Overview of Culture in Taiwan

Overview of Culture in Taiwan The republic of China took over Taiwan and the surrounding islands from Japan in the year 1945. The official language used is Mandarin. Taiwanese people are all citizens of the Republic of China who hold the countrys citizenship and the people living in Taiwan. There are three paradigms that are used in identifying the Taiwanese people; self-identification, national criteria and the social cultural criteria. Taiwanese are popular for holding on to most of their traditions, customs and beliefs despite the influence of modernization and external cultural influence (Schubert 2011, p. 4). In this essay, we will look at cultural aspects that define the identity of the Taiwanese Chinese and the essence of being one. Values The Taiwanese people have a considerable diversity among them in regard to genetics, cultural and linguistic. This is as a result of the assimilation of various ethnicities and tribes within china and thousands of years of immigration (Immigrant adaptation, 2012). Confucianism has had much influence on the Taiwanese culture. Confucianism is known for shaping the thoughts of the Chinese and initializes the values of filial piety, which implied the conducting of certain shared rituals (Chen 2001, p. 45). The villagers in this society lavished on wedding and funeral ceremonies, imitating the Confucian virtues of the emperors. Most of the Taiwanese wear the Western style clothing with just a few wearing the traditional clothing on a regular basis. In terms of family matters, the Taiwanese have a family manager who is in charge of income and the family head that represents the family to the world. The families are run on set rules and the whole family traditionally stays in a large triangular house (Chen 2001, p. 48). The cross-cultural psychology makes an effort to understand individuals of different cultures and how they interact with each other. The implicit culture theory indicates that the underlying stereotypes, assumptions, beliefs, and schemas influence the way they relate with each other. The beliefs, stereotypes, and schemas differ across cultures, and given that Taiwanese is formed of different people, some assimilated immigrants who come with their own beliefs, then the implicit culture can help us as a society to understand each other (Hsiau 2000, p. 67). Literature and Art The Taiwanese have literature and art that defines their culture. Dancing is part of the community activity which started as early as 8000 years ago. A dance is the main component of Taiwan culture and involves worship and prayer. The community uses sleeves, long scarves and extensions to contribute to the unique forms of dances (Hua 2001, p. 84). Similarly, we use metaphors in this society to define peoples character traits. For example, the spider is used to represent varied things in society. In this society, the Spider symbolizes persistence and patience because of its hunting technique. The spider sets webs and waits for the prey to become ensnared. The Taiwanese use the spider web to indicate malice and mischief since the spider has poisonous venom that kills slowly (Eberhard 1974, p. 56). The onion metaphor has been used to describe the learning styles in Taiwanese culture. The external layers of the onion represent the peoples preferences with regard to where they wish to study. As one peel the onions, the inner part represent the way people perceive information differently and the inner part of the onion represents the cognitive styles of information processing. The core of the onion represents the personality traits of the people. The metaphors describe ones character and attributes as the onions metaphor can be used to describe an extrovert or introvert (Taiwanese Literature Movement, 2011). The five factor model of personality; extraversion, neuroticism, agreeableness, openness to experience and conscientiousness are used to explain the character traits of the people in different societies. The five factor model originated from two independent research traditions. The first research was that of the Lexis analysis of personality terms which occurs in Natural language. Lexis analysis insists that encoded language can be used to describe the individual differences in traits. The other approach is the factor analysis which is based on different theory-based personality inventories (Martin Gates 1981, p. 91). One of the researches based on the NEO Personality Inventory established that all the five factors had strong genetic bases. Despite the fact that individual differences are substantially stable, personality traits show modest maturational changes that are briefly summarized by noting that most people tend to decline N, E, and O and increase A and C in their adulthood. The model generalizes across cultures despite the differences in history, languages, political systems, religion and other cultural features. The model considers the age differences and the sex differences too (Martin Gates 1981, p. 93). The other forms of art found in this culture include the sculpturing, drawing and music. The society has beautiful patterns of ancient cooking utensils which are as a result of sculpturing. Using pictures and paints to express the imaginative thoughts is a common happening in Taiwanese society. Similarly, the culture has classic texts such as the Art of War and the analects of Confucius (Martin 2003, p. 23). Customs, Traditions, and