harm their efforts at war. On the other hand, to set the right sellable agenda for the war, Media had to equip itself with th e right policy interventions allowed at the right war locations to make the coverage a successful live war show for its viewers.According to Bernard Cohen's conceptualization, â€Å"The press is significantly more than a purveyor of information and opinion. It may not be successful much of the time in telling people what to think, but it is stunningly successful in telling its readers what to think about. † (The Press – The press's many roles) Informational dissemination role of media is always accompanied by Interpretation, often stirring public interest. It was during Kargil, that the main functional aspect of media as ‘agenda setting’ was argued in public discourses.Media in compliance with the Government played a pivotal role in determining role of media, route of communication vehicles and defined their agenda as ‘framers’ for the Kargil war’s narration to the public with immediate effect. Kargil saw the media as being harnessed as the mass channels for portraying the goodwill of the existing Vajpayee –NDA government as well as the justification of the war. Where on one side, the government made sure the agenda was rightly set to harness it for vote bank for the 13th Indian General Elections, held a few months after the KargilWar. Atal Bihari Vajpayee’s pivotal role as an anchor, a ‘de facto Head of State’ during the Kargil war helped the National Democratic Alliance (NDA) attain a majority reinstating him as Prime Minister. Media can play very important roles in War and peace making. On one hand, Media could forge bonds between conflicting nations but, Media under strict scrutiny by the Central government agencies was regulated to portray the implacability of the enemy nation at the war front with their anti-social strategies.Also, media was mobilized to gather the nation under the banner of national integrity to foster patriotism among civilians and enhance their involvement with the war, inclusive of their roles both as spectators as well as participants at war. Discussion of the case War reporters, during Kargil were portrayed as extraordinary individuals who risked their lives without any means of self defence to garner news for public information. It was observed that media reporters, Journalists, photographers and media personnel returning from Kargil LOC ceased to be mere observers but, eventually had become participants in war. It may be argued that Reporters employed operated upon a unanimously agreed agenda by print and television media, but at the same time it can also be said that they were ‘sole masters’ of decisions determining not only which news stories/or war fronts were covered in their narrations but also how were they framed for the public.Therefore, not only are the stories in media biased by society’s cultural, political and economic biases but also by individual preferences For television coverage, where Cost of news acquisition set out during Kargil by media owners was huge, the agenda setting process was impacted by their commercial considerations to a great extent. Much announced by the media to be telecasting ‘eye-witnessed real war news’, the images, video clips and narration can be debated that ‘Kargil news was never value free, form the individual reporter or media house’s point of view.The mere dilemma that whether a reporter’s news was free from his comments questions the epistemology of value-free information and its dissemination. The relationship between the Audiences and Media can be interestingly questioned on what the media perceives the Audiences desire to what the Audiences actually expect the media’s role to be. Kargil can be established as a benchmark for Indian media where, the public on one hand emanded maximum disclosure of the first televised war; on the other hand they understood the security deterrents that were attached to the sa me. The ‘Vietnam Syndrome’ till date reminds people that wars can be lost due to the total freedom and access provided to the media in their coverage of the war. (HALI, 2000, August ) The ‘right to know’ was not much demanded as a necessity by the masses given the fact that the war was being just and the national integrity and patriotic flavoured gains were much more than the price of death of Indian soldiers at the war front.Audiences expect the real war to be shown but at the same time, are also driven by their rationality to avoid extreme visuals of war casualties, involving both soldiers as well as civilians. To analyse the sheer brilliance of strategic operations by media analysts and planners during Kargil , one must take into account the efficient use of media to save India from the mangling received on the LOC as well as the snow capped peaks of Kargil.Indian media mobilized its resources as a response to the Kargil crisis and should be given credib ility for organizing programmes, handling syndication and