American Culture And Its Impact On Aboriginal Culture

On June 11th, 2008 former Prime Minister Stephen Harper apologized to the Aboriginals saying â€Å"today, we recognize that this policy of assimilation was wrong, has caused great harm and has no place in our country† (CBC news). The Aboriginals, waiting for this moment to occur in Canadian history responded with sorry is not enough. Assimilation is defined as absorbing a culture or adapting to a nation. The wrong in what happened in the historical past was assimilation was attempted in very wrongful unforgiving way, actions indeed do speak louder than words. The real question could be why was assimilation such a key goal? Did it play a part into why Aboriginals culture slowly is eroding? Some may say that the lack of Aboriginal Culture in our days, today was caused by a reason that had nothing to do with the Government of that time. With the White Paper being rejected, it lead to Canadians thinking that Aboriginals denied a â€Å"great offer†. But none of the canadia ns came to realize how unfair the terms the Aboriginals received were. The Indian Act was a way the government used to be successful in assimilation in a lot more secretive manner. Whereas the Residential Schools practically were screaming out â€Å"assimilation†, their goal was made a lot more clear after the Residential Schools came out. This essay will argue that Indian Act, Residential Schools, and the White Paper was an assault to their culture and an erosion of their values/practice . The Indian Act of 1876 was aShow MoreRelatedThe Negative Implications Of Cultural Appropriation1718 Words   |  7 Pagesdominant westernized cultures. The cultural appropriation of minority cultures in order to construct the Grand Narratives of dominant cultures has a negative effect on those who are apart of the oppressed minorities. These dominant cultures borrow cultural elements, which is reflected in their use of entertainment, Aboriginalia, as well as in racialized costumes. All of these factors relay negative effects on minorities and facilitate intercultural barriers. In western cultures specifically, suchRead MoreEthnology. The Story Of Colonized People Has A Similar1380 Words   |  6 Pagesboth groups are typically generalized as one group - in this case, the Aborigines and the Native Americans. However, these groups are made up of many smaller clans or tribes that each had a unique language and culture. Additionally, they both lived in a variety of different areas throughout their respective continents, and thus it is hard to generalize them. Both the Aborigines and the Native American were very negatively impacted by European colonization, having both experienced forced migrationRead MoreIndian Horse Word finished word doc Essay1074 Words   |  5 Pagesmay argue that the most influential people in a family are a child’s parents and grandparents. Grandparents play a key role in teaching a child about the history of the family and its culture. In Richard Wagamese’s novel Indian Horse, the importance of family is shown through Saul’s grandmother Naomi and the impact that she has on Saul’s life in terms of his acceptance of Native spirituality, and survival throughout the novel. In the beginning of the novel, the narrator explains his current lifeRead MoreIndigenous Peoples Of Aboriginal Communities1592 Words   |  7 PagesAcross Canada, Aboriginal communities are diverse and widespread, including First Nations peoples, Inuit and Metis, many of whom live in far isolated northern communities, and many yet in bustling metropolises. Despite the tremendous diversity among Indigenous peoples, they all share one thing- the harvesting of fish, wildlife, and plant materials has been their historical basis for economic life. For Canadian Aboriginal cultures, land means far more than property- it â€Å"encompasses culture, relationshipsRead MoreImpact Of Colonialist Values On Perceptions Of Native Americans1556 Words   |  7 PagesThe Impact of Colonialist Values on Perceptions of Native Americans in Green Grass, Running Water Green Grass, Running Water by Thomas King largely deals with the consequences of the conflict between Native American values and colonialist foundations. In particular, King examines the reasons behind the misconceptions and false perceptions of aboriginal people within the dominant European North American culture. In the novel it is asserted that the problems of the Native American people are due toRead MoreConflict between Canada and the First Nations Essay1139 Words   |  5 Pagesbrought many diseases that the Aboriginal people were unfamiliar with and had no resistance to, or cure for. â€Å"By the 16th century about 80% of Canadas Native population had died from the various diseases (Renneboog, 5).