...Alcohol Use and Native American Populations Alcohol Use and Native American Populations Alcohol consumption by Native Americans is higher than all other ethnic groups or subgroups in the United States. Roots of the epidemic of alcohol-related problems among many Native Americans are in response to European arrival. Initially, Native American's responses to alcohol were heavily influenced by the example of White frontiersmen. Whites also deliberately pressed alcohol upon the natives because it was an immensely profitable trade good; in addition, alcohol was used as a tool of "diplomacy" in official dealings between authorities and natives. Compared with the U.S. population in general, the Native American population is especially at risk for alcohol related consequences. Prior to colonization, the Native Americans had been naïve to the effects of distilled spirits, having used only weaker fermented beverages for religious ceremonies. The cultural beliefs, risk behaviors, consequences, population at risk, a cultural plan of action, ways to modify behavior, and community/national resources regarding Native Americans and alcohol will be discussed. Cultural Beliefs and Assumptions The primitive religions of the Native Americans were based on the culture of Animism. Animism is a religion based on the spiritual idea that the universe, and all natural objects within the universe, has souls or spirits. In this religion it is believed that souls or spirits exist not only in humans...
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...Outcomes (SLO) At the end of the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course...
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...Health and Wellness in Native North America It is true that many of the old ways have been lost. But just as the rains restore the earth after a drought, so the power of the Great Mystery will restore the way and give it new life. We ask that this happen not just for the Red People, but for all people, that they all might live. Black Elk, Oglala, Sioux Contemporary health status of American Indians can be best viewed through the lens of various federal policies enacted over the past 500 years. These policies were developed largely in response to dramatic population losses among the indigenous peoples of America, resulting from genocidal actions of military campaigns, the lack of immunity to the diseases that accompanied European colonizers, and the assimilation efforts that destroyed tribal structures and wellness practices. Medical services were first coordinated through army physicians in the Department of War in an effort to control the spread of diseases from early reservation sites placed on or near military forts. By the twentieth century, the rapid decline of the Indigenous population, documented by the “Meriam Report” of 19281 prompted new assimilation efforts to save the first Americans. Healthcare services were re-coordinated within the Bureau of Indian Affairs and then into the Public Health Service, finally resting within the Federal Indian Health Service (IHS). Assimilation policies, however, proved to be highly destructive resulting in the...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Arguable the most controversial subject in human history is what truly defines the human species. Through the growth and evolution of the species, humans have displayed destructive behaviours within society that differentiates this genus from all others. Practiced by the unique act of genocide, humans have embraced a love for brutality against opposing social groups and the annihilation of fellow man. The institutions within the species’ society encompass unsurpassable expectations that have resulted in the self-destruction of millions. Humans have collectively destroyed the Earth’s natural resources through over use and depletion, making it impossible for the environment to remain sustainable; therefore, characterizing humans as the uniquely destructive species that they have come to exist as today. Genocide is a form of destruction unique to the human species that has been repeated throughout history as the yearning for power and the love of cruelty surpasses human controversies. “Genocide is often waged by one group against another and not the other way around. It is this unprovoked brutality that stems from human nature that is truly frightening” (Dimijan, 2010). This brutality was noticeably witnessed in World War II Germany during the Holocaust when Nazi leader Adolf Hitler exterminated more than 6 million Jewish men, women and children. The Nazis, who came to power in January 1933, believed that Germans were "racially superior" and that the Jews, deemed "inferior,"...
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...American Political Science Review Vol. 106, No. 2 May 2012 doi:10.1017/S0003055412000093 The Missionary Roots of Liberal Democracy ROBERT D. WOODBERRY National University of Singapore T his article demonstrates historically and statistically that conversionary Protestants (CPs) heavily influenced the rise and spread of stable democracy around the world. It argues that CPs were a crucial catalyst initiating the development and spread of religious liberty, mass education, mass printing, newspapers, voluntary organizations, and colonial reforms, thereby creating the conditions that made stable democracy more likely. Statistically, the historic prevalence of Protestant missionaries explains about half the variation in democracy in Africa, Asia, Latin America and Oceania and removes the impact of most variables that dominate current statistical research about democracy. The association between Protestant missions and democracy is consistent in different continents and subsamples, and it is robust to more than 50 controls and to instrumental variable analyses. ocial scientists tend to ignore religion in the processes of post-Enlightenment modernization. In individual cases and events, the role of religious actors is clear—especially in the primary documents. Yet in broad histories and comparative analyses, religious groups are pushed to the periphery, only to pop out like a jack-in-the-box from time to time to surprise and scare people and then shrink...