conducting in-depth analysis and discussions on television as well as print about Kargil, helping to stir the right essence of Patriotism amongst Indians along with establishing the goodwill of Government support. The wide array of coverage was designed and channelled successfully to convince political as well as social diplomats worldwide that it was Pakistan who had caused many grievances to the Indian side.To dupe our own Indian masses, the Chanakyan principles of deceit and lies were fully utilized to their greatest advantage (Kapila, 2009) In order to support their campaign headstrong, one of the most communist decisions by the duality of Government and media was to act as a barricade by blocking Pakistani e-newspapers on the Internet, to ban PTV from the cable networks across the nation, minimize the causality broadcast of Indian soldiers but exaggerate the defeated (and dead) army of the enemy nation.Instead, internet was used a strategic weapon to market their content in such a designed way so as to strengthen the agenda setting and help spread the propaganda. An exclusive website called as www. vijayinkargil. com. Officially trained personnel to handle PR effectively controlled the content that went online, such that any truth about crafted claims regarding any victory or casualties could not be even verified. Amongst the crafted news due to the lip service of the Indian overnment along with media included falsehood spread by telecasting lies like Tiger hill,Mirage-2000 HUD displays with manipulated information on TV News Channel like BBC, CNN a and the likes. Masses were made to believe what they saw or interact with content prepared by media. In a way, it can be said that although media did not tell the masses what to think, they effectively filtered the unfavourable and designed new content such that the propaganda for Kargil success with Patriotic fervour could resonate with equal consisten cy across Indian, not only in india but worldwide. HALI, 2000, August ) The very process by which media gathered reports at source, packaged and disseminated to a wider audience was constrained by a an array of influences ranging from broadcasting protocols and standards, battlefield censorship by the Military, delusory and misleading information campaigns controlled by the central government propaganda. This created the famously known ‘Fog of war’ during the times of Kargil.Unfortunately, although Historians should occupy the front seat in drafting of information for Kargil, the ‘first cut prepared draft of history for Kargil’ prepared by the Media Journalists had so widely been discussed and consumed by the masses that it is due to this reason, that Historians had to and will continue to dislodge the contaminants that were reasons of causing the Fog of war. (Tasneem, 2011, March) Analysis and conclusion â€Å"Four hostile newspapers are more to be feared than a thousand bayonets† —Napoleon Media as a force multiplier adds tremendous impact to the war-inflicted nations.Managing people’s perceptions of the military as a dedicated, sacrificing and dutiful organization is mandatory for nay nation; especially this was followed during Kargil times. Therefore, the need to maintain close and code of confidence between media and the Military was a mandate. (Ajay K. Rai, 2004) Apart from the blood-shed and casualities, Kargil shall be remembered in history for highly successful diplomatic media campaign. One of the most effective ways in which this was demonstrated was the fashion in which the media was censored from critical warfronts (Kargil, Dras or Batalik sector) or from volatile surety information’s.Emotional and patriotic flavoured appeals were instrumented as catalysts by the government and military to mobilize the Media to the best of their media agenda. The revolution in information technology from radio as the media during Indo-Pakistani War of 1971to widespread digitization, enhanced channelled communication methodologies and airpower employment during the Kargil war, 1999, has become the journey through which appropriate lessons have been learnt and assimilated by the Military as well as the media to work hand-in hand for any crisis that occurs in the future.A joint engagement for study of security issues (posed by real time reporting by media personnel from the battlefield) was one of the significant post war actions that were taken up for mutual benefit. (Ajay K. Rai, 2004) Thus , best of technology and public relations management helped Kargil anchors manage the ‘ Media Spin’ effectively such that today, India as a diverse and integral nation would always utilize the power of Media both as a ‘ Force Multiplier’ to help root the Agenda setting as well as a ‘Weapon of War’.This has led to increased relevance and importance being laid down i n public discourses as well as central standards and protocols for masses to lay greater emphasis on the role of media in war. (HALI, 2000, August )Bibliography Ajai K. Rai, R. F. (n. d. ). Media at War: Issues and Limitations. http://www. idsa-india. org/an-dec-00-6. html . Ajay K. Rai, R. F. (2004). Military-Media Interface: Changing Paradigms New Challenges. IDSA . HALI, G. C. (2000, August ). The Role of Media in War. Defence Journal , http://www. defencejournal. com/2000/aug/role-media-war. htm. Kapila, D. S. (2009).THE ROLE OF INDIAN MEDIA IN PROXY WAR AND TERRORISM. IntelliBriefs . Maxwell E. McCombs, U. o. (1993). The Evolution of Agenda-Setting Research: Twenty-Five Years in the Marketplace of Ideas. Journal of Communicationn 43(2), Spring. 