Communication Devices :: essays research papers

Recently, while enjoying a sunny afternoon with some friends, a few baby boomers I know were relating some experiences that seem quite pertinent to the subject of how communication is or will change. Young Aaron, the son of a guest, was at a loss when told to call home. It seems our young guest had never had to use a rotary telephone. Confronted with this icon of past technology, Aaron went away with a new experience to relate. Another guest, upon hearing of Aaron's plight, related a similar experience. It seems that Diane had given her son a watch for Christmas. It seems that this wristwatch, complete with hands and a face was foreign to this young child who has had the time electronically flashed at him in numeric form for all of his life, without need of knowing how to tell time conventionally. So it seems in this day and age, that the old continues to be replaced by the newer and faster technology. We in turn are caused to learn newer and faster ways of dealing with these new technologies. Technology grows exponentially, meaning that the more it grows the faster it grows, yet in dealing with this technology we can in turn learn how to decrease our work time while increasing our productivity. We have definitely come a long way from the pony express and telegraph, yet it is not so long ago that we do not still use their predecessors, surface mail and telephones. With current technological advancements it is now possible to communicate across the planet instantaneously, thanks to wide-band technology, fiber optics, and satellites all of which make possible this possible. With the invention of the printing press by Gutenburg in 1434, and subsequently the first book in print, he can be credited as the father of the information age. Accompanying the birth of the information age came an explosion of new technological advances designed to improve how we communicate. These advancement have had many glitches and shortcomings which have been improved upon again and again. in the years since, yet they were always time consuming, Overcoming these time constraints has been the goal of assorted scientists and inventors. Painstakingly they moved forward with limited progress until the twentieth century. With the birth of the twentieth century we see a drastic increase in advancements, which have grown by leaps and

Pavlov vis-à-vis Piaget Essay

Looking at the history, many names flourished in the area of psychology in the desire to learn about man and behavior.   These names have contributions that are of significance even to the present-day studies in the field of psychology. This paper deals with two of the notable names in this realm – Ivan Pavlov and Jean Piaget. Ivan Pavlov was a Russian psychologist, physician, and physiologist. He had substantial contributions to the various fields of neurology and physiology. His researches were mostly focused on conditioning, temperament and involuntary reflex actions. He bagged the 1904 Nobel Prize in Physiology and Medicine for his researchers and experiments on digestion which became the foundation of a more extensive research on the digestive system. In his work on involuntary reactions to stress and pain, he broadened the description of the four temperament types: phlegmatic, choleric, sanguine, and melancholic. The study of TMI or transmarginal inhibition was also started by Pavlov and his researchers. TMI is the body’s instinctive reaction of shutting down when exposed to overwhelming stress or pain. Of his contributions, Pavlov is widely recognized for his demonstration of classical conditioning or Pavlovian conditioning. Pavlov’s theory of classical conditioning started while he was working on his study of the digestive process in dogs. He observed that the dogs salivated before they received their food. Even just at the sight of the lab attendant, the dogs salivated. He called this phenomenon ‘psychic secretion.’ He made an experiment on this and used a bell and meat powder. He hit the bell and followed the ring with the meat powder. At the onset, only the meat powder made the dog salivate, but after repeating the practice, the ring of the bell made the dog salivate. Even when the meat powder was eliminated, the dog continued to salivate at the ring of the bell. In this theory, a living being learns to correlate one stimulus with one another. It is learned that the first stimulus is an indicator for the second stimulus. In the above experiment, the ring of the bell cued the dog that food might be coming. The following are the key concepts of Classical Conditioning:  · Unconditioned Stimulus (UCS) – a stimulus that can already elicits a response, like the food in the experiment.  · Unconditioned Response (UR) – response that is elicited by the unconditioned stimulus, like the salivation of the dog in the experiment.  · Conditioned Stimulus (CS) – a new and neutral stimulus that when matched up with a UCS elicits a similar response, like the bell in the experiment.  · Condition Response (CR) – the learned response when the neutral CS is paired with the UCS, like the salivation of the dog to the ring of the bell after repeated pairing of it with the food. (www.niu.edu) Although many evaluators criticize Pavlov’s theory as being tested only to animals, classical conditioning can actually be observed to a person’s behavior, even without the purpose. A person who experienced a traumatic vehicular accident would be frantic about the sound of screeching tires even at a normal situation. That person’s mind was condition that screeching tires mean accident. Jean Piaget was a biologist who was born in Neuchatel, Switzerland in 1896. He originally was studying mollusks but shifted to the study of developmental psychology and human intelligence from which he became a significant experimenter and theorist. At the age of 10 he published his first paper and at the young age of 22 he received his Ph.D. in science from the University of Neuchatel. Although he was technically a biologist and a philosopher, he regarded himself as a â€Å"genetic epistemologist.’ His interest was mainly focused on how an individual comes to know things. The thought process that lies beneath reasoning was his interest, particularly in the development of thinking.   Piaget believed that children have different way in responding compared to adults because of the difference in reasoning.   He started observing children of various ages and began working on his theory on the process of cognitive development. According to his theory, the development of children’s thinking is not a smooth process.   Before children learn new areas and abilities, there are particular stages at which it â€Å"takes off† and move to those new learning. These transitions transpire at about 18 months, 7 years and 11 or 12 years. Piaget’s key ideas include: schema, assimilation, accommodation, adaptation, egocentrism, and equilibrium. Schema are the set of sensori-motor skills which dictate the manner in which an infant discover his environment resulting to gaining more information of the world and more complicated exploratory skills.   These are the â€Å"representation in the mind of a set of perceptions, ideas, and/or actions, which go together.† (www.learningandteaching.info) Assimilation is â€Å"the process by which a person takes material into their mind from the environment, which may mean changing the evidence of their senses to make it fit.