Apartheid Essay - 1025 Words

Apartheid Rusty Keller ENG 125 David Makhanlall October 15, 2013 Apartheid Children are often different from adults because they are often unaware of the rules that adults abide by. Nadine Gordimer held strong feelings of opposition to apartheid, which was a socioeconomic system in South Africa after 1948 that focused on the oppression and segregation of the non-white citizens who formed the majority of South Africa’s population, and her feelings are usually a dominate theme in most of her writing (Clugston, 2010). In her short story â€Å"Country Lovers,† Gordimer tells not only how this socioeconomic system has determinately affected the interracial relationship between the main charters, who were childhood playmates who†¦show more content†¦There are a number of internal and external conflicts in Gordimer’s short story â€Å"Country lovers that she uses to illustrate the control apartheid has over not only the main characters, but society as well. We all are aware of the heightened racial tension between African A mericans and the Caucasians in the south within our own history which helps us to understand the oppression, segregation, and control that this form of legislation can have on personal relationships and society (Custodio, 2012). So, it is not hard to understand how powerless Thebedi must have felt to prevent the death of her child, if only she had some form of self-esteem or dignity, maybe she could have stood her ground enough to save her child’s life. Paulus when he returned from Veterinary College was totally oblivious about the birth of Thebedi’s nearly white child’s birth until he overheard the servants speaking about getting someone to do her chores until she could return to them. Even though, Thebedi’s husband Njabelo had claimed the child as his own, Paulus still struggles with his fear of the child being discovered, and his anger and self-pity with his failure to protect himself from allowing such things from happening in the first place. This is Show MoreRelatedInternational Responses Of The Apartheid1195 Words   |  5 Pagesplatform of segregation and racism under the slogan ‘Apartheid’. To a greater a extent, during the 1980s, the apartheid government came under increasing international pressure to end apartheid. There was no difference between apartheid and the policy of segregation of South Africa which existed before the National Party came into power in 1948. The fact that South Africa made apartheid part of the law of the country was the only difference. Although apartheid was seen as worse than segregation because itRead MoreThe Factors that Brought Apartheid to an End in 1994 Essay1347 Words   |  6 PagesThe Factors that Brought Apartheid to an End in 1994 The two key factors that brought apartheid to an end were political and economic pressures that developed over the 50 years of Apartheid. One clear attempt at changing the political scene was the adoption of the Freedom Charter composed in 1955, was a way of displaying what individuals such as Mandela and Sisulu wanted and fought for. Mandela considered it as ...it captured the hopes and dreams of the people andRead MoreThe Struggle Against the Apartheid State of South Africa Essay850 Words   |  4 Pagesfor the worldwide anti-apartheid movement. Mandelas release in 1990 was the most important turning point in his life because it allowed him to unite the, now permitted, ANC factions. Unity these factions meant that the party could operate more effectively, as was proved when in 1994 Mandela became the first democratically elected president of South Africa. Q2. Explain the part played by external pressure in the fight against apartheid and minority rule in SouthRead MoreEssay about Politics and Apartheid1045 Words   |  5 Pagesbeginning three years after South Africa gained its independence, apartheid was established and fought for by racists and against by activists until it was ended in 1991. The story of Kaffir Boy filled with personal insight and memories provides information on how apartheid made it legal for dark skinned to be discriminated against and the people politics involved with beginning and ending it, as well as the author’s role of ending apartheid. Legal segregation began in 1913, only three years after SouthRead MoreEssay on The Churchs Struggle Against Apartheid2873 Words   |  12 PagesThe Churchs Struggle Against Apartheid The failure to denounce, resist and incite to resist apartheid and its resulting violations of human rights, constitutes the failure of the church to live up to its faith convictions. Rather the church often got caught up in its debates on the legitimacy and right of resistance against the authorities. These debates were dominated by the question of the violence and the armed struggle. This furthermore happened under circumstancesRead MoreSouth Africa Apartheid And Oppression1695 Words   |  7 Pagesaquan Montgomery Ms.Isca World