† The Europeans also came to Canada with the intentions of taking all of the land for themselves, disregarding the people who occupied the land before them. Over time the Europeans had manipulated the First Nations to their will and the Aboriginals were discriminated for their differentRead MoreCanadian Culture Essay1408 Words   |  6 Pagescome to exist dictate how others perceive them as a culture. Canada is a provocative country with a divergent population. Each individual culture brings a meaningful element of intangibility that sets us apart as one of the most interesting and exclusive places to live in the entire world. Canadas identity spurs from its original founding people; The French, English and Aboriginals. To understand Canada is to understand the history and culture of each people to know what it truly means to be CanadianRead MoreThe Impact Of European Colonization On The Aboriginal People Of North America877 Words   |  4 PagesEuropean colonization has had a profound and lasting impact on the aboriginal people of North America. As much as 95% of native Americans perished due to their susceptibility to European diseases such as smallpox, measles, and tuberculosis. In David Jone’s Virgin Soil Revisited, he concludes that their astronomically high death rates were due to environmental and social factors such as malnutrition, warfare, and slavery brought upon by the Europeans. This legacy of colonization continues to hauntRead MoreYasumasa Morimura and Marcel Duchamp: Appropriations1579 Words   |  7 PagesDuchamp and Yasumasa Morimura are examples of artists who appropriated other people, things and paintings in their work, to change their meanings, and either rebel against the norms of society, make a statement about issues affecting them and their culture, or to add humour to a once serious piece. Marcel Duchamp, born in France in 1887, to an artistic family, was an expressive artist who was able to think outside the square, and through his works, recreated the idea of what art actually was. DuchampRead MoreThe American Of A North American Context1286 Words   |  6 PagesWithin a North American context, the narrative of the dysfunctional Aboriginal family is widespread. This image has been produced and reproduced by a variety of structures and institutions. However, what is almost always left out is the appropriate context behind why many Aboriginal families experience certain social conditions that cause them to be framed in this perpetually negative manner. This consideration would factor in a long and impactful legacy of colonialism. Essentially, when European

How Combinations and Permutations Differ

Throughout mathematics and statistics, we need to know how to count. This is particularly true for some probability problems. Suppose we are given a total of n distinct objects and want to select r of them. This touches directly on an area of mathematics known as combinatorics, which is the study of counting. Two of the main ways to count these r objects from n elements are called permutations and combinations. These concepts are closely related to one another and easily confused. What is the difference between a combination and permutation? The key idea is that of order. A permutation pays attention to the order that we select our objects. The same set of objects, but taken in a different order will give us different permutations. With a combination, we still select r objects from a total of n, but the order is no longer considered. An Example of Permutations To distinguish between these ideas, we will consider the following example: how many permutations are there of two letters from the set {a,b,c}? Here we list all pairs of elements from the given set, all the while paying attention to the order. There are a total of six permutations. The list of all of these are: ab, ba, bc, cb, ac and ca. Note that as permutations ab and ba are different because in one case a was chosen first, and in the other a was chosen second. An Example of Combinations Now we will answer the following question: how many combinations are there of two letters from the set {a,b,c}? Since we are dealing with combinations, we no longer care about the order. We can solve this problem by looking back at the permutations and then eliminating those that include the same letters. As combinations, ab and ba are regarded as the same. Thus there are only three combinations: ab, ac and bc. Formulas For situations we encounter with larger sets it is too time-consuming to list out all of the possible permutations or combinations and count the end result. Fortunately, there are formulas that give us the number of permutations or combinations of n objects taken r at a time. In these formulas, we use the shorthand notation of n! called n factorial. The factorial simply says to multiply all positive whole numbers less than or equal to n together. So, for instance, 4! 4 x 3 x 2 x 1 24. By definition 0! 1. The number of permutations of n objects taken r at a time is given by the formula: P(n,r) n!/(n - r)! The number of combinations of n objects taken r at a time is given by the formula: C(n,r) n!/[r!(n - r)!] Formulas at Work To see the formulas at work, let’s look at the initial example. The number of permutations of a set of three objects taken two at a time is given by P(3,2) 3!/(3 - 2)! 6/1 6. This matches exactly what we obtained by listing all of the permutations. The number of combinations of a set of three objects taken two at a time is given by: C(3,2) 3!/[2!(3-2)!] 6/2 3. Again, this lines up exactly with what we saw before. The formulas definitely save time when we are asked to find the number of permutations of a larger set. For instance, how many permutations are there of a set of ten objects taken three at a time? It would take awhile to list all the permutations, but with the formulas, we see that there would be: P(10,3) 10!/(10-3)! 10!/7! 10 x 9 x 8 720 permutations. The Main Idea What is the difference between permutations and combinations? The bottom line is that in counting situations that involve an order, permutations should be used. If the order is not important, then combinations should be utilized.

