Globalization Impact on Chinese Culture

Globalization Impact on Chinese Culture Globalization is an irresistible trend in the progress of society. From the introduction of the concept of globalization and widespread use among mainstream press, the lives of most people in the world are affected by the impact of globalization. Globalization can be regarded as a process which is essentially multifaceted and intimately related to free trade, technological innovation and information communication, demographic change linked to the development of global societies, socio-cultural, economic, and ideological convergence (Thomas, 2005, p. 138). In recent years, the impact of globalization is more obviously reflected in the exchange of goods, technology, and culture. Although globalization recedes the constraints of geography on economic, political and cultural arrangement (Water, 2001, p.5), integration and confliction still company in the process of globalization due to the diversity of values and ideologies hold by people from different countries. Generally speaking, glo balization brings positive and negative impact on peoples daily lives, which is not only changing the living styles, but also challenging traditional culture values of a nation. Global culture inevitably uniforms and standardizes peoples day to day lives. As Waters suggests that there will be a single society and culture occupying the whole planet in a globalized world (Waters, 2001, p.5). It is believed that the global marketing of artifacts is not only to maximize profits, but also to disseminate and reinforce culture influence of an economic power (Oliver, 2005, p.10). There are many phenomena can be observed as the influence of global culture. English is used as a dominant language in global communication, commodities of famous brands such as Coca Cola, Nike, and Adidas are sold in shops around the world, fast foods like KFC and McDonalds become popular among young people, and Internet transfers the whole world into a village. According to Thomas (2005, p. 143) socio-cultural dimension to globalization involves changes in attitudes to cultural and religious beliefs. Thus, it is likely that the uniformity and standardization of global culture leads to a p otential danger of challenging identities of a nation. China receives challenges and opportunities through globalization, which has a great impact on Chinas economy and culture. After carrying out the reform and opening up policy in 1978, China gradually involved in the flood of global market. During over thirty years development in the global market, China achieves significant accomplishments in the aspects of economy, international competitiveness, and the improvement of peoples lives. According to the speech at the meeting marking the 30th anniversary of reform and opening up in the year 2008 by Chairman Hu Jintao, the total import and export of China raised from $20.6 billion to $2.17 trillion during the period from 1978 to 2007, which ranked the third in the world and became the No.1 country in terms of foreign reserves, and the paid-up overseas investment amounted to nearly $1 trillion. Therefore, it is obvious that globalization and international cooperation speed up Chinas economic development while contributing a lot to the worl d economy. As to the culture aspect, Chinese traditional culture is inescapably affected by global culture. In the process of globalization, western world takes dominant position in advanced technology and economic system, therefore, the global culture is mainly composed by the western culture, which is characterized by free markets, consumerism and individualism (Arnett, 2002, p.777). In contrast, countries such as China and Japan have tradition of collectivistic values (Natio Gielen, in press; White, 1993 cited in Arnett, 2002, p.776). When traditional Chinese values meet global culture under the circumstance of globalization, there will be some extent of conflicts and integrations, which will generate the crisis on the issue of identity. Identity crisis can be regarded as a new phenomenon brought by globalization. In the following essay, it will critically analyze the issue of identity among some Chinese young people under the influence of globalization and global culture. Chinese culture also has reaction on global culture. In recent years, China is making an effort to introduce its traditional cultures and values to the world and laying some extent of influence on the global culture. By the end of 2009, there have been 282 Confucius institutes and 272 Confucius Classrooms established in 88 countries, and the Confucius Institutes/Classrooms adopt suitable teaching styles to teach Chinese language as well as promoting Chinese cultures (http://english.hanban.org/node_10971.htm). Chinese cultures and values are gradually recognized by western society, which is a consequence of cross-cultural communication in globalization. Byram (1989) suggests that Culture is knowledge which is shared and negotiated between people, belonging to all of them and not being idiosyncratic to any single one. It is necessary to develop an understanding and appreciation of other cultures meanwhile critically thinking about ones own culture and other cultures (Byram, 1996, p.25) . The following essay will mainly focus on two