History A6 6-5-15 South Africa Apartheid (oppression) Oppression is at the root of many of the most serious, enduring conflicts in the world today. Racial and religious conflicts; conflicts between dictatorial governments and their citizens; the battle between the sexes; conflicts between management and labor; and conflicts between heterosexuals and homosexuals all stem, in whole or in part, to oppression. It’s similarRead MoreThe Apartheid Of South Africa1174 Words   |  5 PagesSome periods in human history are simply shameful. The period of apartheid policy in South Africa was one of these times. Apartheid featured a rebirth of racist legislature in South Africa from the 1950s to the 1990s. Essentially, these laws treated people who were not white as completely separate from society; the term apartheid literally means â€Å"apartness.† The national legislature in South Africa wanted to suppress blacks and ensure a white supremacy in the government. Basically, politicalRead MoreThe South African Apartheid and Musi c623 Words   |  3 Pagesapartheid was one of the wirced eras that faced southafrica since the 1940s till 1990s. back then, everything was split, and it tore everything apart, families. races, and everything elce you can think of. however, one of the things that drove the apartheid government away was music. Music reminded people that they should unite with each other again instead of splitting apart. Francois Malan was the person that started the apartheid group. he was elected in 1948. after he was elected, , heRead MoreThe Apartheid Of Apartheid And Apartheid871 Words   |  4 PagesThe impact of apartheid is evident when analyzing Mxolisi and Nelson Mandela’s lives. Both men were exposed to similar oppressive environments as they lived in South Africa during apartheid, though their stories show generational differences. Mandela was an activist early in the apartheid regime and then spent a significant period of his life in jail until the end of the regime as he took part in reassessment of apartheid and negotiations. Mxolisi was born and raised during Apartheid and much of hisRead MoreNelson Mandel An Effective Method Of Ending Apartheid2294 Words   |  10 PagesNelson Mandela’s contribution to the destruction of apartheid in South Africa is unparalleled. He dedicated every action of his life to unify a sectioned South Africa that showed no signs of reformat ion. One of the major characteristics of Mandela’s movement in particular was the notion of unification through nonviolence. Throughout South Africa, the apartheid system was strict and unforgiving. The origins of apartheid lied within denying blacks any political power, or any participation in government

The Slavery Of The United States - 1670 Words

In 1619, the first Africans made their way to America, giving birth to the slave industry that would soon drive a wedge between the nation. As the United States progressed into different industries, slavery benefited only one side of the country – the south. The north began outlawing slavery, deeming it as immoral and unconstitutional while the south needed and depended on slavery to maintain their economy. The opposing sides on the slave system lead to arguments between the North and the South as to decide what new territories would allow slavery, then leading on to outlawing slavery all together. Tensions increased with the enactment of the Kansas-Nebraska Act of 1854 as both northerners and southerners rushed to relocate to Kansas and†¦show more content†¦When England banned the international slave trade, the new nation of the United States had to rely on their own domestic trade. Slaves continued to be sold as labor to provide profit for whites who would brutally punish and abuse them. The nation began to divide itself on what better benefited and profited both sides – the north focused on manufacturing, while the south focused on agriculture. The north no longer needed or relied on slaves for production, rather focused on women, children and immigrants as the labor force. Yet, as the south’s economy revolved around agricultural production, especially cotton, the slave labor force demand was at its highest. By 1860, the slave population in the south was around four million slaves, all due to natural reproduction. With such a big population of slaves and a high demand in labor, the slave trade continued and evolved into a multimillionaire industry where slaves were sold for high prices at local auctions. The slave industry was incredibly important in the south, but would soon be attacked by northerners who deemed slavery as a sin. Around the mid-1800s, abolitionists began uprising in the north with the help of such as William Lloyd Garrison and Elijah Lovejoy, both of who tried to educate people of the sins and unjustness of the slave

Psychology Reflective Journal free essay sample