Happy Teacher Free Essays

â€Å"HAPPY TEACHER† A Narrative Report on Practice Teaching 2011- 2012 Maria Regina D. Gile My parents would always tell me how I dreamed of becoming a teacher in the future. I would usually be found holding a book and a pen, scribbling some notes and cutting off sheets of paper. We will write a custom essay sample on Happy Teacher or any similar topic only for you Order Now A chalk and a board was my favourite, they would say, with matching pointing stick. I guess ever since, I find teachers so majestic and powerful and smart that made me want to be one. That was BEFORE not until now. Not today. I want to become a fashion designer, an interior designer, anything that has to do with the Arts. I love anything related to it. Colours, pegs, pencils, paintbrushes, everything. That is what I want. But you see, not all that we want, we get. This is what I want but I’m taking up what I don’t want. BS Education. Well for one it’s because a lot of people look at it as a low profession. Second, monetarily speaking, it does not tantamount to all the works to be done and efforts exerted. And lastly, my patience level? Err. Below Average. I cannot tolerate slow learners, or mentally challenged ones, or whatever you call them. I just am not comfortable with that. But fate brought me here. God brought me here. Although hard to accept, I had to. The first few years of me being an Education Student went quite well. I got high satisfactory grades, loved by teachers and gained friends. Everything was going well. I could get used to this, I thought to myself. Four years and I still haven’t shifted. Cool. And in my fourth year, the â€Å"total defining moment† has finally arrived; and that is to Practice Teaching- in an unfamiliar environment- just us- no back- up. Oh great, I thought. I better ready myself. I cannot back out! THIS IS A REQUIREMENT! I NEED TO DO IT IN ORDER TO GRADUATE! And so i did. I entered the room sheepishly with all eyes on me. Not to mention the slight murmurs children made and slight laughs. Boom- boom- boom! My heart went. I was assigned to Grade 1 students. I can do this. So in the first few weeks, i observed and supervised classes but not really went to the act of teaching. Children would usually approach me, asking me to open their biscuits, punch straws on their juices and fix their belts. It felt good and that was quite odd. I never opened myself to this perspective. Days went on and I realized i have memorized their names in just a week. I would usually call out their names to tell them to keep quiet, to fall in line and to fix their things. I’m lovin’ this i thought. What even made me realize i could be in this profession is when students started giving me cute little heart shaped papers telling me how much they love me and how beautiful i am. These kids really know how to appreciate every small little thing! My presence, they say, makes them feel safe and that they never want me to go away. Isn’t that sweet? Until finally i realized, i could be a teacher. I love kids, i love how they express their gratitude, i love the classroom setting! It makes me feel confident and safe and everything! And from that moment, i realized i wanted to become a Grade- school teacher. Not because i am enforced in this course but because i want it. Yes, i want to become a teacher. My â€Å"realization† was even strengthened when i started teaching. At first i was extremely nervous and uneasy because i do not know what to expect. Will they listen to me? Will they learn from me? Can they adapt to my strategy? All of these questions kept running in my mind until one student approached me and gave me a hug. I needed that. I instantly felt at ease. It felt like home. So i went on. The night before my teaching, i practiced and prepared myself very well. From the motivation, presentation, lesson proper and all. I didn’t want to fail. I need to impress my students, my critic teacher. So going back, when i started talking in front, i find myself getting more energetic and excited. i love talking and this profession allows me to maximize my mouth muscles! Great! The kids started listening attentively, actively participated and they are getting excited too! With this, i even thought, i am a great teacher! I can arouse their interest, they are listening and my critic teacher is smiling! It feels good and rewarding, honestly. All the things i have learned, i integrated, all the strategies taught, i applied and i said to myself this is gonna be fun! And so, i always prepared lessons even two days before and thought of different ways to motivate my students. I injected humor in my discussions that made the class lively, games to challenge the students, and riddles and more. It was fulfilling to see those timid students before were actively reciting and are motivated by me. I got so attached to all of them easily, taking care of them as if my own children. They’re my little angels! And everyday i look forward to see them despite the tedious works and deadlines. I know that becoming a teacher isn’t easy. It requires a lot of patience and hard work and passion. And i am thankful to God for bringing me here. If i didn’t give it a try, i wouldn’t have seen the beauty of this profession. Thanks to St. Paul too, for this practice teaching. It exposed me to an environment i would probably be dealing with for the rest of my life and through this Pauline Education, not only has it moulded me as a professional but a teacher with a heart and values. Finally, with the practice teaching i have experienced, it served as an eye- opener that becoming a teacher is not bad at all. It is a fulfilling profession not only academically or professionally but a food for the soul. How to cite Happy Teacher, Essay examples

