Abstract This paper focuses on language as it defines culturalidentity. The paper examines the lives of individuals that have experienced a cultural separation from society, discovering their personal and culturalidentities through language. The paper then further discusses how school age children develop their attitudes about their lives and the world through the acceptance by society of their cultures and their languages of origin.
From the Paper "Language As a Definition of Cultural Identity Individuals that are born into specific cultures are taught through the practices of the culture how to relate to one another, what is acceptable in society, and what their roles are within the constraints of the cultural system. Just as children comprehend gender specifics from their interactions with parental figures from the time that they are born, culture becomes a significant part of the identity of the child because until socialization with the rest of the world begins with school enrollment, the child understands the world specifically through the culture that he or she is associated with. Language is a significant part of that cultural identity. Regardless of the language, each culture communicates with one another with variations of the proper spoken word, such as through slang, phrases, or abbreviated words."
Abstract One of the most fascinating aspects of the Canadian culturalidentity is the degree to which government policy and free enterprise economic principles converge and frequently collide in the field of the mass media. In large measure this is a consequence of Canada's geographic position next door to the world's last remaining superpower and predominant popular culture engine, the United States. This paper explores how the Canadian government, in order to maintain cultural distinctiveness in terms of national identity, has adopted a range of policies that promote the Canadian identity in the mass media and restrict the reach of foreign media and foreign media ownership.
Abstract This paper discusses the benefits and problems associated with the development of culturalidentity in schools. It describes how the classroom environments, curriculum and teaching style of a teacher impacts culturalidentity formation. The paper also describes how inclusion, tolerance and multiculturalism enrich the curricular framework, promote positive social values and stimulate enriching dialogue for students.
From the Paper "Gender, although not a feature of cultural identity per se, is definitely a facet of every culture. How cultures construct, view, and politicize gender lays the foundation for cultural identity. Public schools should help their students understand how gender is constructed, how gender is not rooted in biology, and how gender is related to economic and political power. Even if these weighty issues are not embedded into public school curricula, they can inform pedagogy. Educators can promote cultural identities that are egalitarian and humanistic."
Abstract The paper explains that racial and culturalidentities are a significant factor in the successful growth of the individual. From birth, people begin to understand the world from the perspective of their race and culture and are taught to function in a community that is comprised of those from the same backgrounds. The paper discusses how within the culture, the individual learns to speak, think and act as dictated by cultural norms. However, the paper considers that throughout life these standards that are related to the culture and race are consistently challenged in a diverse society and also through education.
Abstract This paper discusses culturalidentity and how people who live in multi-cultural societies may identify themselves as a citizen of that country, but they feel that they belong to a different cultural group. The writer describes how, as an American Pakistani, she identifies with two cultures and tries to somehow make a connection between the two cultures that she grew up in.
From the Paper "As an American Pakistani, I try to somehow make a connection between the two cultures that I grew up in. Despite the fact that I am completely open to interacting with any culture, I must admit that I find a sense of stability in being close to people that come from the same cultural group as I am. The bonding factor between me and other Pakistanis students, besides similar experiences as we grew up, is religion. Although we are not fanatics as people tend to classify us, religion is an important factor in our lives and as a college student or as a member of any collective, I tend to get close to people that share my beliefs. After September 11, the need for relating to other people that were going through the same as experience as I did increased and I grew closer to people from the same cultural group as I. It is hard to receive understanding from people that can not understand you because they have different cultural backgrounds. Of course, the fact that I relate more to Pakistanis students does not mean that I alienate myself from society. We still live in a multicultural environment that we must adapt to."
This paper discusses the political struggle over culturalidentity via "the naming" process, whereby certain social constructions reinforce systems of racial oppression.
1,650 words (approx. 6.6 pages), 8 sources, 2002, $ 62.95
Abstract Throughout American history, racial identities have been formed by not only politics, but also by the intersection of class and racial boundaries. The paper argues that African Americans must struggle to rid themselves of certain traits that have been internalized from the white power structure. African Americans must work to open a discourse outside of the parameters of language built by white elites. In this way they can shape their own racial and culturalidentity.