What I have done What I have learnt How I found the lesson Introduction to psychology Perspectives of psychology What we can learn In the first unit, we’ll explore the goals of psychology, the major approaches that are used to understand behavior and answer questions, the historical roots of psychology, current research areas, and possible careers in the broad field of psychology. We want to know, how is human behaviour â€Å"working†, how we can remember and on turn why we forget? My position as a student studying social studies makes this an important issue for me. There is very close connection and co-operate to other subjects as sociology, politics and our work in care sector. I would say, that psychology is somewhere in the middle. As a care worker, study of psychology can help me better understand and empathize to client’s behaviour with different levels of dementia. What do psychologists study? First lesson has been presented idea of psychology; basic views and definitions. What does psychology mean? How can we explain the psychology as subject or science? First think is the study of people’s mind, knowledge of behaviour. According to British Psychological Society, usually definition is ‘the scientific study of behaviour’. Psychology is the systematic, scientific study of behaviours and mental processes. There are some views in psychology. We can speak about several ‘perspectives’; points of view, stances for academically arguing and theoretical approach: * Biological – e. g. doctor, nurse * Cognitive – e. g. teacher, early years practitioner * Evolutionary – â€Å"where we come from†, our evolution from ‘caveman’. This difference forced me to reflect on the aims of this course—how communication skills are not generic, but differ according to time and place. Date: 24/09/2012 Tuesday Aims:Nature vs. Nurture Nature- nature view of humans and their behaviour, knowledge of instincts essentially biological Nurture- we learn our behaviour from others collective impact of all environmental factors that affect growth and behaviour (Penguin Dictionary of Psychology) Naturist research. The balance of nature and nurture in influencing how a child grows up varies depending on where they live New scientists’ study found how strong environmental factors are in determining each characteristic, compared with the influence of DNA, differs significantly across the country. (research on King’s College London) A dichotomy is a splitting into two. Thus a false dichotomy is a process of creating an artificial splitting of something that should not be separated, e. g. nature and nurture. The argument is that certain cultural differences may have originated in biological differences but that social factors have overridden this. A common theme in Psychology, and indeed in many other disciplines, is the question of whether certain human characteristics are due primarily to nature (adaptations occurring through the evolutionary process) or nurture (the influence of learning). Ultimately it is foolish to attempt to separate the two factors because they are both linked together we learn to adapt to the environment and therefore this is passed on through biological inheritance to future generations who are then endowed with certain characteristics. To attempt to separate the two is to create a false dichotomy. However Biologists, Geneticists, Psychologists, Sociologists and Philosophers still argue about the degree to which nature or nurture influences a phenomena and how they each play their own part. A new series of nature-nurture maps produced by the team revealed that some areas are environmental hotspots for particular traits, but in other places the same attribute is mainly governed by genetics. For example, across most of the country 60 per cent of the variation in childrens behaviour at school whether they were unruly or not was down to their genes. But in London environment played a greater role possibly because wealth varies so dramatically within communities, meaning twins growing up on the same street are more likely to fall in with different groups of friends who could influence their behaviour. Dr Oliver Davis, who led the Wellcome Trust-funded study, published in the Molecular Psychiatry journal, said: There are any number of environments that vary geographically in the UK, from social environments like health care or education provision to physical environments like altitude, the weather or pollution. The message that these maps really drive home is that your genes aren’t your destiny. There are plenty of things that can affect how your particular human genome expresses itself, and one of those things is where you grow up. * The debate about heredity and environment (or the nature nurture debate) is concerned with some of the most fundamental questions that human beings ask about themselves. * In its broadest sense, the debate is both about the human species as a whole (compared with other species) and about individual differences between people. Plomin