0021-9916/93 , 58-67. Tasneem. (2011, March). How media influenced Kargil. Merinews – Power to People , http://www. merinews. com/article/how-media-influenced-the-kargil-war/15844256. shtml. The Press – The press's many rol es. (n. d. ). Encyclopedia of the New American Nation , http://www. americanforeignrelations. com/O-W/The-Press-The-press-s-many-roles. html#b.

Native American Cultural Assimilation

Native American Cultural Assimilation from the Colonial Period to the Progressive October 2, 2011 Introduction Although the first European settlers in America could not have survived without their assistance, it was not long before the Native Americans were viewed as a problem population. They were an obstacle to the expansion plans of the colonial government and the same to the newly formed United States. The Native Americans were dealt with in various ways. During expansion some were outright exterminated through war while others forcibly made to relocate to lands deemed less than ideal. The idea was to make them vanish – out of sight, out of mind. Though their numbers in terms of population and tribal groups dwindled, they persisted and continued to be a problem in the eyes of the federal government. In the latter part of the nineteenth century the United States government instituted a new way to wage war against the Native Americans. This involved assimilating their children through government-run boarding and day schools. Federal policy-makers were sure that by giving the Native American children an American-style education, they would eventually evolve into â€Å"Americans† and return to their reservations, but forsaking their previous culture, traditions and way of thinking. The federal government assumed that as the aged died off and, with the children assimilated, within a few generations at most, there would be no need for reservations or Indian policy, thus accomplishing the original goal of making them vanish. There is little doubt that assimilation through education failed on almost all fronts, but through my research I hope to uncover some positives for the Native American children, especially those affected by late nineteenth century Indian policy which removed them from their families and, in some cases, sent them into an alien world hundreds of miles away. Throughout the history of, especially, European imperialism, â€Å"the relationships between indigenous peoples and colonizers usually proceed through a series of phases. Generally speaking, the first phase involved the establishment of colonies which meant the disruption of Native societies and usually the displacement of people. In most cases, there was some degree of violence and if complete domination was not swift, treaties were drawn up by â€Å"resetting territorial boundaries in order to maintain a degree of order. † Because resource and land acquisition was the main goal of the colonizers in the first place, treatie s seldom lasted and violence continued. In most cases, the next phase in colonialism to lessen violence and restore order was to try assimilation. Assimilation could mean turning the indigenous population into a work force or perhaps a marginalized group of ‘others’ who speak the colonizers language†¦Ã¢â‚¬ [1] As colonial expansion kept growing in North America, assimilation was attempted on several levels. Attempts were made at outright Native American removal from their lands and, when that did not work, religion was probably the most widespread â€Å"weapon† of the colonizers to subdue the Natives. Priests, Catholic and Protestant, (usually backed by an armed force) were more often than not unsuccessful in their attempts to force civilization on the Natives. 2] Assimilation by this means was further complicated because of competing religions. Natives who embraced Catholicism offered by French or Spanish colonizers further distanced themselves from Britis h colonizers and vice versa. European wars of the 17th and 18th centuries between Catholic and Protestant powers carried over into the North American colonies and the Native Americans were situated in a no-win situation. As a result of victories in these wars, not only did 1. Holm, Tom. The Great Confusion in Indian Affairs. pp. 1-2. 