Abstract This paper ananlyzes the hypotheses presented in Robert Boyd and Peter Richerson's seminal work "Culture and the Evolutionary Process." The reviewer considers assumptions presented in the book which underline the relationship between science and culture in promoting human evolution. The paper also shows links between Boyd and Richardson and earlier research in the field. The reviewer concludes that the discussions and analyses in "Culture and the Evolutionary Process" uncovers explanations and generates further understanding of how humans and human society came about, and continues to develop in the present.
From the Paper "Boyd and Richerson provide two general assumptions that lead to their hypothesis, which posits that science and culture significantly influence each other in understanding the human evolutionary process. In the words of the authors, "process-oriented "scientific" analyses help us understand how history works, and "historical" data are essential to test scientific hypotheses about how populations and societies change" "
Abstract The cultural differences in the United States and Canada began after the American Revolutionary period. A plethora of theories exist regarding the rationale behind the variances in culture. Some theorists contend that the Vietnam War created a vast gap between the cultures, while others suggest that the ideologies of rebellion and peace forced the two cultures to become opposing neighbors. Religion, politics and national ideologies encompass the realm of cultural differences that exist between the countries. this paper examines the similarities between Canadian and American cultures that exist despite the many differences that also exist between the cultures.
Abstract This paper will discuss the book "The Hold Life Has: Coca and CulturalIdentity in an Andean Community" by Catherine J. Allen, and seek to understand how the life of the Andean people affects me, and why it is important to study these people's. By realizing how the book is teaching the student on the ways of the Andean people, the book can serve a good function for telling the story of this civilization, and of its great importance.
Abstract This paper studies the magnitude of Western influence on the shape of humanculture. The paper begins with the question of Aryan influence, with the author attempting to define the term Aryan. He rejects the Nazi identification of Aryan, choosing instead to define it broadly as peoples whose languages are derived from the Indo-European linguistic group. Even more broadly, the author equates Aryan with Western. Then the paper studies the influences of the Aryan -- aka the West -- on humanculture. While the author finds the impact of Western ideas, philosophy and invention to be obviously great, he says that humanculture is too broad to credit it all to the West. He points to writing, toolmaking, organized religion and political organization, urbanization, and monumental architecture, all of which derived from non-Aryan cultures.
From the Paper "Even if the wide-ranging influence of the Indo-Europeans is recognized, the cultures identified with them are not purely Indo-European, but were themselves influenced by pre-Indo-European cultures. For example, The Indo-Europeans in Persia were greatly influenced by the ancient Semitic cultures of Mesopotamia and Anatolia. Likewise, aspects of the more-ancient culture of Dravidian India were incorporated into the dominant Indo-European culture of the invaders from the north. So it is wrong to think that speakers of Indo-European languages can be credited with creating all of human culture."
Abstract This paper studies the magnitude of Western influence on the shape of humanculture. The paper begins with the question of Aryan influence, with the author attempting to define the term Aryan. He rejects the Nazi identification of Aryan, choosing instead to define it broadly as peoples whose languages are derived from the Indo-European linguistic group. Even more broadly, the author equates Aryan with Western. Then the paper studies the influences of the Aryan -- aka the West -- on humanculture. While the author finds the impact of Western ideas, philosophy and invention to be obviously great, he says that humanculture is too broad to credit it all to the West. He points to writing, toolmaking, organized religion and political organization, urbanization, and monumental architecture, all of which derived from non-Aryan cultures.
From the Paper "Even if the wide-ranging influence of the Indo-Europeans is recognized, the cultures identified with them are not purely Indo-European, but were themselves influenced by pre-Indo-European cultures. For example, The Indo-Europeans in Persia were greatly influenced by the ancient Semitic cultures of Mesopotamia and Anatolia. Likewise, aspects of the more-ancient culture of Dravidian India were incorporated into the dominant Indo-European culture of the invaders from the north. So it is wrong to think that speakers of Indo-European languages can be credited with creating all of human culture."