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...Collapse- book is about a history topic about how societies choose to fail or survive. The main characters are historical people and unknown kings of Mayan cities or Easter Island villages. Jared Diamond tells the story of the Viking explorer Erik the Red, who discovered Greeland and Vinland (Terranova, in Canada). Another character is captain Olafsson, a norse sailor who wrote the last news about Greenland in 1410. Another main character is Christopher Columbus, who arrived at Hispaniola in 1492, but now this island is two countries, the Dominican Republic and the Haiti. Diamond studied the politics of two presidents. the dominican Rafael Trujillo, who protected the enviroment and the dictator François, Papa Doc, Duvalier, who decided on politics of deforestatation of his country, Haiti. The author considered the bad politics of another main character, king George II, who was interested in sending merinosheeps from Spain to Australia, an idea which was succesful from 1820 to 1950 but then the farmers understood their lands lost fertility. Another main character is Tokuwaga Jeayasu, a shogun of Japan in 1600, who prohibited Christianity in 1600 and protected his country againt deforestation. The book takes us to a lot of places around the globe: Mayan cities, Rwanda, Viking colonies of Vinland or Greenland, Haiti and Dominican Republic, Easter Island and Polynesian colonies in Pacific, and the Chaco villages in New Mexico (United States). The time period was from 800 AC, when...
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...WESTERN CIVILIZATIONS Western Civilization HMS 301 1 WESTERN CIVILIZATIONS Main Topics The Black Death The Effects of the Black Death The Rise of Constitutional Monarchy The Hundred Years’ War The Decline of the Church The Renaissance Italy: Birthplace of the Renaissance Italian Renaissance Humanism Machiavelli and Power Politics Leonardo Da Vinci Global Travel and Trade The African Cultural Heritage West African Kingdoms The Europeans in Africa Native American Cultures Maya Civilization The Empires of the Incas and the Aztecs The Spanish in the Americas and the Aftermath of Their Conquest The Impact of Technology Christian Humanism and the Northern Renaissance Luther and the Protestant Reformation The Spread of Protestantism The Catholic Reformation 2 WESTERN CIVILIZATIONS The French Revolution Napoleon Bonaparte The Industrial Revolution Advancing Industrialism Colonialism China and the West Social and Economic Realities Nineteenth-Century Social Theory: conservatism, liberalism & socialism The Radical View of Marx and Engels Picasso and the Birth of Cubism Futurism, Fauvism and Non Objective Art The Birth of Motion Pictures Freud and the Psyche Total War and Totalitarianism The First World War The Russian Revolution Nazi Totalitarianism The Second World War Identity and Liberation: Gandhi, Martin Luther King and Malcolm X 3 WESTERN CIVILIZATIONS The Black Death ...
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...8 Creolization in Anthropological Theory and in Mauritius Thomas Hylland Eriksen A great amount of intellectual energy has been invested in cultural mixing during the last decades. Reacting against an idea of boundedness, internal homogeneity, and stability that has been associated with mainstream twentieth-century anthropology, hundreds—possibly thousands—of anthropologists have tried to redefine, reform, revolutionize, or even relinquish that abhorred “C” word—”culture.” The range of engagement is suggested in the apparent congruence between postmodernist American anthropologists (for example, Clifford & Marcus 1986) and their now classic critique of the Geertzian notion of cultural integration, and the older European critique of the structural-functionalist idea of social integration, which was led by people such as Barth (1966), whose rationalism and naturalism is everything but postmodernist. In both cases, presuppositions of integrated wholes, cultures or social structures, have been debunked. From being a discipline concentrating its efforts on understanding nonliterate societies, often implicitly positing the uncontaminated aborigine as its hero, anthropology increasingly studies cultural impurity and hybridity, and the dominant normative discourse in the field has shifted from defending the cultural rights of small peoples to combating essentialism and reifying identity politics. While this development has been important and necessary for a variety of reasons,...