2. Findling and Thackeray, eds. Events that Changed America in the Seventeenth Century. p. 72. the British resent Native Americans who fought against them in the wars, they crept deeper into Native American territory until their defeat in the American Revolution. [3] Now, what had been colonial expansion in America turned into national expansion of the newly created United States. As the eighteenth-century came to a close and the major players in expansion had changed, policy toward Native Americans stayed essentially the same it had been under the British. Early in the nineteenth-century and the Louisiana Purchase in hand,†Ã¢â‚¬ ¦ (Thomas) Jefferson, much as he struggled with the issue (Indian policy), could simply not envision a future for the United States that included a place for ‘Indians as Indians. ’ As president, Jefferson tried to design an Indian policy that would humanely assimilate Native Americans into the new republic, but his vision of national expansion turned out not to have any room for Native Americans. [4] Those who refused or resisted assimilation would be forcibly pushed westward to lands deemed unfit for anything by most Americans. [5] As expansion increased further West, the Native Americans faced another subtle weapon in addition to religion from the government in its attempt to subdue them – American-style education. Years of violence, forced removal to Indian Territory and forced religious indoctrination had failed to solve what the federal government referred to as â€Å"the Indian problem. [6] the Native Americans may not have flourished in their new land, but they survived and would not go away. As a result, American policy shifted from trying to vanquish the Indians to trying to make them vanish. Starting as an experiment in the early nineteenth-century and continuing until it became 3. Hightower-Langston, Donna. Native American World. p. 365. 4. Conn, Steven. History’s Shadow. p. 3. 5. Garrison, Tim Alan. The Legal Ideology of Removal. p. 7. 6. Ninkovich, Frank. Global Dawn. p. 185. olicy in the last quarter of the century, new Indian policy would be to extinguish Native American cultures through an American-style education of the young. The thinking was, educate the Native American children to American culture to assimilate them and, for the time being, contend with the adults on reservations. The idea behind this was, after a few generations, the adults would die off and the new generations of American educated, assimilated â€Å"citizens† would survive, but not their old cultures and ways of life. The balance of this paper will focus on the assimilation through education policy. â€Å"In 1794 the nation made its first Indian treaty specifically mentioning education, and many more treaties would contain similar offers and even demands for compulsory schooling of tribal children. In 1819 Congress provided a specific ‘civilization fund’ of $10,000 for the ‘uplift’ of Indians, and the assimilationist campaign continued to employ legislation, treaty making (until 1871), and other expedients to achieve its goals. Initially the United States government through its office/ Bureau of Indian Affairs (BIA), depended upon Christian missionary societies, but by the later nineteenth century the government dominated the educational effort, having established a loose system of hundreds of day schools, on-reservation boarding schools, and off-reservation boarding schools, BIA and missionary schools together to Christianize, ‘civilize’, and Americanize Indian children: the rigidly ethnocentric curriculum aimed to strip them of tribal cultures, languages, and spiritual concepts and turn them into ‘cultural brokers’ who would carry the new order back to their own peoples. †[7] 7. Coleman, Michael C. American Indians, the Irish, and Government Schooling. pp. 1-2. The idea of targeting Native American children for ’civilization training’ actually began in the seventeenth-century in New England where Native children were separated from their families and situated in â€Å"praying towns. † A Christian education was aimed at the children â€Å"because they (the colonists) believed (Native American) adults were too set in their ways to become Christianized. †[8] From this early attempt at assimilation through education, Native American education developed into fairly formal on-reservation schools run by churches and missionary societies, with limited funding by Congress. These schools were made possible after such actions as the Indian Removal Act which concentrated Native Americans in Indian territories and under somewhat more control of the federal government. These mostly denominational schools offered the only American-style, limited as it was, education until after the American Civil War. â€Å"†¦ after the conflict (Civil War) the nation developed the Peace Policy, an approach that gave schools a renewed prominence. The carnage of the war encouraged reformers to find new ways to deal with Native nations other than warfare. †[9] Under this peace, the federal government was to provide the necessary funding for â€Å"schools, administrators, and teachers. †[10] There was some funding for the policy by Congress, but not nearly enough. With limited funding, day schools were established on reservations. One-room schools were the norm where â€Å"government officials encouraged a curriculum of academic and vocational subjects, and sometimes the Office of Indian Affairs paid a reservation carpenter, farmer, or blacksmith to offer courses. †[11] 8. Keller, Ruether, eds. Encyclopedia of Women and Religion in North America. pp. 97-8. 