believes that it is at the level of individual differences that the nature—nurture debate takes place. * Nativists (such as Descartes) believe that heredity determines certain abilities and capacities, whereas empiricists (such as Locke) believe that the mind, at birth, is a tabula rasa, which is gradually `filled in by learning and experience. * Examples of nativism in psychology include the Gestalt * psychologists, Gesells concept of maturation, and Chomskys LAD. Behaviourism represents a very influential and extreme form of empiricist theory within psychology. * To ask, `is it nature or nurture? is to ask an oversimplified question about a very complex issue. `How much? is a more complex question, concerned with the relative importance of heredity and environment; it presupposes that both are involved, consistent with an interactionist position. * The `How much? question is linked to the `individual differences form of the debate, and it is still concerned with trying to quantify their relative contributions. This is the main focus of behavioural genetics, which uses methods such as twin studies, adoption studies, and other studies of family resemblance. * `How do they interact? is a third question, which is concerned with qualitative issues, i. e. the ways in which heredity and environment influence each other. * Within genetics, `nature refers to `inheritance: differences in chromosomes and genes transmitted from parents to offspring. * While genetic variability is the raw material of evolution, evolution does not imply genetic variation within a species, and vice versa. The basic units of hereditary transmission are genes, large molecules of DNA. They occur in pairs and are situated on the chromosomes. * Genes have two major functions: self-duplication and protein synthesis. The bodys non-reproductive cells duplicate through mitosis, while the reproductive/germ cells duplicate through meiosis. * Genes come in two forms, structural and regulator. Structural genes code for proteins and enzymes and form the basis of classical genetics. Regulator genes (the majority) communicate closely with the environment and change in response to it. In a psychological context, `environment usually implies external, post-natal influences impinging on a passive individual. This is a very inaccurate view. * The environment of individual cells is the cluster of cells to which it belongs, and the cytoplasm of the cell is the environment for the cell nucleus. Everything that happens after fertilization is environmental. * Instead of seeing the environment as separate from the individual, people may be seen as making their own environments. This can happen by (i) eliciting a certain response from other people, due to behaviour or biological characteristics (gene—environment correlations); (ii) non-shared psychosocial experiences; (iii) attaching their own meaning to events or experiences; (iv) an interaction between the facilitativeness of the environment and the individuals vulnerabilities (gene—environment interaction). * The thirty-year longitudinal study by Werner et al. of nearly seven hundred children in Hawaii supports the hypothesis of interaction between individual vulnerability and environmental facilitativeness very well. A distinction is made between macro-and micro-environments; children cannot choose the former but can choose or create the latter, through niche picking and niche-building. Even genetically very simple characteristics, such as the disease PKU, involve an interaction with the environment, such that the effects of the gene (the phenotype) can be prevented by environmental intervention: the link between the genotype and phenotype is not direct and straightforward. Pharmacogenetics studies interactions between individuals and drugs, and cancer genetics studies the interactions between genes and environment as they affect the risks of developing cancers. * Biologists have recently made claims to have identified the genes for criminality, manic-depression, schizophrenia, alcoholism, high intelligence, and homosexuality. These are interpreted as ending the nature—nurture debate — in favour of nature. * These claims appeal to supporters of eugenics. * LeVay and Hamer cite a linkage study, showing the same marker in thirty-three out of forty pairs of gay brothers. They conclude that a region of the. X chromosome probably contains a gene that influences male sexual orientation, although the gene itself has not been identified. * But genes specify proteins, not behavioural / psychological phenomena. * This kind of research raises fundamental questions: why is the research seen as so important, what are its social and political implications, will society become more or less tolerant of homosexuality if it is found that `gays cant help it? 02/10/12 Tuesday Sigmund FREUD Most known psychoanalyst on the world is Sigmund Freud; former of modern Psychology science.