Practices of Taiwan Culture The mainland China and Taiwan, the traditional Chinese customs and culture still hold sway. However, Cultural Revolution and political movements have contributed to the destruction of the culture and customs. The traditional religious beliefs are almost extinct. In addition, Taiwan members in the society rarely read the classics for themselves. The Taiwanese people have been able to absorb the western customs and cultures (Hsin 2012, p. 23). Taiwanese offer traditional cuisines whose richness surpasses that of Korea and Japan. The traditional festivals have been preserved, and people still do reunite with their families in these festivals. Among the festivals are the Lantern Festivals, the Chinese New year Eve, Dragon Boat Festivals, Chinese Valentine day and the Tomb Sweeping Day among others (Martin 2003, p. 23). The ancient Chinese did not celebrate their birthdays because it was seen as the day the mother to the child was suffering. After the Tang Dynasty, the Chinese started celebrating birthdays as a result of influence from India. The fusing of the Western and the Chinese tradition has made the celebration of birthdays more enjoyable than that of the decade. As we are not too bothered about the religious differences, we have different funeral practices in Taiwan. With the Taiwanese people having an open mind, it is easy to blend the traditional and the foreign customs. This has resulted into a diversified Taiwanese culture (Liao Wang, 2006, p.81). There exist harmful socializing practices among the Taiwanese youth. On normal family interactions, a caregiver spends time with children on a variety of playing and mundane activities. Research indicates that more than 300 events of shame are identified in over a hundred hours of video typed spontaneous home interactions (Katz Rubinstein 2003, p.19). Language and Ethnicity Taiwan is a multiethnic and multi lingual society. The majority of the ethnic groups are the Holos with 73.3%, mainlanders 13%, Hakka 12% and the indigenous 1.7%. The Holo, Hakka and the mainlanders constitute the Han people whose language is a contrast to the Abogriges. The Abogriges differ from the Han people by their ethnic language. Language and ethnicity are bound to change with alterations in the environment. Research has indicated that the Hakka are losing their mother tongue faster than their identity. The Taiwanese identity has been promoted through its language (Davison 2004, p. 45). Religion and Rituals Religion plays an essential role in the cultural identity of the Taiwanese. The Chinese folk religion has had a profound influence on the people. Taoism and Confucianism share aspects of a religion without a demand for exclusive adherence, which culminates to cultural syncretism and tolerance. In the 20th century, the Confucianism was a state official philosophy that governed the moral code with some religious elements like the ancestor worship (Davison 2004, p. 48). One of the ancient rituals is the Ji-tong ritual. It involves people hitting themselves on the head until a gush of blood comes out. Tainan and Lugang are the destinations popularly known for the ancient Chinas culture, old temples and the traditional religious practices. Probability of witnessing the Ji-tong ritual in these places is half given that the ritual takes place on the birthdays of the Chinese gods. As such, the people depend much on the spiritual communication (Davison 2004, p. 56). The Taiwans indigenous people ritual is often focused on the adulthood, good harvest, hunting and spirits rituals. The aim of these rituals is to request for good fortune, consolidating peoples hearts, thanksgiving and survival training. The rituals are considered the major spiritual symbols of the Taiwanese traditional culture (Davison 2004, p. 58). In-Groups According to Murray Hong (1994), the Chinese culture is more of collectivist than individualist. However, both the individualist and collectivist values are endorsed in this society. Two layers of personal relationship have been identified to distinguish how people conduct their social interactions. The in-group perceives others to be part of them while the out-group does not consider themselves as part. In Taiwanese culture, our immediate family members always constitute our in-group while our current and potential enemies constitute the out-groups. As much as we are collectivists, the world sees us as middle group because we do not view the people outside the in-group as totally out-group. We do not categorize them immediately as in-group or out-group when we meet people for the first time. Being a Taiwanese teaches one to be part a member of the larger society and not to be individualistic (Murray Hong 1994, p. 64) There is flexible acculturation during the transmigration process of the Taiwanese in China. The Taiwanese government has identified three strategies that enable flexible acculturation; reinvention of the ethnic identities, spatial movements and the graduated sovereignty. The different transmigration processes have been found to have influence on the Taiwanese women social image, ties to the children, careers, spatial relocation and self-perception. In the Taiwanese acculturation, we single out the extramarital affairs between the Taiwanese men and the Chinese women (Liu 2008, p. 70). Family Importance in Taiwan Culture Taiwan culture emphasize on familial bonds as it shapes the culture of the