† (www.learningandteaching.info) Accommodation is â€Å"the difference made to one’s mind or concepts by the process of assimilation.† (www.learningandteaching.info) Adaptation is â€Å"learning† in layman’s term. Piaget believed that adaptation or learning is a biological process from which the two sides are assimilation and accommodation. Egocentrism is a part of the early stage of psychological development. It is a â€Å"belief that you are the center of the universe and everything revolves around you: the corresponding inability to see the world as someone else does and adapt to it.† (www.learningandteaching.info) According to his theory, there are four stages of cognitive development: sensori-motor stage, pre-operational stage, concrete operational stage, and the formal operational stage. The first stage, sensori-motor stage, lasts from birth to about 2 years of age. In this stage, the infant makes use of his motor abilities and senses to grasp his environment. During the end of this stage, the infant develops more complicated combinations of his sensori-motor skills. The second stage, pre-operational stage, lasts from about 2 until about seven years old. Because of the child’s new abilities, this is a short step to symbol usage. The child now has a clear idea of past and future. This is the stage, though, that a child is egocentric, seeing things only from his point of view. The third stage, concrete operational, lasts from about 7 to about 11. Aside from the representational use of symbols, a child already has the ability to manipulate those symbols sensibly in the context of tangible situations. In this stage is also where a child develops the skill to conserve length, number and liquid volume. The fourth stage, formal operations stage, takes place from about 12 and up. This is the stage where a child develops hypothetical thinking, or the use of logical operations in the abstract, instead of the concrete. Both of these theories talk about learning. Basically, Pavlov and Piaget believe that learning can be directly influenced by the stimuli found in the environment of an individual. Both of them also imply that an individual has an innate and natural response to a stimulus, the unconditioned response (UR) for Pavlov and the schema for Piaget. What differs one from another is the processes and methods of how an individual learns. In Pavlov’s theory, a new learning is acquired through mind conditioning. A normal response of an individual to a normal stimulus can be altered through introduction of another stimulus from which the normal stimulus can be associated to, like what transpire to his experiment with the dog. In Piaget’s theory, on the other hand, learning can also be acquired through exposure to the environment, but at a certain stage, especially to children. A child, for example, won’t have an idea of what is past and future until he reaches the age of around 2, which is called the pre-operational stage. Piaget’s theory implies that the extent of a child’s learning is restricted to the stage or the age of the child. During the early stage of a child, he is said to be egocentric. Having this characteristic, a child’s health and physical condition is put at risk. The schema of grab and thrust is applied by a child to any object, oblivious of any harm that it may cause. He may be used to grabbing his rattle and thrusting it in his mouth, but once he came across a new object, he may use this schema to it, like a small animal or a pointed thing. These two theories are bases of more comprehensive studies of human behavior. Both of them are true in the sense that they can be observed and applied. It is proper to say that these theories are two of the most significant concepts in the world of psychology.

The latter part of the 19th century (1870-1900) is...

The latter part of the 19th century (1870-1900) is generally viewed as a dark time in American History. Called the â€Å"Gilded Age† this was a time in which increasing wealth was plagued by many problems under the surface. The Gilded Age saw increasing industrialization, urbanization, immigration, and the problems associated with them. Many people during this time period blamed these problems on the government for being â€Å"laissez-faire;† for not taking steps against industry in order to benefit the interests of the people. Although the people were correct in the fact that the government was not taking steps in order to benefit them, the claim that the government during the Gilded Age was laissez-faire is completely false. Through their†¦show more content†¦Thus, through the acquisition of wealth for the wealthy, the poor are able to obtain the necessities of life, and society is advanced. While The Theory of Moral Sentiments deals mainly with the moral ar gument for laissez-faire, The Wealth of Nations justifies the usage of laissez-faire at the national level through economic arguments. In Book 4 of The Wealth of Nations (Of systems of political Economy), Smith argued that government restrictions hindered industrial expansion and thus, harmed the economy in the long run (in earlier books, Smith had equated the growth of industry to the wealth of a nation and its individuals through historical analysis). Specifically, he stated that protectionist tariffs served against the interests of a nation by causing increasing prices of foreign and domestic goods, that export duties harm the economy by diminishing the goods that a company can ship overseas, that trade treaties harm the economy by giving a foreign nation a trade monopoly over an industry (since the other country will only be trading with them for that particular good), and that by restricting theShow MoreRelatedHealthcare Essay18323 Words   |  74 Pagesdifferently from the systems in Europe. American values and the social, political, and economic antecedents on which the US system is based have led to the formation of a unique system of health care delivery, as described in Chapter 1. This chapter discusses how these forces have been instrumental in shaping the current structure of medical services and how they are likely to shape its future. The evolutionary changes discussed here illustrate the American beliefs and values (discussed in ChapterRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesand Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Read MoreOrganisational Theory230255 Words   |  922 Pagesunderstanding of organizations. Professor Tomas Mà ¼llern, Jà ¶nkà ¶ping International Business School, Sweden . McAuley, Duberley and Johnson’s Organizational Theory takes you on a joyful ride through the developments of one of the great enigmas of our time – How should we understand the organization? Jan Ole Similà ¤, Assistant Professor, Nord-Trà ¸ndelag University College, Norway I really enjoyed this new text and I am sure my students will enjoy it, too. It combines rigorous theoretical argument with

Personal Narrative My Best Friend - 940 Words