aspects, the impact of globalization on Chinese culture and the reaction of Chinese culture to the world. In the first section, it will critically analyze the issue of identity among Chinese young people, how it is formed, affected and reinforced through the global culture brought by globalization, and the efforts by government and schools to strength students notion of identity. In the second section, it will discuss the intercultural communication and culture exchange between nations in the world under the circumstance of globalization, and illustrate the importance of intercultural competence in globalization. Section One: The Challenge of Chinese Culture on the Aspect of Identity Issue under the Affection of Globalization As discussed above, the identity issue of Chinese young people can be regarded as a consequence of globalization and global culture imposes influence on Chinese traditional cultures and values. In order to demonstrate this, this section will firstly focus on the concept of identity and Chinese identity in order to present a framework of the identity issue. Secondly, it will critically analyze the identity crisis of Chinese young people through the process of globalization. Thirdly, in this section, it will suggest that the conscious of globalization and cross-cultural communication should be introduced into education though various challenges and problems may company through the process. 1. The concepts of identity and the formation of Chinese young peoples identity 1.1 The concepts of identity There are many forms of identities in academic field, but this assignment will mainly focus on three kinds of identities, which are national identity, cultural identity, and social identity respectively. As to national identity, different researchers suggest various models. Smith (1991) proposes a Western civic model, which focused on territory and the idea of patria (Smith, 1991, p.10), and a non-Western ethnic model, which emphases on descent and blood tie. However, Kellas claims that ethnic, social an official nationalism are more important than geographical boundaries (Kellas, 1991, cited in Parmenter, 1997, p.24). It is obvious that the definition of national identity is based on some common ideas such as shared territory, shared culture and community for group, and recognition, acceptance and sense of belonging for the individual (Parmenter, 1997, p.26). Compared with Ting-Toomey and Chungs definition of cultural identity (2005, p.93), which emphasizes the emotional significance of belonging to a larger culture, Brock and Tulasiewiczs definition is more precise and recapitulative. Brock and Tulasiewicz indicate that cultural identity is a world view, constructed and developed by the individual in interaction with others (Parmenter, 1997, p.27). The elements such as language and religious help to shape cultural identity but these are not the determinate factors. The relationship between national identity and cultural identity implied by Parmenter (1997, p.27) is that national identity is constructed on the basis of cultural identity and involves particular political ideas, attitudes, values and practice in the cultural identity. The form and development of national and cultural identity can be analyzed by the secondary socialization theory. School education and curriculum such as language and history offer a chance to nurture national and majority cultural identities (Tate, 1994, cited in Parmenter, 1997, p.35). According to Berger and Luckmanns secondary socialization theory (1966), the assimilation of primary knowledge mush through pedagogic techniques. The education process works as a pedagogic technique, which is strengthen the concept of individuals fist notion, in other words, is to reinforce the concepts of national and cultural identity. Social identity is stemmed from individuals group memberships and social comparison, as to establish self-esteem of individuals which based on the status of the group (Tajfel, 1981, p. 277). The concept of social identity shows the behavior of individuals when they act as a member of a group, and the feelings of being a member of a group. According to Tajfel (1978, 1981, cited in Ward, 2001, p. 103), the social identity mainly includes three features, which are self concept, awareness of membership in a group, and evaluative and emotional significance. These three features work as major element of defining social identity. It is also demonstrated by Tajfel that intergroup bias is irresistible consequence of social identification (Ward, 2001, p.104). Individuals seek status and self-esteem in their own group and judge it as superior than the other groups, which not only leads to prejudice on out-group people and in-group people, but also generates confliction and competition between g roups. 