entire nation. Family plays an influential role in the Chinese culture despite the modernization role of family in China has shifted. The Taiwanese believe that the family membership is inherited through the father. This implies that families are normally headed by the Chinese male members in that family. The elders in the society command much respect and have the most authority (Lu 1997, p. 96). According to the filial piety rationale, the older people within the family have the prevailing will over the younger and inferior members of the society. The culture emphasizes on paying reverence to the ancestors that have passed on, especially the male with failure to do so attracts bad luck to the family. Families that lack the male descendants are thought to become volatile ghosts upon death. In the family set up, each position has its own name allocated to it. For example, fathers older brother is referred to as the Bo fu, while the younger one is shu fu. In the modern society, women are gaining more power in the family set-up which has challenged the traditional patriarchal set-up. The young ones have apparently been allowed to have a say in their future life unlike in the previous decades (Lu 1997, p. 96). The Chinese citizens of the Han descent had a child policy in 1979, which stipulated that a couple ought to only bear one child to themselves (Gu 2006, p. 21). The law was to help control the Chinese population boom. A couple faced a hefty fine on breaking this rule. A great number of cases of sterilization and forced abortions existed in this era. The policy was exempted for a family that bore male children as maleness is highly valued in the Chinese culture (Schubert 2011, p. 33). The relationship guanxi describes the basic dynamics in personalized networks of influence, in the Chinese society. In this relationship, the people are to be of equal social status. It refers to the social benefits gained from the school friends, extended family workmates and members of the same organization. The Guanxi relationship echoes the collectivism that is emphasized in this culture. The collectivism just as Guanxi relationship helps maintain the family and friend contacts and strengthen the bond between groups of people and family. The reciprocal favors are the ones that maintain this Guanxi web where failure to reciprocate is considered an unforgivable offense (Lin 2011, p. 42). In conclusion, being a member of the Taiwanese brings a sense of belonging. The cultures and traditions are friendly to assimilate. This has seen most immigrants being assimilated into this culture without much difficulty. The society is more accepting to the out-group than any other countries. We hold the family set up of importance to the image of the entire country. We uphold the cultural values emphasized in the Confucianism and classics. In addition, the people in this culture are allowed to perform their religious rituals in regard to their religion.

Heat Loss Investigation Essays -- Factors Affecting the Rate of Heat l

Heat Loss Investigation Introduction ============ In this investigation I will investigate heat loss and heat transfer in different materials and I will also investigate which materials are the best insulators. A material that prevents this heat loss is called an insulator and this helps to keep the object that is being insulated warmer for, longer. Heat is generally transferred in three different methods: - - Conduction - Convection - Radiation Conduction is energy transferred from the hotter part of a solid to the colder part of conduction. It is transferred by the particles in the material the particles in the hot part are vibrating more. These vibrations are passed on to the cooler particles next to them, so the energy spreads through the material until all particles have the same energy. Metals are good conductors, whereas most non-metals are poor conductors and poor conductors are used as insulators. Convection is the transfer of energy by the movement of a liquid or gas. When a liquid becomes warm it expands and becomes less dense. The warmer fluid floats above the cooler fluid, which sinks. This creates a flow, which is called convection current. Radiation is when bodies emit radiation. Basically the hotter the body, the more energy it radiates. Dark, dull surfaces emit more radiation than light, shiny surfaces. They also absorb radiation well. Light, shiny surfaces do not absorb radiation well - they are good reflectors. Radiation can pass through space - that is how the warmth of the sun reaches the Earth. Also heat can be transferred by evaporation and this may be relevant i... ...results as it could have made it warmer or cooler. The method I chose to use was successful and worked well within the investigation it was stable and fair. I would not change the method if I repeated the investigation as it worked well with the experiment. Also to improve my investigation I could have done many things. I could have repeated the experiment again and took down the average results and this will make the experiment more accurate as one set of my results could have been affected. Also there would have been different temperatures within the beaker thought they would have only been slight differences. The temperature would be different with the water nearer to the glass compared to the water directly in the middle. So it would have helped if I stirred the water so I could get the general temperature.