Looking back, I remind myself that friends are temporary, but memories are forever. This was going to be our last night together, Cesli and I. Cesli Crum was my best friend that I met in third grade. That year came and went, and though in fourth grade Cesli was held back, we still vowed to always be best friends. Then, that winter of two thousand fourteen, her family decided to move away. I felt devastated, so my mom agreed to have Cesli over one evening right before she left. Thus that is what brought us to be hanging out in my living room. Cesli’s dad knocked on the door, and when she came in, she had in tow a rocks and minerals set she had gotten at the recent Scholastic Book Fair. I felt so overjoyed to see her walk in, but†¦show more content†¦We went into the closet to choose blue and purple cheetah print duct tape, and my mom went upstairs to grab an old purple yoga mat. My mom helped us cut and rip swatches of duct tape to form the spaces and numbers. After th e hopscotch masterpiece was complete, we realized we needed some sort of ‘rock’ to throw to pick up in the middle. I had the idea to use one of the foam building blocks we had on hand. Cesli and I took turns throwing and jumping. â€Å"That was so fun, Jenn!† Cesli giggled. We laughed together for probably a good whole three minutes. After we were out of breath, we realized that time had gone by fast. â€Å"We only have about fifteen minutes until your dad comes!† I griped to Cesli. â€Å"Hey, why don’t you play Cesli one of your piano songs?† my mom suggested. â€Å"Okay!† I decided. I sat down at the piano and let my fingers dance across the keys as I played one of the songs I knew by heart. After I finished the song, Cesli walked over, and asked me shyly, â€Å"I’ve always wanted to play piano. Maybe you could teach me?† Um. . . sure?!† I answered hesitantly. My mom helped me pull out a few of my really old piano books. I was laughing inside my head at the superior nonchalance of the song. I helped Cesli start teaching Cesli one of the first songs in the book. It was almost a magical feeling, my last moments with Cesli. When I was teaching her that piano song, I felt a spark of friendship, a pang of magic, and a hope ofShow MoreRelatedPersonal Narrative : My Best Friend1210 Words   |  5 PagesSunday, my friends and I were eating a meal of thick stew and crusty bread and drinking a pitcher of hot, spiced, and very watered-down wine. We’d chosen my room because it was the biggest and therefore had the most space for practicing weaponry, our afternoon plan. My friends ate and made small talk. We saw each other most days so sometimes it seemed like we ran out of real things to talk about. I was somewhat lost in my thoughts, about us and about our futures. Koilin was my best friend. He wasRead MorePersonal Narrative : My Best Friend1052 Words   |  5 PagesI Threw my books on the bed and approached the jacket slowly, as if it were Andrew Garfield who would become my best friend. I couldn t look away, I wanted to scream. The jacket would be my new best friend. The leather black and silver studs, the belts, and best of all being popular. This jacket is no ordinary jacket, this is my jacket. I heard steps coming up stairs, my mom stopped by and asked if I like it. I yelled yes with excitement and joy. She left, I stared at the jacket like whenRead MorePersonal Narrative : My Best Friend1080 Words   |  5 Pageswent downstairs to get my older brother so we could finish the vlog, but Caleb laid on the couch unresponsive. As I called his name while walking down the stairs, I realized something was wrong. â€Å"Caleb† I yelled tears pouring out of my eyes as I found him, not breathing. He was dead. My best friend, my brother, the only person who made me really happy, was gone forever. I couldn t imagine what I was going to do without him. I loved him more than anyone in my life he was my hero. It s octoberRead MorePersonal Narrative : My Best Friend757 Words   |  4 PagesI’m Wendy. And no, I look nothing like the perfect happy smiling girl that you all associate with the restaurant. I am 5’6’’ and 13 years old. I have wavy, short, caramel hair and brown eyes, with a light spattering of freckles. My favorite colors are blue and gray, but yellow is such a pretty sunny color... it just doesn t look good on me. I go to North-West Independence Middle School. In case you were wondering, that is in middle of nowhere Nebraska. It is like a scene from an old movie, no colorRead MorePersonal Narrative : My Best Friend1369 Words   |  6 Pagesreason my palms were sweaty and I had butterflies doing loopty-loops in my stomach. I was on my way to visit Julia, one of my best friends at the time. The whole way there, in bumper to bumper traffic, I reflected on all of my memories with her, including playing on a fallen, rotten tree and pretending that it w as milk chocolate shop. As little girls, we would dress up in glittery, razzled costumes and sing our hearts out, which continued well into our teen years when she drove me to school my freshmanRead MorePersonal Narrative : My Best Friend1034 Words   |  5 Pagesbeen my best friend since I was deported to this horrid tent city. My spouse and daughter died in the floods of Grimsdon. Every thought of them, cripples me with grief instantly, my heart and soul ached for my precious daughter and partner bring me to tears. Thankfully, I met . Ella, who, whilst she could never replace my biological Family, I feel she is now like a much-loved sister to me. She is the only light when there is so much darkness, surrounding us. Suddenly, out of the corner of my eyeRead MorePersonal Narrative : My Best Friend1033 Words   |  5 Pageshim cuddling into his side shaking from the cold. We d been outside for over an hour, in barely any clothes. My face edged with tear streaks and bags under my eyes. I had mascara smudged across my right cheek and my makeup was running. At one point, I turned over and glanced up at him. I studied his face and thought to myself. This was my best friend. We used to hang out after school at my house and watch movies until late. How had things changed so suddenly? I thought of all the good mom ents we dRead MorePersonal Narrative : My Best Friend1327 Words   |  6 Pagesabout it.   She was my absolute best friend and I could not imagine living 1,300 miles away.    Growing up, we were resentful of each other.   We used words and actions to get our point across.   Not only did we slap each other, but also kicked and punched.   I cried even if it didn’t hurt, that was me being a baby.   My dad would scoop me in his arms and at the same time, discipline my sister.   It was satisfying if you had asked my 8 year old self.    Later on, Madison turned into my soul mate, as I beganRead MorePersonal Narrative : My Best Friend1192 Words   |  5 PagesWe have been best friends since elementary school and gone through a lot together, but we backed each other when it meant the most. While I waited for my flight at Regan International, I called Elizabeth and invited her to my place for a late dinner. I missed her and looked forward to spend time with her. *** As 8 o’clock grew near, my excitement to spend a girl s-night-in with Liz increased. So much has developed since we last chat. Therefore, when I heard the knock on my front door, IRead MorePersonal Narrative : My Best Friend1004 Words   |  5 Pageswhere you think your life is ruined for good? My best friend Peggy and I experienced that feeling one boring night last summer when we were home alone. Last year I was know for â€Å"trouble†, I liked to fight and be the center of attention. I always had to make a scene about everything. Even though I was constantly in trouble with my parents, I never did anything that would put me in jail for a long time if I were to get caught by the police. My best friend was the same way. We both had negative attitudes