9. Trafzer, Keller and Sisquoc, eds. Boarding School Blues. p. 11. 10. ibid. p. 11. 11. ibid. p. 12. About the same time these one-room schools were being established, Commissioner of Indian Affairs Edward P. Smith submitted his annual report favoring boarding schools over day schools. In his report â€Å"Smith stated that the use of English and the elimination of Native languages was the key to assimilation and civilization. †[12] In a plan for national system of Indian schools (October 18890 sent to the Secretary of the Interior, a successor of Smith’s, Thomas J. Morgan, offered the following: When we speak of the education of the Indians, we mean that comprehensive system of training and instruction which will convert them into American citizens, put within their reach the blessings which the rest of us enjoy, and enable them to compete successfully with the white man on his own ground and with his own methods. Education is to be the medium through which the rising generation of Indians are to be brought into fraternal and harmonious relationship with their white fellow citizens, and with them enjoy the sweets of refined homes, the delight of social intercourse, the emoluments of commerce and trade, the advantages of travel, together with the pleasures that come from literature, science, and philosophy, and the solace and stimulus afforded by a true religion. [13] Carlisle Indian Industrial School Ten years prior to Commissioner Morgan’s report, Richard Henry Pratt, a former United States Army officer who had commanded a unit of African American â€Å"Buffalo Soldiers† and 12. Trafzer, Keller and Sisquoc, eds. Boarding School Blues. p. 12. 13. Prucha, Francis Paul. Documents of United States Indian Policy. p. 177. Indian scouts in Indian Territory following the Civil War, began his own quest of assimilation through education. In 1879, he â€Å"secured the permission of the Secretary of the Interior, Carl Shurz, and Secretary of the War Department McCrary to use a deserted military base as the site of his school. †[14] Using this site in Pennsylvania, he felt that he could take Native American children from the reservations and by distancing them from tribal influences, turn them into Americans. With the site secured and community support behind him, the next step was to recruit students. He headed to the Dakota Territory where he was tasked to bring back Native American children to Carlisle. Aided by a teacher/interpreter, Pratt was able to bring back the first class of 82 students. Unfortunately, when he got back to Pennsylvania, necessary basic living supplies previously promised to them by the Bureau of Indian Affairs were not to be found. â€Å"The children slept on the floor in blankets. †[15] In time, some funding was secured privately from â€Å"former abolitionists and Quakers who were eager to be involved in his success and who often visited the school. † Using his military background, the school (for both boys and girls) was modeled after a military academy. Instilling discipline and a sense of â€Å"time† was important to Pratt if he was to make progress with the children and, as one of his former teachers commented on the children, â€Å"they have been systematically taught self-repression. †[16] Although that first recruiting class consisted of only 82 students, by the time the school was at full operating capacity (the school survived 39 years), enrollment averaged 1000 students. [17] 14. Landis, Barbara. â€Å"Carlisle Indian Industrial School History. † http://home. epix. net/~ Landis/histry. html 15. ibid. 16. ibid. 17. ibid. Other Indian Schools Similar types of federal Indian boarding schools were located in the West. They may have been physically closer to reservations, but had the same ideals and philosophy of Carlisle. With military-type discipline, children were ‘encouraged’ to leave their Native American culture behind and accept Americanization. One of the best known of these schools, the Haskell Indian Institute, was located in Lawrence , Kansas. [18] It differed from most Indian schools in the East in that, after a few years (and graduates) it, like other western Indian schools began to staff itself with former students in teacher and, in some cases, administrative roles. [19] Another Native American school of note was the Flandreau Indian School, opened in 1893 in eastern South Dakota primarily for Ojibwe and Dakota students in its early years. [20] Like Haskell, its main function was industrial education for boys and domestic science for girls. No matter which school the children attended, Carlisle, Haskell, or Flandreau, there were common problems faced by the children: â€Å"initiation (into the white man’s universe), discipline, and punishment, along with overall problems – and achievements – of pupil adjustment. †[[21] Some children absolutely resisted Americanization – a favorite form of resistance was arson and those who, at least on the face of it, accepted â€Å"the white man’s ways† were often subjected to rejection by their peers or elders or suspicion by non-Indians. 