Difference of girls and boys in school Essay

How do boys and girls experience school? Somewhat differently it seems, because their learning styles tend to differ somewhat. Although individual differences always trump gender-related differences, here are some differences between the ways boys and girls in K12 grades classrooms behave that have implications for teaching and learning. Girls are more likely to Boys are more likely to 1. be good listeners -a trait that serves them well in today’s language-rich classrooms. 1. do well when using mathematical-logical thinking. 2. print neatly and follow directions carefully. 2. settle for messy handwriting and disorganized work. 3. sit calmly in their seats. 3. need space to spread out their materials; move around in that space. 4. gather facts before they draw conclusions. 4. deduce conclusions from general statements. 5. need concrete examples when learning abstract principles. 5. be comfortable with mathematical symbols and general ideas in math. 6. need to talk about their subject before beginning a writing project. 6. lose focus on a writing task and spend little time talking about what they plan to write. 7. work well in cooperative groups. 7. Prefer to work alone; argue over who will lead when working in a group 8. entertain themselves during boring parts of the school day. 8. act out and disrupt the class when bored. 9. pay attention to more than one activity at a time. 9. find it hard to concentrate on learning when they are upset. 10. discuss problems with a teacher. 10. act as if they don’t care about learning when they are confused or frustrated. At a primary school Manning, a small town 65 miles east of Columbia, South Carolina, second grade teachers Holly Garneau and Anna Lynne Gamble are convinced that segregating elementary-age boys and girls produces immediate academic improvement—in both genders. Eager to capitalize on their past progress, the two created a teaching plan for the upcoming semester. The kids will be in a coed environment for homeroom, lunch, and recess, then  divide up for four hours each day to learn their math, science, reading and social studies. But first, Garneau and Gamble need the parents’ approval. That’s where David Chadwell, South Carolina’s coordinator of single gender education, comes in. He doesn’t argue the politics of the issue. He emphasizes the science â€Å"These (learning) differences are tendencies, not absolutes. That is important,† he tells the group. â€Å"However, we can teach boys and girls based on what we now know because of medical technology.† Just as he’s explained to hundreds of parents and teachers across the state, Chadwell patiently walks the Manning crowd through how boys and girls perceive the world. â€Å"They see differently. Literally,† he begins. Male and female eyes are not organized in the same way, he explains. The composition of the male eye makes it attuned to motion and direction. â€Å"Boys interpret the world as objects moving through space,† he says. â€Å"The teacher should move around the room constantly and be that object.† The male eye is also drawn to cooler colors like silver, blue, black, grey, and brown. It’s no accident boys tend to create pictures of moving objects like spaceships, cars, and trucks in dark colors instead of drawing the happy colorful family, like girls in their class. The female eye, on the other hand, is drawn to textures and colors. It’s also oriented toward warmer colors—reds, yellow, oranges—and visuals with more details, like faces. To engage girls, Chadwell says, the teacher doesn’t need to move as much, if at all. Girls work well in circles, facing each other. Using descriptive phrases and lots of color in overhead presentations or on the chalkboard gets their attention. Parents tilt their heads, curious to hear more. Boys and girls also hear differently. â€Å"When someone speaks in a loud tone, girls interpret it as yelling,† Chadwell says. â€Å"They think you’re mad and can shut down.† Girls have a more finely tuned aural structure; they can hear higher frequencies than boys and are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound matter of fact, even excited. Chadwell’s voice sounds much more forceful as he explains. Chadwell continues. A boy’s autonomic nervous system causes them to be more alert when they’re standing, moving, and the room temperature is around 69 degrees. Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused. This won’t work for girls, who are more focused seated in a warmer room around 75 degrees. Girls also respond to stress differently. When exposed to threat and confrontation, blood goes to their guts, leaving them feeling nervous or anxious. â€Å"Boys will rise to a risk and tend to overestimate their abilities,† he says. Teachers can help them by getting them to be more realistic about results,† he says. â€Å"Girls at this age shy away from risk, which is exactly why lots of girls’ programs began in the private sector. Teachers can help them learn to take risks in an atmosphere where they feel confident about doing so.† It’s an aha! moment for many of the parents, who seem to understand. These differences can be accommodated in the classroom, Chadwell adds. â€Å"Single gender programs are about maximizing the learning.