The Topic Of Gays And Gays Essay - 1045 Words

The topic of gays/lesbians has divided Americans hearts’ between what is right and what is wrong. According to the website Stonewall, â€Å"More than 55% of lesbians have experienced bullying.† Nobody wants to be targeted because of who they are or who they love. Why do individuals feel the need to verbally or physically attack another human being because of who they are attracted to? Does it make them feel better about themselves? Who are they to say it is not right? Personally, I feel that everyone should have the right to choose who they spend their life with. This controversial topic brings me back to a few summers ago when my cousins and I were running around at my grandparents farm west of Kanawha. My mom had taken me there for the day to play. It was a hot and humid day with temperatures rising close to 100 degrees. My grandma Nancy was enjoying watching us run around, splashing in puddles of water from the previous night s rain. Grandma was sitting on a wicker bench on the patio holding my baby cousin when her cell phone rang. To fill you in, grandma Nancy has an aunt named Evelyn. She lives in Strawberry Point, Iowa which is about two and half hours away from Forest City. At an early age, Evelyn knew she was attracted to women. In her late 40 s, she found a very nice and outgoing lesbian partner, Mary Anne. They have a great relationship and live a very normal life. Our family is very happy for her and have been a big support system for the both of them.Show MoreRelatedGay Marriage- A Controversial Topic1074 Words   |  4 PagesGay marriage has been a controversial topic that is highly debated all around the globe, containing many of its own varying viewpoints and beliefs on both sides of the argument. Those who oppose same-sex marriage believe that it is a sacred bond that can only be kept sacred between a man and a woman, and that same-sex marriage will ruin the sanctity of marriage. Also, if gay marriage is allowed they believe that it will open the door to other non-traditional relationships to be accepted such as polygamyRead MoreGay Marriage Is A Controversial Topic1890 Words   |  8 PagesGay marriage is a very controversial topic within the United States and has been for the past decade or more. This subject may be relatable to you because this topic greatly influences the equality of all people, regardless of sexual preference, and someone you might know could be struggling with their basic human rights. In these three pictures you can see the varying views people hold on this topic and how by view ing their facial expressions, the setting, and the objects in the pictures, we canRead MoreLiterature Review Gay Marriage around the world is something of a controversial topic. Everyone900 Words   |  4 PagesLiterature Review Gay Marriage around the world is something of a controversial topic. Everyone has a different opinion on the rights of gay people and how exactly the matter should be addressed. Some countries have made it illegal to practice homosexuality; some even consider it punishable by death. But what do Christians around the world and specifically in South Africa think about it? Andrew Sullivan discusses the fact that younger people during our time period find homosexuality more acceptableRead MoreMedia Analysis of a Current Controversial Issue875 Words   |  4 Pages Homosexuality is the current controversial issue that has hit the media. One cannot avoid the topic of homosexuality in the news, movies, books, social media, newspapers, and even in politics. Homosexuality has become a controversial issue around the globe today. After Uganda outlawed homosexuality in its country, the topic has been trending everywhere in the mainstream media, and the social media. Some nations like the US have legalized homosexuality and this is why there has been uproar afterRead More gay people Essay1223 Words   |  5 Pages The topic I picked is Homosexual people should have the right and the freedom like what straight people have in this world. I think this topic is very controversial because in the U.S. Most homosexual people especially males, get discriminated because of what they feel: having attractiveness to their same sex. Most people in the U.S. are str8 and most people think that being gay or lesbian is wrong and it is not right to show it off and be proud of it. Another point why this topic is very controversialRead More The Debate over Gay Parenting Essay1166 Words   |  5 PagesOver the last several decades, gay rights have been a growing topic in the public and in the court rooms. Recently, the debate about gays having the right or ability to parent has become a hot topic, due to the expanding gay community. There are typically two stances taken on the topic of gay parenting: it’s wrong and should be illegal or it’s normal and should be legal. While the norms, stereotypes and debates about gay parenting have varied over the years, today there seems to be a positive consensusRead MoreSame Sex Marriage and Politics in the U.S. Essay800 Words   |  4 Pagesconcerning the topic. The main concern is should same sex marriage be allowed or declared unconstitutional. Plenty of conservatives are completely against gay marriage and many of liberals are fighting for equal treatment. Many controversies and arguments have developed from this issue. There are many reasons why gay marriage should be legal or illegal. The people who oppose same sex marriage or also known as gay marriage are mostly conservatives. The republicans for the most part oppose gay marriageRead MoreGay Marriage Should Be Legal Essay745 Words   |  3 Pagesyears, the word â€Å"gay† gradually be known by the public. At the same time, gay-discrimination grows up to be a hot topic. Like racial discrimination, gay-discrimination is also an argumentative topic. The Williams Institute did a survey about â€Å"How many people are lesbian, gay, bisexual, and transgender?† According to the survey, approximately 9 million people in America identify as LGBT (lesbian, gay, bisexual, and transgender). Not only in America, gays exist all over the world. So gay-discriminationRead MoreHomosexuality Is Not The Greatest Sin949 Words   |  4 PagesHomosexuality has been a very controversial topic socially and religiously. Many men and women who are homosexual, fear the consequences of being different from these two types of categories. Along with homosexuality comes stereotypes that belittle the gay community and individuals. Sexual prejudice also takes the spotlight in media that contradict gays and lesbians. Overall, homosexuality is a sensitive topic of self-opinion. The origin of being against homosexuality in my opinion started withRead MoreEquality for All: Gay Marriage Essay1430 Words   |  6 Pagesas â€Å"below the majority† were usually victorious. With that said, there is an inevitable future for the homosexual community to be eventually equal to everyone else. The question remains, what justifies the right for a gay couple to have the same benefits as a heterosexual couple? Gay marriage has been a wide spread issue for quite a bit of time and multiple arguments have been made as to why it should not occur, but none of them stand valid against rights provided by the constitution. Many individuals