Legend Myth in Himalayan Art

Once upon Many Times is an exhibition at Rubin Museum of Art representing a wide range of visual narratives and reproductions of temple murals which can be regarded as exceptional examples of Himalayan art based upon Tibetan myths and legends. This paper will analyze the color scheme, composition, proportion, hierarchy and motifs of the historical narrative Shantarakshita and scenes of his life and the Drowa Sangmo mural represented at the exhibition Once upon Many Times. Advertising We will write a custom essay sample on Legend Myth in Himalayan Art specifically for you for only $16.05 $11/page Learn More Basic description of the painting Shantarakshita and scenes of his life and the Drowa Sangmo mural Taking a closer look at the painting Shantarakshita and Scenes of His Life in Tibet and the Drowa Sangmo mural, it can be stated that the color scheme, proportion and scale of these objects are similar, but significant differences can be found in the for m, hierarchy and composition of these objects which can be explained with disparity in the main themes of these objects and materials. The historical narrative Shantarakshita and scenes of his life displays multiple episodes from life of this Indian guru with the large figure of Shantarakshita in the centre of the painting which is typical of Himalayan historical narratives. The episodes of guru’s life are separated by the elements of architecture or landscape. Shantarakshita is a popular figure who is known for founding the first Buddhist monastery in Tibet and was frequently painted by Tibetan artists.[1] Shantarakshita as the central image of the discussed painting wears a scholar’s hat and holds a book in his right hand. The position of his left hand can be associated with vitarka, the teaching mudra in which the palm is turned outward and the thumb and point fingers form a circle. Therefore, the clothes and body language of Shantarakshita depict him as a guru and a teacher. Above this central figure, to the right is Buddha and to the left is Shantarakshita’s teacher from India. The narrative to the right of the central figure depicts the monastic vow received by Shantarakshita. The episode to the right of the central image but below the previous one depicts Shantarakshita sitting at the throne of a famous teacher and receiving his education. The narrative at the lower right corner of the painting depicts the King Trisong Detsen inviting the Indian monk to Tibet and Shantarakshita teaching the king at the palace. The narratives to the left of the central figure show the guru sitting under the golden roof of the Buddhist monastery he has found and teaching groups of Tibetan Buddhist monks and students. Therefore, the narratives surrounding the central image are arranged in chronological order clockwise. The colors used in the painting are complementary with orange, blue and green dominating over the color pattern.Advertising Lookin g for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More As to the Drowa Sangmo mural, the proportion of this object is balanced and lacks any specific emphasis with all narratives equally important. Drowa Sangmo is a story of the King Kala Wangpo of Mon who lived at the place with no religion. After the king witnessed suffering of his wife and children, he decided to become a Buddhist and encouraged to practice Buddhism. This story is based upon early Tibetan folklore and history of India.[2] Similarly to the narratives from the historical painting Shantarakshita and scenes of his life, different episodes from this story depicted in the discussed mural are separated from each other by elements of landscape. Having a closer look at the upper left corner of the mural, it can be stated that at least five episodes can be identified in this small part.[3] As one of the plot lines of the narrated story, master Norzang is depicted escaping an d hiding the boy Unanchen in a sandalwood tree. A market place and people gathering in it are depicted to the right of the previous episode. Beneath the market place people are depicted enjoying their festival. An elephant is going to different sides of the market with a vase made of precious materials. Finally, in an episode above the market place, people wonder what the elephant is doing. This small fragment of the mural which can be understood only in the context of the whole story reveals the manner in which the episodes of the Drowa Sangmo mural are arranged and interrelated. The dominating colors of the mural are green and orange similar to those used in the historical painting Shantarakshita and scenes of his life. The specifics of the materials used in the mural and the main theme of the object had impact upon it form and composition. Regardless of the similarity of the chosen genre of a historical narrative in the historical painting Shantarakshita and scenes of his life an d the Drowa Sangmo mural, the artists used different principles of hierarchy, proportion and composition for these objects. The painting and the mural as parts of stylistic movements The Himalayan style is mainly concerned with religious subjects and is recognizable by the specifics of composition, structure and motifs.