† Mar. 5, 2008 — Although researchers have long agreed that girls have superior language abilities than boys, until now no one has clearly provided a biological basis that may account for their differences. Share This: 811 For the first time — and in unambiguous findings — researchers from Northwestern University and the University of Haifa show both that areas of the brain associated with language work harder in girls than in boys during language tasks, and that boys and girls rely on different parts of the brain when performing these tasks. â€Å"Our findings — which suggest that language processing is more sensory in boys and more abstract in girls — could have major implications for teaching children and even provide support for advocates of single sex classrooms,† said Douglas D. Burman, research associate in Northwestern’s Roxelyn and Richard Pepper Department of Communication Sciences and Disorders. Using functional magnetic resonance imaging (fMRI), the researchers measured brain activity in 31 boys and in 31 girls aged 9 to 15 as they performed spelling and writing language tasks. The tasks were delivered in two sensory modalities — visual and a uditory. When visually presented, the children read certain words without hearing them. Presented in an auditory mode, they heard words aloud but did not see them. Using a complex statistical model, the researchers accounted for differences associated with age, gender, type of linguistic judgment, performance accuracy and the method — written or spoken — in which words  were presented. The researchers found that girls still showed significantly greater activation in language areas of the brain than boys. The information in the tasks got through to girls’ language areas of the brain — areas associated with abstract thinking through language. And their performance accuracy correlated with the degree of activation in some of these language areas. To their astonishment, however, this was not at all the case for boys. In boys, accurate performance depended — when reading words — on how hard visual areas of the brain worked. In hearing words, boys’ performance depended on how hard auditory areas of the brain worked. If that pattern extends to language processing that occurs in the classroom, it could inform teaching and testing methods. Given boys’ sensory approach, boys might be more effectively evaluated on knowledge gained from lectures via oral tests and on knowledge gained by reading via written tests. For girls, whose language processing appears more abstract in approach, these different testing methods would appear unnecessary. â€Å"One possibility is that boys have some kind of bottleneck in their sensory processes that can hold up visual or auditory information and keep it from being fed into the language areas of the brain,† Burman said. This could result simply from girls developing faster than boys, in which case the differences between the sexes migh t disappear by adulthood. Or, an alternative explanation is that boys create visual and auditory associations such that meanings associated with a word are brought to mind simply from seeing or hearing the word. While the second explanation puts males at a disadvantage in more abstract language function, those kinds of sensory associations may have provided an evolutionary advantage for primitive men whose survival required them to quickly recognize danger-associated sights and sounds. If the pattern of females relying on an abstract language network and of males relying on sensory areas of the brain extends into adulthood — a still unresolved question — it could explain why women often provide more context and abstract representation than men. Ask a woman for directions and you may hear something like: â€Å"Turn left on Main Street, go one block past the drug store, and then turn right, where there’s a flower shop on one corner and a cafe across the street.† Such information-laden directions may be helpful for women because all information is relevant to the abstract concept of where to turn; however, men may require only one cue and be distracted by  additional information. Boy and girl babies differ from the time they are in the crib. Richard Restak studied these differences in babies from birth to twelve months and published his findings in the now classic book The Brain: The Last Frontier (Grand Central Publishing, 1988). He found that boy babies demonstrate early superiority in visual acuity and possess better spatial abilities in dealing with three-dimensional space. Boy babies also perform better in gross motor body movements. He found girl babies to be more sensitive to sounds (especially their mother’s voice) and more attuned to the social contexts of situations (faces, speech patterns and tones of voice). Girl babies speak sooner and develop larger vocabularies. Inborn Learning Styles Dr. Rita Dunn, Director of the Center for Study of Learning and Teaching Styles at St. John’s University in New York, and Dr. Kenneth Dunn of Queens College, have spent nearly 25 years in the study of learning styles. They identify the most common learning styles as Auditory, Visual and Tactile. From their studies, the Dunns have observed that learning styles are inborn and run in families, and can be observed as early as the first year of life. Of the children I have evaluated in my own practice, over 80 percent demonstrates a learning