Discourse Communities Essay Example For Students

Discourse Communities Essay To be a part of a discourse community, one must be credible, possess factual knowledge and draw on the values of its members to be accepted into the community. At the same time, a person must learn typical ways people in that community communicate and argue. They share a certain genre—type of writing. Members of discourse communities provide information and feedback that are imperative in order for that discourse community to grow. In the following paper, I will discuss three discourse communities and a genre that they typically use: people who read Nutritional Facts religiously, college students, and industrial organizational psychologists. To begin with, the first discourse community that I will discuss is people who †¦show more content†¦ Many Nutritional experts know that what is written on the cover of the box is what the manufacturer wants you to read: ‘Low Calories’ or ‘No Sugar’ or ‘Fat-Free’ or ‘Diet’. All printed in big, bold, colorful lettering. Most of the time the product claims may be exaggerated, misleading and distracting and they only tell half the story. In reality, labels are a part of marketing strategy planned for attracting, promoting and motivating the consumer to buy. The back of the packaging can conflict the health claim made on the front of it. So the ‘Low Fat’ claim on the front does not necessarily mean low fat; it could just mean a bit less fat than the version that does not make such a claim. Many people in this discourse community know that reading the ingredients are just as important as reading the label. Evidently, the people who are a part of the Nutritional community are focused on living a healthy and lasting life. For example, a diet rich in fruits, vegetables, and grain products that contain dietary fiber, particularly soluble fiber, and low in saturated fat and cholesterol may reduce the risk of heart disease (Food). Whether they would like to gain, lose, or maintain their weight they refer to this label which is ultimately the deciding factor as to whether or not they will purchase/use the product. Moving forward, the pressure of being a student in college is a challenge that turns out to be rewarding and most definitely shaping. Full time university students are .

The American Indian Genocide Essay Example For Students

The American Indian Genocide Essay Textbooks and movies are still hiding the genocide of Native American Indian cultures, which began five centuries ago. There were many friendly and close relationships between early immigrant settlers and native peoples, but these were not the main current in their relations. U.S. history is destroyed by acts of genocide against native people, made worse by the deadly impact of new diseases spread by contact between new settlers and native Americans. Many aggressive attempts were made to reform the Indian peoples according to European cultural models, whether under threat of death or, later, through separation to government boarding schools. Government policies guided the destruction and control of native American cultures, concluding in the problematic status of Indian people today. Despite this historical situation, there has been only the most begrudging admission of any public responsibility for the damage done to native American cultures. Little public support has gone to efforts to preserve, retrieve and build upon native cultural traditions. Where affirmative steps are called for, none has been taken. Chief among the U.S. governments initiatives toward native peoples has been the reservation remarkably like the former South African homelands. The current laissez-faire federal policy pretends that Native American cultures are now free to enjoy an even chance in our society, to compete for resources with dominant cultural forms and traditions. The official alternative to the reservation has been pressure to assimilate into the mainstream culture. Through much of the time that Native American peoples have endured this cultural combat, the idea of the Indian has been a powerful symbol within our national culture. We usually see Indian people portrayed as brutal and warmongering, worthy of punishment at the hands of white settlers and the U.S. government. Nevertheless, Indian influences on contemporary United States culture are extensive. In Hollywood films and western novels and cowboy art, Indians have symbolized connectedness and sensitivity to nature (and the loss of the wilderness), highly developed skills, and individual courage. The new age philosophies which emerged from the 1960s depend heavily on traditional Indian knowledge; within their frameworks, Native Americans symbolize balance, inner wisdom, ordeal and transcendent experience, and natural dignity. Recently, Native American activists have done much to revitalize their cultural traditions. Assimilationism has lost some of the attraction it had in the past. But hi story cannot be undone. We will write a custom essay on The American Indian Genocide specifically for you for only $16.38 $13.9/page Order now American Indians around the United States have been protesting against Did you know that most of the Native Americans live in reservations, managed by a part of the US government called the Bureau of Indian Affairs. And on these reservations, the Native Americans cant grow their own food; there is not enough land. They cant grow maize corn and they cant have buffaloes for meat. So the Bureau of Indian Affairs gives them modern processed food, which is entirely foreign to their way of life. And the result diabetes. Some of the Native Americans live in villages and cities in the western states, and the unemployment rate there is the highest in our country. And these cities comprise the poorest counties in our country. And these cities are where there is another disease that debilitates the Native Americans it is called alcoholism. Since we dont see any of these Native Americans in our normal everyday lives, it is hard for us to realize that one time, some 200 years ago, they occupied all of the United States, and they had a rich culture, and we destroyed all that. Do you own a home, or condominium? You think you own the property that it sits on but do you know that your property was stolen? Stolen from the Native Americans. American Indians want a National Apology for what has done to them 200 years ago and is currently going on in a different way today. American Natives still have to deal with the aftermath of cultural and ethnic genocide. Many of their ancestral languages and ways of life remain threatened. Political, cultural and economic autonomy is a work in progress. Causes of the Native American GenocideDiseases: cholera, smallpox, measlesFamine: caused by the destruction of wild buffalo populationsMassacres: wars from 1866 to 1891.Delawares Middle States and Virginia Cheyennes Middle States and Virginia Navajos Arizona, New Mexico and Utah Apaches Arizona, New Mexico, Oaklahoma Native American life expectancy 46Non-Native American life expectancy 70 1492 approx 3 000 000 to 10 000 000 Largest American Native populations In the past, the main thrust of the Holocaust/Genocide Projects magazine, An End To Intolerance, has been the genocides that occurred