[4] Even though the iconography of Tibetan painting can seem to be chaotic and variable to the uninitiated ones, in fact it appears to be rather limited and complying with the principles of strict order and hierarchy.[5] Applying these principles of hierarchy, iconographic elements, ornamentation, poses and gestures, Tibetan paintings can be read and interpreted similar to written records. According to traditional Tibetan iconological theories, all art works could be classified into the three main types of objects, corresponding to particular aspects of Buddhism, including those of enlightened body, speech and mind. The historical narrative and mural under considerati on belong to the two-dimensional type of body supports.Advertising We will write a custom essay sample on Legend Myth in Himalayan Art specifically for you for only $16.05 $11/page Learn More Additionally, taking into account the function of these objects, it can be stated that both of them are narrative because they involve the depicted figures into the historical or even partially mythical stories. Regarding the color pattern and the background of painting, one can notice a number of tremendous changes when analyzing the Tibetan paintings from the twelfth to nineteenth centuries. These modifications can be interpreted as the move from older Indian towards the Chinese-influenced style. These modifications can be seen in the shift from red and orange color scheme to green and blue color schemes. Additionally, the abstract elements in the background were substituted with relatively stereotyped elements of Chinese landscape, the strictly linear arrangeme nt was replaced with more staggered one and a square form of the painting was replaced with a more rectangular shape. Another important aspect is the hierarchy of the depicted figures which depends upon the spiritual wishes of priorities and affects the choice and positioning of figures. Most of these features, including the religious concerns, color scheme, shape composition and hierarchy are observed in the objects under analysis which makes them parts of the stylistic movements of their time. Metaphorical meaning of the objects Regarding the metaphorical meaning of the objects, the main conclusion which can be drawn from the narrative Shantarakshita and scenes of his life and the Drowa Sangmo mural is the importance of practicing Buddhism. By involving the depicted figures into the historical and legendary context and narrating different episodes form their lives, the artists emphasized the main motif of belief and its place in people’s lives. Bibliography â€Å"Art/Art h istory main page†. Himalayan Art Resources. Accessed from http://www.himalayanart.org/search/set.cfm?setID=2145 â€Å"Historical narrative Shantarakshita.† Rubin Museum of Art. Accessed from http://www.rmanyc.org/uploads/documents/oumt_explore_historical.pdfAdvertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More Jackson, David. â€Å"Lineages and the principles of composition in Tibetan Buddhist painting: Reading Tibetan thangkas as records†. n.d. http://www.buddhismuskunde.uni-hamburg.de/fileadmin/pdf/digitale_texte/Bd2-K03Jackson.pdf Pearlman, Ellen. Tibetan sacred dance: A journey into the religious and folk traditions. Hong Kong: Inner Traditions, 2002. â€Å"Take a closer look: Drowa Sangmo mural†. Rubin Museum of Art. Accessed from http://www.rmanyc.org/uploads/documents/oumt_drowa_sangmo_mural.pdf Footnotes â€Å"Historical narrative Shantarakshita†, Rubin Museum of Art, accessed from http://www.rmanyc.org/uploads/documents/oumt_explore_historical.pdf Ellen Pearlman, Tibetan sacred dance: A journey into the religious and folk traditions (Hong Kong: Inner Traditions, 2002), 123. â€Å"Take a closer look: Drowa Sangmo mural†, Rubin Museum of Art, accessed from http://www.rmanyc.org/uploads/documents/oumt_drowa_sangmo_mural.pdf â€Å"Art/Art history main pa ge†, Himalayan Art Resources, accessed from http://www.himalayanart.org/search/set.cfm?setID=2145 David Jackson, â€Å"Lineages and the principles of composition in Tibetan Buddhist painting: Reading Tibetan thangkas as records†, n.d., http://www.buddhismuskunde.uni-hamburg.de/fileadmin/pdf/digitale_texte/Bd2-K03Jackson.pdf This essay on Legend Myth in Himalayan Art was written and submitted by user Artur0 to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.