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...Guns, Germs and Steel Page 1 GUNS, GERMS, AND STEEL: The Fates of Human Societies By Jared Diamond, 1997 About the Author: Jared Diamond is a professor of physiology at UCLA School of Medicine. He is a recipient of a MacArthur Foundation Fellowship and was awarded a 1999 National Medal of Science. He is also the author of The Third Chimpanzee. SUMMARY The book asks and attempts to answer the question, once humankind spread throughout the world, why did different populations in different locations have such different histories? The modern world has been shaped by conquest, epidemics, and genocide, the ingredients of which arose first in Eurasia. The book’s premise is that those ingredients required the development of agriculture. Agriculture also arose first in Eurasia, not because Eurasians were superior in any way to people of other continents, but because of a unique combination of naturally occurring advantages, including more and more suitable wild crops and animals to domesticate, a larger land mass with fewer barriers to the spread of people, crops, and technology, and an east-west axis which meant that climate was similar across the region. The book is well written and contains not only information about the history of cultures around the world, but excellent descriptions of the scientific methodologies used to study them, from how archeologists study the origin of agriculture to how writing evolved to how linguistics can trace the movements of peoples across huge geographic...
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...societies can be thought of as unified and integrated in the way that western thought has often assumed. A comparative legal perspective is no more than the systematic recognition that law is always fluid, pluralistic, contested and subject to often contradictory pressures from both inside and outside its jurisdiction; that it reflects an always unstable diversity of traditions, interests, allegiances, and ultimate values and beliefs. If the comparative perspective on law was once a view of the exotic ‘legal other’ or of the ‘external relations’ of one’s own law with the law of other peoples in other lands, now it is a view of transnational legal patterns and of the cultural complexities of law at home. We live in conditions where the law of the nation-state must respond to a great plurality of demands from different population groups within its jurisdiction. At the same time, it must respond to powerful external pressures. Legal thought in national contexts is being fragmented from within in a new ‘jurisprudence of difference’…and globalized from without in demands for transnational harmonization or uniformity. (“Culture, Comparison, Community” by Roger Cotterrell) Kindly react to this statement, supporting your personal views and conclusions with research, analysis, examples and well-reasoned argumentation. I. Introduction 1 The phenomenon of ‘globalisation’, exemplified by the growing interconnectedness between nations, leads to inevitable interactions between legal systems...
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...MANAGING CULTURAL DIFFERENCES SIXTHEDITION MANAGING CULTURAL DIFFERENCES SERIES Managing Cultural Differences: Global Leadership Strategies for the 21 st Century, Sixth Edition Philip R. Harris, Ph.D., Robert T. Moran, Ph.D., Sarah V. Moran, M.A. Managing Cultural Diversity in Technical Professions Lionel Laroche, Ph.D Uniting North American Business—NAFTA Best Practices Jeffrey D. Abbot and Robert T. Moran, Ph.D. Eurodiversity: A Business Guide to Managing Differences George Simons, D.M. Global Strategic Planning: Cultural Perspectives for Profit and Non-Profit Organizations Marios I. Katsioulodes Ph.D. Competing Globally: Mastering Cross-Cultural Management and Negotiations Farid Elashmawi, Ph.D. Succeeding in Business in Eastern and Central Europe—A Guide to Cultures, Markets, and Practices Woodrow H. Sears, Ed.D. and Audrone Tamulionyte-Lentz, M.S. Intercultural Services: A Worldwide Buyer’s Guide and Sourcebook Gary M. Wederspahn, M.A. SIXTH EDITION MANAGING CULTURAL DIFFERENCES GLOBAL LEADERSHIP STRATEGIES ST FOR THE 21 CENTURY 25TH ANNIVERSARY EDITION PHILIP R. HARRIS, PH.D. ROBERT T. MORAN, PH.D. SARAH V. MORAN, M.A. JUDITH SOCCORSY Editorial Coordinator Elsevier Butterworth–Heinemann 200 Wheeler Road, Burlington, MA 01803, USA Linacre House, Jordan Hill, Oxford OX2 8DP, UK Copyright © 2004, Philip R. Harris, Robert T. Moran, Sarah V. Moran. All rights reserved. No part of this publication may be reproduced, stored in a...
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... Submitted by: Faculty of Student Development Thompson Rivers University 900 McGill Road Box 3010 Kamloops BC V2C 5N3 Table of Contents Executive Summary .................................................................................................................................... 1 Introduction................................................................................................................................................ 5 Review of Literature ................................................................................................................................... 6 Institutional Factors............................................................................................................................. 7 Cultural Factors ................................................................................................................................. 11 Power and Control Factors ................................................................................................................ 15 Financial and Geographic Factors ..................................................................................................... 16 Limitations of the Current Literature ................................................................................................ 17 Conclusion ......................................................................................................................................... 17 Research...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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