in history and outside of the United States. Still, what we mustnt forget is that mass killing of Native Americans occurred in our own country. As a result, bigotry and racial discrimination still exist. In 1492, Columbus sailed the ocean blue . . . and made the first contact with the Indians. For Native Americans, the world after 1492 would never be the same. This date marked the beginning of the long road of persecution and genocide of Native Americans, our indigenous people. Genocide was an important cause of the decline for many tribes. By conservative estimates, the population of the United states prior to European contact was greater than 12 million. Four centuries later, the count was reduced by 95% to 237 thousand. In 1493, when Columbus returned to the Hispaniola, he quickly implemented policies of slavery and mass extermination of the Taino population of the Caribbean. Within three years, five million were dead. Las Casas, the primary historian of the Columbian era, writes of many accounts of the horrors that the Spanish colonists inflicted upon the indigenous population: hanging them en mass, hacking their children into pieces to be used as dog feed, and other horrid cruelties. The works of Las Casas are often omitted from popular American history books and courses because Columbus is considered a hero by many, even today. .u896a91877754f53809ba10af7c2cf9f3 , .u896a91877754f53809ba10af7c2cf9f3 .postImageUrl , .u896a91877754f53809ba10af7c2cf9f3 .centered-text-area { min-height: 80px; position: relative; } .u896a91877754f53809ba10af7c2cf9f3 , .u896a91877754f53809ba10af7c2cf9f3:hover , .u896a91877754f53809ba10af7c2cf9f3:visited , .u896a91877754f53809ba10af7c2cf9f3:active { border:0!important; } .u896a91877754f53809ba10af7c2cf9f3 .clearfix:after { content: ""; display: table; clear: both; } .u896a91877754f53809ba10af7c2cf9f3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u896a91877754f53809ba10af7c2cf9f3:active , .u896a91877754f53809ba10af7c2cf9f3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u896a91877754f53809ba10af7c2cf9f3 .centered-text-area { width: 100%; position: relative ; } .u896a91877754f53809ba10af7c2cf9f3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u896a91877754f53809ba10af7c2cf9f3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u896a91877754f53809ba10af7c2cf9f3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u896a91877754f53809ba10af7c2cf9f3:hover .ctaButton { background-color: #34495E!important; } .u896a91877754f53809ba10af7c2cf9f3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u896a91877754f53809ba10af7c2cf9f3 .u896a91877754f53809ba10af7c2cf9f3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u896a91877754f53809ba10af7c2cf9f3:after { content: ""; display: block; clear: both; } READ: to kill a Mockingbird Persuasive EssayMass killing did not cease, however, after Columbus departed. Expansion of the European colonies led to similar genocides. Indian Removal policy was put into action to clear the land for white settlers. Methods for the removal included slaughter of villages by the military and also biological warfare. High death rates resulted from forced marches to relocate the Indians. The Removal Act of 1830 set into motion a series of events which led to the Trail of Tears in 1838, a forced march of the Cherokees, resulting in the destruction of most of the Cherokee population. The concentration of American Indians in small geographic areas, and the scattering of them from their homelands, caused increased death, primarily because of associated military actions, disease, starvation, extremely harsh conditions during the moves, and the resulting destruction of ways of life. During American expansion into the western frontier, one primary effort to destroy the Indian way of life was the attempts of the U.S. government to make farmers and cattle ranchers of the Indians. In addition, one of the most substantial methods was the premeditated destructions of flora and fauna which the American Indians used for food and a variety of other purposes. We now also know that the Indians were intentionally exposed to smallpox by Europeans. The discovery of gold in California, early in 1848, prompted American migration and expansion into the west. The greed of Americans for money and land was rejuvenated with the Homestead Act of 1862. In California and Texas there was blatant genocide of Indians by non-Indians during certain historic periods. In California, the decrease from about a quarter of a million to less than 20,000 is primarily due to the cruelties and wholesale massacres perpetrated by the miners and early settlers. Indian education began with forts erected by Jesuits, in which indigenous youths were incarcerated, indoctrinated with non-indigenous Christian values, and forced into manual labor. These children were forcibly removed from their parents by soldiers and many times never saw their families until later in their adulthood. This was after their value systems and knowledge had been supplanted with colonial thinking. One of the foundations of the U.S. imperialist strategy was to replace traditional leadership of the various indigenous nations with indoctrinated graduates of white schools, in order to expedite compliance with U.S. goals and expansion. Probably one of the most ruinous acts to the Indians was the disappearance of the buffalo. For the Indians who lived on the Plains, life depended on the buffalo. At the beginning of the nineteenth century, there were an estimated forty million buffalo, but between 1830 and 1888 there was a rapid, systematic extermination culminating in the sudden slaughter of the only two remaining Plain herds. By around 1895, the formerly vast buffalo populations were practically extinct. The slaughter occurred because of the economic value of buffalo hides to Americans and because the animals were in the way of the rapidly westward expanding population. The end result was widescale starvation and the social and cultural disintegration of many Plains tribes. Genocide entered international law for the first time in 1948; the international community took notice when Europeans (Jews, Poles, and other victims of Nazi Germany) faced cultural extinction. The Holocaust of World War II came to be the model of genocide. We, as the human race, must realize, however, that other genocides have occurred. Genocide against many particular groups is still widely happening today. The discrimination of the Native American population is only one example of this ruthless destruction. b. causing serious bodily or mental harm to members of the group;c. deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part;d. imposing measures intended to prevent births within the group;e. forcibly transferring children of the group to another group. In this paper, I will argue that the act of genocide as here defined, has been committed by the United States of America, upon the tribes and cultures of Native Americans, through mass indoctrination of its youths. Primary support will be drawn from Jorge Noriegas work, American Indian Education in the United States. The paper will then culminate with my personal views on the subject, with ideas of if and how the United States might make reparations to its victims. In lieu of the well known and brutal Indian Wars, there is a means of cultural destruction of Native Americans, which