style that is either identical to that of one parent or a blend of both parents’ styles. Ten percent demonstrate the learning style of a close relative, such as a grandparent or uncle. Listeners, Lookers and Movers Listeners, Lookers and Movers are the terms I use for Auditory, Visual and Tactilelearners, respectively. Listeners are attuned to sounds and words. They talk early, have large vocabularies and learn to read with ease. From the first year of life,Lookers are drawn to color, shape and motion. They display excellent eye-hand coordination, and can be expected to excel at math and computers. As babies,Movers often crawl, stand and walk ahead of schedule. They are well-coordinated and confident in their bodies, but their affinity for moving poses problems for them in structured classroom settings. Male vs. Female Learning Styles While external circumstances can have an impact on a child’s preferred  learning style, some generalizations are possible. Girls tend to be auditory learners, more attuned to sounds, and as a result talk earlier than boys. From the time they begin formal schooling, girls excel in auditory subjects, such as reading, which require the ability to break words into individual sound units, and then blend them back into a whole. As auditory learners, they perform well in classroom settings that demand attention to teacher instructions. As adults, they often lean toward careers in communications. Male broadcasters, courtroom attorneys and speech-language pathologists prove that there are exceptions to this rule. Beginning at birth, boys tend to be visually alert and take a whole body stance to learning. As visual learners, boys tend to excel in visual subjects, such as spelling and math. Spelling requires accurate visual recall of the patterns of words, and success in math hinges on the ability to mentally visualize and manipulate quantities. As adults, males tend to favor visually precise fields, or favor fields where they can be physically active. However, female airline pilots, accountants and landscape designers prove exceptions to this rule. Learning and Teaching Strategies Left to their own devices, children, over time, tend to settle into a preferred way of learning to the point of screening out less favored types of information. Whenever a child gets set in a particular way of learning and begins to screen out auditory, visual or tactile information, he or she is at risk of being labeled learning disabled. Children do not â€Å"outgrow† their preferences for learning in a particular way. In fact, without help, as they progress through the grades, they tend to become more set in their learning style ways. Children can, however, become more flexible in their approach to learning when adults encourage them as early as possible to welcome auditory, visual and tactile information.

Essay on Imperialism in the Late 1800s and Early 1900s

Imperialism Unit Essay Imperialism is the policy of extending the role of authority of a nation over a foreign country, usually in material gain. In the late 1800’s and early 1900’s, the United States went through an era of imperialism. At the time, the US was quite powerful, but was looking to continue to spread their territory, make themselves even stronger, and have multiple trade routes to have all the resources they needed and wanted. There were three major policies that the US used during this era. One policy is the Big Stick Diplomacy. The president at the time was Roosevelt and was striving to take control over other territories. His famous quote related to this policy is â€Å"Speak softly and carry the big stick†. What†¦show more content†¦This would increase trade, which gives us more money, which gives up more power. Cuba is near Florida and we already had business associations with them. Also, the Spanish were trying to take over them. We were against the Spanish and we didn’t want them to expand so this lead to the Spanish- American War. This war also is fought over the Philippines. We ended up winning the war. We felt Cuba could expand and also maintain the business we already had. Also, if we go to when the Cold War was occurring, we were threatened that Cuba would join the USSR and become communists. The reason we wanted Panama was simply for the Panama Canal. We wanted the Panama Canal since it was a faster route from the Atlantic Ocean to the Pacific Ocean so this would fasten the process of trade which means more business would be occurring so this would give us more wealth and power. Essentially, the US wanted to get more land so it would in the long run give them more power and money. We needed these policies to make us successful and the result is that we did become more expanded; we got more money, and more power due to these two previous things. I feel Imperialism was a success for the US for the reasons I just stated and feel it was an intelligent decision and action for our country. Even now, we are still somewhat Imperialistic considering we’ve spread our culture all over the world and help the poor. The only disadvantage is that now we pay too much attention toShow MoreRelatedAmerican Imperialism Essay examples2429 Words   |  10 Pagesforay into imperialism represented a â€Å"great aberration† from typical American isolationism. A third school led by Julius Pratt, applied Social Darwinism