1.2 The formation of Chinese young peoples identity The formation of Chinese national identity can be tract back to 1930s. Through eight-year Chinas war resistance against Japan, Chinese people formed a united, patriotic and anti-imperialist national identity. Friedman (1995, p.6) claims that Maos communist-led peasant Red Army is regarded as a symbol of library, which unites Chinese people in a defensive order, even Confucius could not achieve such a strong influence in this period of time. After the establishment of the Peoples Republic of China (PRC) in year of 1949, the Communist Party of China (CPC) takes Marxism-Leninism, Mao Zedong Thought and Deng Xiaoping Theory as the guidance of its actions (http://www.china.org.cn/english/Political/26151.htm). Moreover, most universities in China offer compulsory courses of Marxism-Leninism, Mao Zedong Thought and Deng Xiaoping Theory which brings formidable influence on the building of Chinese young peoples national identity. As to the cultural identity of Chinese young people, it is believed that the heritage of Confucian culture takes the dominant position in Chinese society. Confucianism is one of Chinese traditional culture values, which is formed on the basis of colleting experience of the nations exploration and response to the challenge of its national and social environment (Zheng, Yongnian, 1999, p.73). Grown up and educated in such a society, young people form their cultural identity and obtain cultural group membership unconsciously. The culture consciousness is internalized by individuals and finally forms cultural identity (Brock and Tulasiewicz, 1985:4, cited in Parmenter). The obtaining and challenge of social identity among Chinese young people can be analyzed under the circumstance of globalization. Social identity is a much broader concept which can include cultural or ethnic membership identity (Ting-Toomey and Chung, 2005, p.101). The process of globalization is not only an exchange of merchandise, but also an interaction between western and eastern cultures. Some Chinese young people appreciate and accept western culture and values. In this sense, the in-group and out-group in social identity theory can be categorized as follows in this essay: Under the influence of western culture to Chinese traditional culture, those people who hold traditional cultural values of Chinese collective culture can be regarded as an in-group, and the out-group can be regarded as those Chinese young people who are westernized through the process of globalization. 2. Identity Crisis of Chinese Young People through the Process of Globalization and Efforts to reshape identity 2.1 Analysis of Identity Crisis among Chinese Young People The identity crisis towards Chinese young people under the circumstance of globalization can be mainly analyzed in two aspects, namely cultural identity crisis and social identity crisis. The cultural identity crisis is a crisis of Chinese traditional world view and cultural values, which produced in the process of western cultures and values invading into Chinese traditional culture values, while social identity crisis is stemmed from how individuals categorize themselves and others in terms of their belonging to groups (Tajfel, 1981), thus, in the circumstance of China, the follow essay will analyze how Chinese young people categorize themselves in terms of groups. But first, the essay will discuss the unique characteristic of Chinese young people under the influence of globalization and global culture. Those Chinese young people who are experiencing their adolescence year are a unique group in the formation of identity. Adolescence is a certain period of year between childhood and adulthood, which involves psychological revolution, uncertainty, curiosity towards the new trend, and the willingness to learn (Erikson, 1968, p.128). Those Chinese young people who were born after the Reform and Opening Up policy carried out in China have experienced a totally different growing environment from the generation of their parents. Under the influence of globalization, Chinese young people find themselves in a wave of technological, economic, and global cultural trend. It is the characteristic of adolescence determines that Chinese young people have a willingness to learn and accept the western values promoted by globalization as well as traditional values hold by Chinese collective culture. It seems likely that the intimacy of western values in the process of globalization leads to a vaguene ss of Chinese young peoples identity. It could be argued that the period of adolescence is also a period of operating the function of secondary socialization as to form a world view, which is a proceeding process of internalizing the primary concept of ideology. The secondary socialization deals with the already formed self and an already internalized word (Berger and Luckmann, 1966, p.160). In the context of China, traditional cultures and values hold by the society can be regarded as circumstance for Chinese young people to form primary socialization, while education offered by school and society contributes to the effort to form young peoples secondary socialization. Under the influence of globalization and invading of western values to Chinese society, the building of concept through second socialization of Chinese young people is receiving more outer influence and challenges, because of the values promoted by global culture and western values may contradict to their primary concept. Erikson (1968, p.162) claims that the egos function to integrate the relation of newly added identity element with those already in existence, but if the newly added identity elements is conflicted with the former one, there will be an identity crisis come into being. Globalization accelerates the communication around the