Companies Prefer Starting Business In Japan-Myassignmenthelp.Com

Question: Why Do Not Companies Prefer Starting A Business In Japan? Answer: Introducation It is often seen that many foreign companies do not prefer starting a business in Japan, considering the misconception that adjusting with the business culture of Japan involves high risk. However, Japanese business culture is not an impenetrable barrier to the entry and business success of the foreign companies that has been proved by the significant Japanese market share of BMW, Chanel, Mercedes-Benz and Yahoo! etc. In fact, certain aspects of the business culture of Japan like long term relationship resulting from the Japanese culture of maintaining loyalty to the trusted partners can be very advantageous for the international firms (Friedman, 2014). The main thing that the foreign companies need to learn is the Japanese business etiquette. This essay sheds light on Japanese business etiquette based on which Emily is suggested the way she should communicate with Mr. Hamasaki with whom she wants to establish business partnership for expanding her The Aromatic Condiment Shop. This e ssay also indicates the way Emily should communicate with him keeping in mind the cultural differences between Japan and Australia. Exchanging business cards is an integral part of the Japanese business culture, irrespective of the occasion. Thus, it would be essential for Emily to have business card, which is known as meishi in Japan that need to be exchanged as a gesture of introducing her business to Mr. Hamasaki. While meeting with Mr. Hamasaki, Emily needs to ensure that she is dressed formally as casual business dress is not always acceptable in the Japanese business etiquette. On the other hand, wearing business casuals in meetings in Australia is acceptable (Fox, 2011). As this would be the first meeting between Emily and her Japanese host, showing honour to the Japanese culture would help her to develop trust to a certain extent. This is because Mr. Hamasaki would understand that as Emily has the knowledge of the Japanese culture, her products and services would be suitable for the local demands and tastes and thereby, elevating the chances of fetching maximum return on investments. At first, Emily should bow her head and wait to see if her Japanese host initiates a handshake. Although it is expected that he will offer a handshake, Emily needs to understand that it is not as natural for Japanese professionals as bowing head. Thus, restricting own self from taking this initiative would eliminate the chances of humiliation for Mr. Hamasaki. Seating arrangement during a business meeting is very specific and structured in Japan. Generally the one at the top most hierarchy takes the head of the table and the highest ranking executives would sit closest to him/her and the rank of the executives would decrease as the one reaches to the opposite side of the table (Asefeso, 2012). Although Emily would be visiting Japan for a face-to-face meeting with her Japanese counterpart, it is not certain that there would be no other executive during the meeting. As this would be her first meeting with Mr. Hamasaki, it is expected that she would have no idea about the rank of other executives. So, to demonstrate an understanding of the Japanese business culture and etiquette, Emily should wait for direction on the place to sit. However, it is not necessary to wait for instruction to sit down. On the other hand, it is essential to remember that if none of the executives including Mr. Hamasaki is sitting, Emily should not make the first attempt (Lee Peterson, 2000). The same rule should be applied in almost every action that takes place during the meeting like speaking, eating and drinking etc. Taking notes and/or repeating an idea for clarity wou ld ensure Emilys interest in the meeting and acknowledge to the input(s) of Mr. Hamsaki. This, in turn, would ensure him that she is serious about establishing a strong foothold in the Japanese food sector. Presenting gifts is a part of the Japanese business protocol, but not mandatory. Thus, in case Emily is offered any gift, it would be essential for her to show appreciation and thank Mr. Hamasaki and others (if any) involved in the presentation. However, the gift should be opened in private. Emily needs to know this prior to the meeting that it is often difficult to view the thoughts, priorities and motivations of the Japanese professionals. They are more likely to depend on the non-verbal clue and the area of what they speak rather than the literal meaning of the words used by them to say it. This is completely contradictory to the Australian business culture, where it might result in conflict or miscommunication (Friedman, 2014). This indicates that effective communication in Japan generally takes place in indirect way. On contrary, Australians are very straight forward in nature especially in the business context and thus, they often do not require developing long term relationship before starting a business with someone (Offord et al., 2015). This major difference between the business etiquette of Japan and Australia needs to be considered by Emily during the meeting with her Japanese counterpart. Emily needs to remember that in Japan, meetings are held to acquire in formation rather than sharing own ideas or information. Sharing and discussing ideas go through quite a long process before making a final decision. Thus, Emily should not hurry in front of Mr. Hamasaki for entering contract to establish her business in Japan otherwise it would give a wrong impression of her. It is expected that Emily would deal with this situation efficiently as patience is highly appreciated in Japanese business culture especially at the time of decision