began no later than 1611. This method was one of indoctrination. Methods included the forced removal of children from their cultural milieu and enrollment of these children in educational programs, which were intended to instill more European beliefs. As the United States was not formally a Nation, until 1776, it would not be fair to use evidence, before this year in building a case against it. The most damaging, to the United States, are parcels of evidence that are drawn from events after 1948, the year of the Convention on Genocide. Beginning in 1778, the United States Board of War, a product of the Continental Congress appropriated grants for the purpose of, the maintenance of Indian students at Dartmouth College and the College of New Jersey The young people who had returned from the schools are described by Seneca leader, Cornplanter as, ignorant of every means of living in the Woods, unable to bear either Cold or Hunger, they knew neither how to build a Cabin, take a Deer, or kill an Enemy, they spoke our Language imperfectly, were therefore neither fit for Hunters, Warriors, nor Counselors; they were totally good for nothing (Noriega, 376). .u24422d131c0ddbb2d87758988f456cc1 , .u24422d131c0ddbb2d87758988f456cc1 .postImageUrl , .u24422d131c0ddbb2d87758988f456cc1 .centered-text-area { min-height: 80px; position: relative; } .u24422d131c0ddbb2d87758988f456cc1 , .u24422d131c0ddbb2d87758988f456cc1:hover , .u24422d131c0ddbb2d87758988f456cc1:visited , .u24422d131c0ddbb2d87758988f456cc1:active { border:0!important; } .u24422d131c0ddbb2d87758988f456cc1 .clearfix:after { content: ""; display: table; clear: both; } .u24422d131c0ddbb2d87758988f456cc1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u24422d131c0ddbb2d87758988f456cc1:active , .u24422d131c0ddbb2d87758988f456cc1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u24422d131c0ddbb2d87758988f456cc1 .centered-text-area { width: 100%; position: relative ; } .u24422d131c0ddbb2d87758988f456cc1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u24422d131c0ddbb2d87758988f456cc1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u24422d131c0ddbb2d87758988f456cc1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u24422d131c0ddbb2d87758988f456cc1:hover .ctaButton { background-color: #34495E!important; } .u24422d131c0ddbb2d87758988f456cc1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u24422d131c0ddbb2d87758988f456cc1 .u24422d131c0ddbb2d87758988f456cc1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u24422d131c0ddbb2d87758988f456cc1:after { content: ""; display: block; clear: both; } READ: Reconstruction EssayGrants given to other schools was just the beginning. In 1820, the United States made plans for a large scale system of boarding and day schools Noriega, 377). These schools were given the mission to, instruct its students in letters, labor and mechanical arts, and morals and Christianity; training many Indian leaders' Noriega, 378). In the case of boarding schools, Native American children would be forcibly stripped from their homes as early as five years old. They would then live sequestered from their families and cultures until the age of seventeen or eighteen (Noriega, 381). In 1886, it was decided, by the United States federal government that Nati ve American tribal groups would no longer be treated as indigenous national governments. The decision was made, not by the conjoint efforts of the Native American tribes and Congress; but, by the powers that be the United States Legal System. This self-ordained power allowed Congress to pass a variety of other laws, directed towards, assimilating, Native Americans, so that they would become a part of mainstream white America (Robbins, 90)By this time the United States Government, had been funding over a dozen distinct agencies, to provide mandatory education to all native children aged six through sixteen. Enrollment was enforced through leverage given by the 1887 General Allotment Act, which made Natives dependent on the Government for Annuities and Rations (Noriega, 382). The practice of indigenous religions by these students was prohibited (Noriega, 380). Students were compelled to undergo daily instruction in Christianity. In addition, only the use of English was accepted within these schools. The food was not sufficiiently nourishinghealth supervision was generally neglectedA sincere effort was made to develop the type of school that would destroy tribal ways (Noriega, 382). While being held captive at these schools, the students were forced to learn an idealism completely foreign to them. They would study histories, which had no significance to there lives. The books talk to him the student of a world which in no way reminds him of his own, (Noriega, ). This is exactly how the students must have felt; as if they were in another world. To compound the torture, the students at these institutions were forced to work as maintainers and farmers in order provide for the continued existence of the very establishments, which were destroying them. The methods of forced labor were considered, by the educators to be a means of developing the native character, and as a way of financing further expansion of the system itself (Noriega, 379). The rigid military style e nforced by the schools contributed to the assimilation of the Native Americans culture. The students began to not only think white but also to, work white (Noriega, 384). To this point, I have provided enough evidence to make a hypocrite of the United States. However, it is my intent to prove that the United States has performed a criminal act under International law. I will do so by describing genocidal acts committed well after the time of the convention on genocide. The government was not satisfied with only educating the Native American youths, they wished to implant their victims as a virus, a medium through which to hurry along a calculated process of sociocultural decay (Noriega, 379). They turned their victims into witless traitors spreading their insipid ideas, and fracturing the cultural infrastructure. The apotheosis of this implantation project is clearly delineated in The Indian Self-Determination and Educational Assistance Act of 1975. In this act, the United States Government declared that educated Native Americans should be used to staff the various programs aimed at them by federal policy makers (Noriega, 356). These are the same programs which, the government has always viewed as the ideal vehicles by which to condition Native Americans to accept the values, and thus the domination of Euroamerica (Noriega, 387). Through the implementation of this act, nothing really changedthe curriculum taught in Indian schools remained exactly the same, reaching exactly the same conclusions, indoctrinating children with exactly the same values as when the schools were staffed entirely by white people (Noriega, 387). In this way, the government attempted to mask the face of evil with one of familiar physical origin. It is a classic story of a wolf in sheeps clothing.These violent acts have not ended, even with the convention on genocide. Indeed, the United States is guilty of committing a law, which it has promised to not only abide by, but also, to help enforce. Does this represent the Mainstream American Culture we so want to instill into the minds of Native Americans? We should begin taking a look at our own culture and worrying about its problems, before we start thinking about spreading it like a dreaded disease. The fact that Native Americans have arrived at this point with any of its culture left intact, is an astonishing feet in itself. It shows a character, which is ostensibly lacking, or at least not shown, within the European and American cultures. Perhaps the United States should be more the pupil than the pedagogue. Bibliography:Works CitedDestexhe, Alain (1995). RWANDA AND GENOCIDE IN THE TWENTIETH CENTURY. New York University Press: New York. Noriega, Jorge (1992). American Indian Education in the United States: Indoctrination for Subordination to Colonialism. In Jaimes, Annette, ed. The State of Native America: Genocide, Race, and Resistance (pp.371-401). O Brian, Sharon. Native American Policy, Microsoft Encarta Encyclopedia 99. 