18. Warren, Kim Cary. The Quest for Citizenship. p. 15. 19. ibid. p. 15. 20. Child, Brenda J. Boarding School Seasons. p. 7. 21. Coleman, Michael C. American Indians, the Irish, and Government Schooling. p. 8. Conclusion Throughout my research there was a common theme in the sources I used – one group trying to impose its will on another. I realize that most of this paper has seemed like an indictment against, first, the European colonizers, then the European-American expansionists and, finally, the Americans in their treatment of Native American peoples, despite what may have seemed, at least some of the time, noble intentions. Sobeit. Actions by Native Americans against non-Native Americans have almost always been reactionary. Throughout history this was evident. In early colonial America, fighting between the French and English (initially in Europe and other parts of the world) spilled over into North America ‘to the contested margins of their empires. Native Americans in league with the French initiated what became King William’s War when they helped massacre British settlers of Schenectady, New York, on February 9, 1690. [22] The Native American motive for participating proba bly was not to see further expansion of French territory into Native American land, but more likely a response to years of violence committed by the British toward them. Moving ahead a couple of centuries, it seemed like the united States government still held to the mindset that â€Å"the only good Indian is a dead Indian,’ not necessarily dead in a physical sense, but dead in a cultural sense. Continued expansion westward was problematic for the federal government because every time there was another â€Å"push†, there always seemed to be Native Americans in its way. Violence in many forms against the Native Americans to try to vanquish them had little success, so new policy, though experimental at first, was implemented in the nineteenth-century and gained support of so-called reformers. The new 22. Bobrick, Benson. Angel in the Whirlwind. pp. 18-19 policy was designed, not to vanquish the Native Americans, but make them vanish. To make them vanish, again not so much physically, but culturally, the federal government adopted policies demanding assimilation. This assimilation would be accomplished by educating the Native American young in a way that would â€Å"Americanize† them. After their Americanization the young would take their training either back to the reservation or mainstream America, leaving their Indian culture behind, thus making the Indian culture gradually vanish. To this end, â€Å"the federal government began its boarding school program for Native Americans during the late nineteenth-century as part of a crusade by a coalition of reformers who aimed to assimilate Native Americans into dominant Anglo-Protestant society through education. With a fervor that was partly evangelical and partly militaristic, the creators of the boarding school system hoped that through education, they could bring about a mass cultural conversion by waging war upon Native American identities and cultural memories. †[23] The negatives of the new Native American assimilation/education program far outweighed the positives. The Native American children were cast into what was essentially a whole new world very alien to them. One seemingly small example of this change was the wearing of shoes. Some children had never worn shoes in their lives, but were suddenly forced to wear them. The children were disciplined harshly for speaking anything but English in the schools; harassed by peers, reservation elders and, sometimes, suspicious non-American Indians depending on the degree they accepted assimilation; taught trades and skills that were becoming obsolete; and, probably worst of all, so psychologically confused, many were later unable to function on the reservation or in the white man’s world. 