world, although China is famous for its conservative culture, it is cannot be denied that Chinese traditional culture is affected by the western values. Chinese culture is built in the society of collectivistic values, in which the power of the group is emphasized (Hofstede, 1991, p.50). Chinese people think highly of the family tie and the values such as filial piety, which implies the proper relations of parents and children in Chinese traditional culture. Parents have absolute power in the family and should be respected and reverenced by children, children are taught that they are in duty bound to take care of their elder parents. However, nowadays it is reported that the empty-nest homes (where old couples live alone) make up 49.7% of households in urban areas (Seniors first, 2010), and 74% of young Chinese people feel incompetent to tend the old duo to various reasons (74% of young feel incompetent to tend the old, 2010). Chinese young people are in a danger of losing traditional values. It is widely believed that western values such as individualism and materialism introduce into Chinese culture and trigger a series of changes in Chinese society in the process of globalization. Chinese young people are facing the challenges of maintaining traditional values and internalizing traditional cultural consciousness while accessing to the global culture. Brock and Tulasiewicz (Parmenter, 1997, p.27) suggest that the cultural identity is a certain world view, constructed and developed by the individual in interaction with others. It is obvious that Chinese young peoples world view is challenged and different from the world view hold by traditional larger Chinese culture duo to the accessing of global culture. Therefore, the globalization and western values challenge Chinese young peoples cultural identity. Through the process of globalization, western festivals such as Christmas and Valentines Day become well known among Chinese young people. In contrast, some Chinese traditional festivals such as the Dragon Boat Festival, Pure Brightness Day, and Double Ninth Festival are forgotten and even ignored. There is a tendency for some of Chinese young people to take on western values and pursue self-esteem by behaving differently. According to Tajfel (1981, p.277), social identity understood as deriving in a comparative and relational manner from an individuals group memberships. It can be assumed that some Chinese young people regard some western values are better than Chinese traditional values through comparison. Thus, there is a crisis in the aspect of social identity among some Chinese young people to define their place in a social system. 2.2 Efforts to Reshape Chinese Young Peoples Identity It has been shown that the issue of identity crisis is raised from the influence of globalization on Chinese culture. The essay above has analyzed cultural identity crisis and social identity crisis among Chinese young people under the influence of western culture. This section will critically analyze the efforts to reshape Chinese young peoples identity mainly from the aspect of education, and focus on the curriculum of Chinese literature and history. It is widely believed that school is in the position of promoting the development of the identity (Parmenter, 1997, p.34), therefore, it is can be assumed that school also plays an important role in reshaping of identity. Chinese education is carried out under the guideline of Education Law of the Peoples Republic of China. The Law (1995) points out the aims of Chinas education, which is to improve the quality of the whole nation and construct socialist material and spiritual civilization in accordance with the Constitution (Article 1), meanwhile, the Law also indicates that education should be carried out under the guideline of Marxism-Leninism, Mao Zedong Thought and the theories, moreover, education should also inherit and expand fine historical and cultural traditions as to achieve civilization progress of human beings. (Article 3, Article 7). Thus, it is can be seen that education in China has been politicized as to reinforce identity among students. Tate shows that language and history are two major curriculums that foster national and cultural identity (Parmenter, 1997, p.35). The Chinese literature curriculum is a course teaches students Chinese languages as well as Chinese traditional cultures and values, especially the Chinese Classic literature, in which contains Confucians classical works, such as The Four Books (The Great Learning, The Doctrine of the Mean, The Analects of Confucius, and The Mencius) and the five classics. Confucianism is the core value rooted in Chinese traditional culture and formed cultural identity among Chinese people. As to the language teaching in Chinese literature curriculum, despite the language helps Chinese young people to shape a world view, it is seemed likely that language is a much weaker factor compared with Chinese traditional values hold by the Chinese literature in reshaping cultural identity. Besides, language is not a direct factor in building cultural identity (Parmenter, 1997, p.27 ). However, it is cannot denied that Chinese Literature curriculum plays an important role in reconstruction of Chinese young peoples identity. As to the aspect of history curriculum in Chinas education, the reason of giving a prior consideration of history has argued by Goodson (1998, p.153), history is considered as revive and refocus of national identity and ideology. In the efforts of reshaping identity among Chinese young people, history curriculum operates the same function as Goodson discussed. Although the focus of Chinese history curriculum changes slightly, from historical materialism to Chinese dynastic and cultural heritage, from socialist people to national people, from socialism to nationalism (Jones, 2005, p.95) The function of history remains to the role of transmission of state-authorized memories as to support ethnic, regional, or political identities in both Nationalist and Communist China (Jones, 2005, p.94). 