to the country – stating that a combination of religious and humanitarian components motivated expansionism. The first school, however, most adequately articulated the nature of American imperialism. Acquisitions in both the Atlantic and Pacific were motivated by economic and business interests. During the late 1800s and the early 1900s, the UnitedRead MoreImperialism: the White Mans Burden890 Words   |  4 PagesImperialism: The White Mans Burden and the The Real White Mans Burden Well in order to show how imperialism was used in the nature of those two poems, I have to define it. Imperialism is the extension of sovereignty or control by one people or state over another. The objective is the exploitation of the controlled people or state. Imperialism has four major components: economic, military (strategic), political, and humanitarian. Imperialist powers are not bound to follow the laws, internationalRead MoreTime Line 21050 Words   |  5 PagesTimeline Part II NOTE: Before starting the Timeline project please refer to the Example Timeline Matrix document. Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 3 assignment entitled. â€Å"Timeline Part II.† NOTE: The timeline project does not need to be submitted to turnitin. NOTE: Please write your answersRead MoreImperialism Is The Conception Or Preservation Of An Unequal Economic, Cultural, And Territorial Relationship1000 Words   |  4 PagesGeography, Imperialism is the conception or preservation of an unequal economic, cultural, and territorial relationship usually between states and often in the form of an empire, based on domination and subordination. Imperialism is pretty much using the countries power through military force or politics. -In the late 1800 s, Spain, England, and France were the main powers. In the early 1500 s, Europeans began building their empires in the western hemisphere. However, by the 1800 s, Spain andRead MoreKing Leopold s Ghost By Adam Hochschild1036 Words   |  5 PagesThe late 1800’s marked the peak of imperialism throughout Europe, primarily Africa. As a new century began to evolve, many European powers aggressively decide to surmount their power in many parts of Africa. More specifically, King Leopold’s journey to conquer the Congo and exploit the lucrative rubber/ivory market accurately describes the forced efforts of tyranny. King Leopold’s Ghost by Adam Hochschild explains the propaganda remunerated by people in favor and opposition of King Leopold’s conquestRead MoreAmerica s Hunger For Land And Power1166 Words   |  5 PagesIn the 1860s and early 1870s, the U.S. focused primarily on domestic issues, such as settlement of the American West. Apart fro m acquiring Alaska from Russia in 1867, the U.S. achieved little in the area of foreign expansion at this time. However, by the late nineteenth century and the early twentieth century, United States expansionism looked abroad with new interest, because, as a rising industrial power, the U.S. needed to find foreign markets in which to sell its manufactured products and fromRead MoreThe Big Stick By William Allen Rogers1240 Words   |  5 PagesThe â€Å"Big Stick† In the first decade of the 1900’s, the United States is beginning a progressive movement and increasing involvement with foreign affairs. The president during this time Theodore Roosevelt, a republican, was one of the first modern presidents the United States had encountered and he began to not only expand the power of the presidency but also industry, business and military. This time period in the United States was know as Imperialism. Roosevelt felt like the only way to expand theRead MoreEuropean Views On Non Europeans1324 Words   |  6 PagesAs people experience events in their life, their events help shape and form their opinions, beliefs, and values. Between the 1760’s and 1910’s, when analyzed, it was shown that European’s views on non-European peoples and cultures reflected the intellectual changes of the period. Europeans learned to accept the non-Europeans mainly due to the Enlightened Absolutism that had occurred where enlightened absolute mon archs allowed freedom of speech, religious toleration, and right to hold property. SomeRead MoreCan the United States Ever Be an Isolationist Country?937 Words   |  4 Pagespowers abroad. It was not until the late 1800’s and early 1900’s that the U.S. started to gain in strength. This was the period that in American history which they tremendously expanded their influence to other, smaller, parts in the Western Hemisphere. But America was already an imperialist power beforehand, just not internationally, as evident in the Manifest Destiny where America was â€Å"chosen† to expand westward. The Spanish-American war proved to be one of the early examples of American involvementRead MoreThings Fall Apart By Chinua Achebe1253 Words   |  6 PagesThroughout the late 18th century to the beginning of the 20th century, most of Africa faced a number of invasions from the British. Their culture and traditions were altered to meet the goals of Britain. Chinua Achebeâ €™s book, Things Fall Apart, is set in a Nigerian town where the British government had taken over. The main character, Okonkwo, is followed as the story progresses and shows how the new leaders were constantly battling against the indigenous people of the village. The book maps out the