23. Bloom, John. To Show What an Indian Can Do. p. xii On the positive side of boarding schools, many children were removed from situations of abject poverty and given room and board. The food and living arrangements were totally foreign to them, but it was better than they had previously known. Moving the children from the reservations also kept them quarantined from the disease prevalent there. One of the benefits of completing their boarding school experience was that many graduates later began to staff the schools, especially in the West, somewhat lessening â€Å"white† influence and the school’s ability (and will) to make cultures and ways completely disappear, a positive for the Native Americans, but a prime example of the failure of the schools to carry out federal policy. Though most of the education the children was rudimentary, at best, but in some cases students embraced learning and took their education to the next level. They went on to more formal schools and used their training and education back on the reservations to become leaders with a better understanding of the Native American/American relationship, while others infiltrated local, territorial, state or federal Indian agencies once manned only by white bureaucrats, most who were ignorant when it came to dealing with Native American problems. Assimilation had failed as a governmental policy and, as more and more educated Native Americans left the reservations and adapted to the white world, while retaining fundamental culture and ways, and was replaced by acculturation. Acculturation was not a federal policy, it describes a necessary survival tool used by the Native American to preserve what little was left of their cultures and ways of life. Instead of their educations making them subservient to their master (the federal government), education allowed those Native Americans with the desire and wit to attain respect. Gaining this respect from both their own people, as well as the â€Å"white’ American people took time, but with it came, little by little, more agency and the ability, right and courage to have a say in how their lives were to play out. As bad a reputation as they have had in the past and even to this day, the fact that reservations still exist shows the unwillingness of some Native Americans to let their traditions die. The popularity of Indian art, jewelry and music serves to keep the cultures going. Just as the early settlers of the West found out, they are everywhere, though in decreasing numbers, and will not go away. Works Cited 1. Bloom, John. To Show What an Indian Can Do: Sports at Native American Boarding Schools. Minneapolis, MN, USA, University of Minnesota Press, 2000. http://site. ebrary. com/lib/apus/Doc? id=10151303 2. Bobrick, Benson. Angel in the Whirlwind: The Triumph of the American Revolution. New York, NY, USA, Penguin Books, 1998. 3. Child, Brenda J. Boarding School Seasons; American Indian Families, 1900-1940. Lincoln, NE, USA: University of Nebraska Press, 1998. http://site. ebrary. com/lib/apus/Doc? id=10015709 4. Coleman, Michael C. American Indians, the Irish, and Government Schooling: A Comparative Study. Lincoln, NE, USA: University of Nebraska Press, 2007. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=184858 5. Conn, Steven. History’s Shadow: Native Americans and Historical Consciousness in the Nineteenth Century. Chicago, Il, USA: University of Chicago Press, 2004. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=262649 6. Findling, John E. and Frank W. Thackeray, eds. Events that Changed America through the Seventeenth Century. Westport, CT, USA: Greenwood Press, 2000. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=77716 7. Garrison, Tim Alan. The Legal Ideology of Removal: The Southern Judiciary and the Sovereignty of Native American Nations. Athens, GA, USA: The University of Georgia Press, 2002. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=103178 8. Hightower-Langston, Donna. Native American World. Hoboken, NJ, USA: John Wiley & Sons, Inc. , 2003. http://netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=79081 9. Holm, Tom. The Great Confusion in Indian Affairs: Native Americans and Whites in the Progressive Era. Austin, TX, USA: The University of Texas Press, 2005. http://site. ebrary. com/lib/apus/Doc? id=1010671 10. Keller, Rosemary Skinner, Rosemary Radford Ruether and Marie Cantlon, eds. Encyclopedia of Women and Religion in North America. Bloomington, IN, USA: Indiana University Press, 2006. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=171513 11. Landis, Barbara. â€Å"Carlisle Indian Industrial School History. † http://home. epix. net/~landis/histry. html 12. Ninkovich, Frank. Global dawn: the Cultural Foundation of American Internationalism, 1865-1890. Harvard University Press, 2009. http://site. ebrary. com/lib/apus/Doc? id=10402533 13. Prucha, Francis Paul, ed. Documents of United States Indian Policy. Lincoln, NE, USA: University of Nebraska Press, 2000. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=53529 14. Trafzer, Clifford E. , Jean a. Keller and Lorene Sisquoc, eds. Boarding School Blues: Revisiting American Indian Educational Experiences. Lincoln, NE, USA: University of Nebraska Press, 2006. http;//www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=162267 15. Warren, Kim Cary. The Quest For Citizenship: African American and Native American Education in Kansas, 1880-1935. Chapel Hill, NC, The University of North Carolina Press, 2010. http://site. ebrary. com/lib/apus/Doc? id=10425421