1993-1998 Microsoft Corporation. All rights reserved. Robbins, Rebecca L (1992). Self-Determination and Subordination The Past, Present, and Future of American Indian Governance. In Jaimes, Annette, ed. The State of Native America: Genocide, Race, and Resistance (pp.371-401). United Nations: Human Rights, Microsoft Encarta Encyclopedia 99. 1993-1998 Microsoft Corporation. All rights reserved. The American Indian Genocide Essay Example For Students The American Indian Genocide Essay Textbooks and movies are still hiding the genocide of Native American Indian cultures, which began five centuries ago. There were many friendly and close relationships between early immigrant settlers and native peoples, but these were not the main current in their relations. U.S. history is destroyed by acts of genocide against native people, made worse by the deadly impact of new diseases spread by contact between new settlers and native Americans. Many aggressive attempts were made to reform the Indian peoples according to European cultural models, whether under threat of death or, later, through separation to government boarding schools. Government policies guided the destruction and control of native American cultures, concluding in the problematic status of Indian people today. Despite this historical situation, there has been only the most begrudging admission of any public responsibility for the damage done to native American cultures. Little public support has gone to efforts to preserve, retrieve and build upon native cultural traditions. Where affirmative steps are called for, none has been taken. Chief among the U. We will write a custom essay on The American Indian Genocide specifically for you for only $16.38 $13.9/page Order now S. governments initiatives toward native peoples has been the reservation remarkably like the former South African homelands. The current laissez-faire federal policy pretends that Native American cultures are now free to enjoy an even chance in our society, to compete for resources with dominant cultural forms and traditions. The official alternative to the reservation has been pressure to assimilate into the mainstream culture. Through much of the time that Native American peoples have endured this cultural combat, the idea of the Indian has been a powerful symbol within our national culture. We usually see Indian people portrayed as brutal and warmongering, worthy of punishment at the hands of white settlers and the U. S. government. Nevertheless, Indian influences on contemporary United States culture are extensive. In Hollywood films and western novels and cowboy art, Indians have symbolized connectedness and sensitivity to nature (and the loss of the wilderness), highly developed skills, and individual courage. The new age philosophies which emerged from the 1960s depend heavily on traditional Indian knowledge; within their frameworks, Native Americans symbolize balance, inner wisdom, ordeal and transcendent experience, and natural dignity. Recently, Native American activists have done much to revitalize their cultural traditions. Assimilationism has lost some of the attraction it had in the past. But history cannot be undone. American Indians around the United States have been protesting against Did you know that most of the Native Americans live in reservations, managed by a part of the US government called the Bureau of Indian Affairs. And on these reservations, the Native Americans cant grow their own food; there is not enough land. They cant grow maize corn and they cant have buffaloes for meat. So the Bureau of Indian Affairs gives them modern processed food, which is entirely foreign to their way of life. And the result diabetes. Some of the Native Americans live in villages and cities in the western states, and the unemployment rate there is the highest in our country. And these cities comprise the poorest counties in our country. And these cities are where there is another disease that debilitates the Native Americans it is called alcoholism. Since we dont see any of these Native Americans in our normal everyday lives, it is hard for us to realize that one time, some 200 years ago, they occupied all of the United States, and they had a rich culture, and we destroyed all that. Do you own a home, or condominium? You think you own the property that it sits on but do you know that your property was stolen? Stolen from the Native Americans. .u56f4781169887376f666cb72449a52e7 , .u56f4781169887376f666cb72449a52e7 .postImageUrl , .u56f4781169887376f666cb72449a52e7 .centered-text-area { min-height: 80px; position: relative; } .u56f4781169887376f666cb72449a52e7 , .u56f4781169887376f666cb72449a52e7:hover , .u56f4781169887376f666cb72449a52e7:visited , .u56f4781169887376f666cb72449a52e7:active { border:0!important; } .u56f4781169887376f666cb72449a52e7 .clearfix:after { content: ""; display: table; clear: both; } .u56f4781169887376f666cb72449a52e7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u56f4781169887376f666cb72449a52e7:active , .u56f4781169887376f666cb72449a52e7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u56f4781169887376f666cb72449a52e7 .centered-text-area { width: 100%; position: relative ; } .u56f4781169887376f666cb72449a52e7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u56f4781169887376f666cb72449a52e7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u56f4781169887376f666cb72449a52e7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u56f4781169887376f666cb72449a52e7:hover .ctaButton { background-color: #34495E!important; } .u56f4781169887376f666cb72449a52e7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u56f4781169887376f666cb72449a52e7 .u56f4781169887376f666cb72449a52e7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u56f4781169887376f666cb72449a52e7:after { content: ""; display: block; clear: both; } READ: The Importance of Theory Sample Essay American Indians want a National Apology for what has done to them 200 years ago and is currently going on in a different way today. American Natives still have to deal with the aftermath of cultural and ethnic genocide. Many of their ancestral languages and ways of life remain threatened. Political, cultural and economic autonomy is a work in progress. Causes of the Native American Genocide Diseases: cholera, smallpox, measles Famine: caused by the destruction of wild buffalo populations Massacres: wars from 1866 to 1891. Delawares Middle States and Virginia Cheyennes Middle States and Virginia Navajos Arizona, New .