Abstract Rising sea levels, resulting from global warming, may have a potentially important impact on humanculture. Recent evidence supports the contention that increases in greenhouse gases are linked to rising sea levels. This paper shows that one important impact of climate change and rising sea levels is increased rates of extinction across the globe. Further, changes in sea level will have a significant impact on outlying coastal areas, both in terms of physical changes and in terms of events such as storm surges. The paper shows that rising sea levels in the United States and across the world will have significant economic and cultural impacts and may influence human health and the environment through the flooding of toxic waste disposal sites.
From the Paper "The human impact of increasing sea levels will also be felt in socioeconomic terms, in addition to physical and environmental changes (Warrick, 1993). If sea level rises at what is an estimated to be a 50 to 200 cm in the next century, the financial impact on the United States could be significant. In total, the cost for a one meter rise in sea level during that time would run 270 to 475 billion dollars. This would include the cost of protecting emotion resort communities by raising barrier islands and pumping sand onto beaches, the cost of using dikes and bulkheads to protect developed areas along sheltered waters, and the loss of undeveloped lowlands and coastal wetlands (Titus et al., 1991)."
Abstract Sociology refers to the scientific study of society, while psychology refers to the study of individuals. However, psychology can be aptly described as the study of the mind. Conventionally, "identity" was a personal quality. Erik Erikson, personality psychologist, discovered the term 'identity crisis' in the framework of personal human development when he talked about the ontological suspicions facing the adolescent self. This term, however, got shifted to sociology by taking into account the personal characteristics of groups. This paper explores the concept of identity with regard to youth, human behavior and work place behaviors.
Paper Outline:
Social and Psychological Concept of Identity Identity in Relation to Youth
Identity in Relation to Human Behavior
Identity in Relation to Human Behavior in the World of Work
Conclusion
References
From the Paper "Every adolescent tries to find his identity. Adolescence is a psychological phase as well as a socio-cultural phenomenon. Three theorists focus on the identity of youth. Erikson, through the ego-psychological theory, deals with youth as a stage of identity crisis. Marcia relates identity with the obligations of later adolescence: work, occupation, political orientation and he differentiate diverse kinds of types or typologies of adolescents. Erich Fromm concentrates on the socialization of an individual from the viewpoint of his or her struggle for independence; according to him, each individual tries to generate his own identity."
Abstract There are a few stereotypical images that spring to mind when one thinks of Canada's national identity, and hockey is inevitably one of them. Is this sport really a part of Canada's national identity, or has it become an empty corporate shell? This paper discusses the book "Hockey Night in Canada", by Richard Gruneau and David Whitson and the message it conveys about the Canadian cultural and national identity.
Abstract This paper addresses broad concepts, such as identity, cultural awareness, cultural communication, social norms, and sustainable global harmony, without compromising detail or completeness. It uses Chapters One through Four of anthropology professor Dr. Fitzgerald's book, "Metaphors of Identity: A Culture-Communication Dialogue", to illustrate the key factors contributing to effective interpersonal and intercultural relations. his paper not only summarizes the ideas in Fitzgerald's book, but also analyzes their content in terms of identity, culture, and anthropological ideals.
From the Paper "In chapter 1 of Thomas Fitzgerald's Metaphors, important concepts such as identity, cultural awareness, and cross-cultural communication are introduced. The prominent theme in this chapter is cultural awareness, which is becoming more and more necessary to create an effective global society. Communication is the key to achieving effective cultural awareness (Fitzgerald 1993: 2). Cultural awareness is actually a broad notion that recognizes and accepts all attitudes, values, social customs, and traditions different from the ones we are accustomed to (Fitzgerald 1993: 1). Additionally, it is essential to recognize minority groups within your own culture, such as the elderly or handicapped, to sustain harmony on a smaller scale."