2.3 New Problems rise from the reshaping of Chinese Young Peoples Identity under the circumstance of globalization One issue that should concern us is the national curriculum under the influence of globalization. In the process of reconstruction of Chinese young peoples identity through national curriculum, there may be a tendency of ignoring the influence brought by globalization to Chinas society. The globalization brings significant changes in the aspects of social and cultural life to Chinese young people in and outside school, however, the designers of curriculum seem to ignore the phenomena and continuously draw up exam-oriented curriculum which focuses on building students national and cultural identity within the nation (Mccarthy, C., Giardina, M. D., Harewood, S. J., Park, J., 2003, p.454). It is likely that the over-emphasizing of national and cultural identity in national curriculum will bring negative effect on the awareness of the diversity cultural values in the world. Encouraging an understanding and appreciation of other cultures is the concept promoted in the international education (Cambridge, J., Thompson, J., 2004, p.162). While, Blaney (cited in Walker, 2000, p.200) suggests that Education systems rooted mainly in national concerns and constrained by national ideologies cannot educate young people to live meaningfully in a world society which is global. In the circumstance of globalization, it could be suggested that popular culture should be added into education. The popular culture should be understood as crucial terrain of political and social contestation, negotiation, and resistance that makes up the ever-shifting boundaries and alliances of youth identity formation (Mccarthy, C., Giardina, M. D., Harewood, S. J., Park, J., 2003, p.463). This section mainly deals with the challenge of Chinese culture on the aspect of Chinese young peoples identity under the influence of Globalization. A framework is built through concepts of identity, the formation and crisis of Chinese young peoples identity. Then, identity crisis of Chinese young people is analyzed and the ways of reshaping identity is presented. At last, it is critically analyzed the problem in the process of reshaping Chinese young peoples identity.

grant hill :: essays research papers

Grant Hill Everybody in Detroit called him â€Å"The Man† because he always was a leader and the to-go person in any tough moment of the game. Some people called him â€Å"The Gentleman† because he was a genuinely nice person with respect for the game and for others. Joe Dumars, a member of the legendary 1989-1990 Detroit Pistons team, once declared â€Å"He is the best player I’ve seen coming into the league for years†. Road to history was wide open for Grant, but luck had some other plans for his career. This is the story of Grant Hill, a story about having faith, patience and love for the game of basketball. Grant Henry Hill was born on October 5th, 1972 in Dallas, Texas but he grew up in Reston, Virginia. His father, Calvin Hill was a running back for the Dallas Cowboys. Even though his family was wealthy, he didn’t the other kids to know about it. He was really proud of his father being a famous professional athlete, but he was also embarrassed about it. When he was in eighth grade, his father gave a speech all the students, but he didn’t go. He faked illness and hid in the nurse’s office, saying that he didn’t want to seem to be better than everybody else. That is how humble he was.   Ã‚  Ã‚  Ã‚  Ã‚  Grant first started playing soccer, but by twelve, he had grown to six feet. That is when he started playing basketball. He became really good and he led his high-school team to two state championships. He then earned an athletic scholarship to play for the well-known Duke University. He led Duke to back-to-back championships and he had his â€Å"number 33† jersey retired. After he graduated, he entered the 1994 NBA Draft picks. He was picked by the Detroit Pistons as the 3rd overall draft pick.   Ã‚  Ã‚  Ã‚  Ã‚  Everybody had high expectations about him, they were seeing in him a new leader, a new beginning for the Pistons. He didn’t prove anybody wrong. He started at the 1995 all-star game after becoming the first rookie ever to lead all players in fan voting. Along with Jason Kidd of the Dallas Mavericks, were co-voted as the Rookie Players of the Year. In the next four seasons, he started in all all-star games and averaged 23.2 Points Per Game, 7.6 Rebounds Per Game and 6.7 Assist Per Game.   Ã‚  Ã‚  Ã‚  Ã‚  The first shadows in his career appear in 2000.