making. However, she might face difficulty is showing her unwillingness to accept a concept as Australian professionals are comfortable in saying no directly, whereas Japanese professionals prefer using various statements and gestures to show their disapproval (He Llu, 2010). Therefore, Emily would be required to use proper gestures and language to indicate her unwillingness to accept any idea while ensuring it does not hurt the self-esteem of Mr. Hamasaki rather than saying no straight away. Before attending the meeting with Mr. Hamasaki, Emily needs to consider the cultural differences between Japan and Australia. This is because the cultural differences influence the communication process and thus, there are high chances of miscommunication in case such differences are not addressed properly. High context and low context communication need to be considered in this context. Although cultures are difficult to be classified under high context or low context, some are often towards the higher end and some at the lower end. In accordance with the Hofstede framework, unlike Australia, Japan is high power distance country (Richardson Smith, 2007). As a result, the dependency level of the superiors on the subordinates is low in Japan. The country has low context culture, where they do not engage too much with each other and often avoid using words with direct/potential meaning. On the other hand, Australia has high context culture, where employees frequently communicate and e ngage with each other (Evans, 2003). Thus, indirect communication needs to be used by Emily in the meeting to avoid the chances of any miscommunication. Thus, it can be argued that cultural differences indicate the type of communication preferred by the professionals and thus, any mismatch in this context leads to miscommunication. Japan scores lower than Australia in the individualism parameter. This indicates that Japan has individualistic society and Australia has collectivist society. Unlike collectivist, in individualistic society people think about themselves and their immediate family (Hofstede, 1984). Therefore, Emily should communicate the benefits of the partnership contract for Mr. Hamasaki and his current business rather than for both of them. This would help in developing interest in her Japanese counterpart in doing business with her. Thus, it can be argued that varying interest areas of the professionals belonging to a different culture is a potential area of miscommunication. Interest area also indicates whether the managers are more interested in facts or discussions/suggestions. Japan has highly masculine society, whereas Australia has feminine society (Hamamura, 2012). Managers in Masculine society are more assertive decision makers as compared to those in feminine society (Hofstede, 1980). T hus, talking about the way the partnership between Mr. Hamasaki and Emily can be enhanced might not be effective. Therefore, Emily needs to focus more on the facts and figures related to their prospective business partnership like percentage rise or decline in demand for the types of food products manufactured by Emily in Japan, common tastes of Japanese people etc. On the basis of facts and evidences, Emily would be required to ensure Mr. Hamasaki that it is certain that the partnership business would give positive returns of investments. This is because, Japan scores very high on uncertainty avoidance parameter that shows Japanese professionals are not willing to take risks and want to be certain about their future (Triandis, 1982). Inability to communicate the future prospect with respect to the partnership is certain might lead to miscommunication. Thus, it can be concluded that good amount of differences between Japan and Australia exist with respect to their culture and business etiquette. However, there is a scope for Emily to successfully expand her business in Japan, provided she ensures her understanding of the Japanese business culture References Asefeso, A., 2012. CEO Guide to Doing Business in Japan. UK: AA Global Sourcing Ltd. Evans, N., 2003. Context, culture, and structuration in the languages of Australia.. Annual review of anthropology, 32(1), pp.13-40. Fox, S., 2011. Business Etiquette For Dummies. USA: John Wiley Sons. Friedman, S., 2014. 6 Things You Need To Know About Doing Business In Japan. [Online] Available at: https://www.businessinsider.com/6-things-to-know-about-business-in-japan-2014-6?IR=T [Accessed 09 August 2017]. Hamamura, T., 2012. Are cultures becoming individualistic? A cross-temporal comparison of individualismcollectivism in the United States and Japan.. Personality and Social Psychology Review, 16(1), pp.3-24. He, R. Llu, J., 2010. Barriers of Cross Cultural Communication in Multinational firms. Thesis. Sweden: Halmstad School of Business and Engineering. Hofstede, G., 1980. Motivation, leadership, and organization: do American theories apply abroad?. Organizational dynamics, 9(1), pp.42-63. Hofstede, G., 1984. Cultural dimensions in management and planning.. Asia Pacific journal of management, 1(2), pp.81-99. Lee, S.M. Peterson, S.J., 2000. Culture, entrepreneurial orientation, and global competitiveness. Journal of world business, 35(4), pp.401-16. Offord, B. et al., 2015. Inside Australian Culture: Legacies of Enlightenment Values. New York: Anthem Press. Richardson, R.M. Smith, S.W., 2007. The influence of high/low-context culture and power distance on choice of communication media: Students media choice to communicate with professors in Japan and America.. International Journal of Intercultural Relations, 31(4), pp.479-501. Triandis, H.C., 1982. Dimensions of cultural variation as parameters of organizational theories.. International Studies of Management Organization, 12(4), pp.139-69.