Obesity Essay

One in every three Americans is obese. Worthy of notice is the statistical record showing that in the United States, roughly 300,000 deaths per year are directly related to obesity (http://www. medicinenet. com/obesity_weight_loss/page6. htm, 2003). This is alarming. The present day is perfectly described as a product of Mcdonaldization. In all walks of life, fast food restaurants are visible. This is a fact which greatly affects the health conditions of citizens particularly at an early age. One thing is attributable to this: people are not walking enough and people are not physically working enough! Worthy of notice are the effects of less walk and less physical activity. These include obesity and overweight. Obesity and overweight issues has been a subject of many inquiries nowadays. To define the two may be useful to distinguish one from the other. Obesity is simply one having excess fats in the body. Overweight on the other hand is one having excess weight over and above than the normal relative to one’s sex, gender and height (http://www. naturesintentionsnaturopathy. com/weight-loss/facts. htm, no year). More often than not, only cases of obesity result to various physical or health trouble ((http://www. annecollins. om/lose_weight/overweight. htm, no year)). But why tackle on both issues? Both obesity and overweight have physical and social adverse impact in day to day activities. First, on overweight. Experience tells us that having an overweight body is physically heavy to carry. Thus, oversized individuals tend to work less and move less. Resulting as it does to becoming more overweight and eventually becoming obese. Second, on obesity. Obesity, being a health dilemma may result to chronic diseases including high blood pressure, high cholesterol, stroke, heart attack, cancer osteoarthritis, to name a few (http://www. medicinenet. om/obesity_weight_loss/page6. htm, 2003). More importantly, obesity decreases life expectancy (http://www. annecollins. com/lose_weight/overweight. htm, no year). This is because studies show that obesity is associated with several diseases leading to early death. Caveat to all is the fact that not all overweight are obese and that not all obese are overweight. Thus, health problems associated with obesity may not be present in individuals who are merely overweight. nevertheless, it can be observed that solution to obesity is not in any way a hindrance. It does not have any adverse effect on the health of indidividuals, whether young or old. The way of resolving the problem is to first determine the causes. What causes obesity and overweight? One major reason of obesity and overweight is laziness. This means the refusal of one person to transport one’s self from home to gym. Research shows that over 34% of female and 12% of male adolescents take to time for leisure physical activity during a one-week period (http://en. wikipedia. org/wiki/Social_influences_on_fitness_behavior, no year). Moreover, present leisure among teenagers and youngsters are focused on accessing computers and the internet. Thus, having little time or worst, no time at all for any physical activity. Considering these causes, attention may now be focused on resolving the problem. First is the Wellness on Wheels in England (WOW). England created a mobile gym with electronic fitness monitoring equipment. This was resorted to because of there is greater probability for individuals to involve in physical activity. Second is the Walking School Bus project. This was initiated by the Heritage Elementary School in San Diego. This allows the students to walking to their respective designated spots for purposes of waiting for people for a train of people to pick them up. This gives the students the opportunity to walk along with their peers in going to school (http://en. wikipedia. org/wiki/Social_influences_on_fitness_behavior, no year). In this way, children at an early age are already exposed to physical activity. Because we have to remember that obesity starts at an early age. It is but proper that solution or shall I say prevention should likewise start at these ages. Both these projects boil down into one, physical activity or physical exercise. As said, people are not walking enough; people are not physically working enough! Walking and physical exercise of 30 minutes a day, for three days a week can lose up to a quarter-pound of fat a week. Constant activity could lose 12 to 15 pounds of fat from exercise alone. Take note, this is permanent solution (http://www. annecollins. com/lose_weight/overweight. htm, no year) as opposed to drastic ones. Constant physical activity and exercise such as walking help burn calories (http://www. medicinenet. com/obesity_weight_loss/page6. htm, 2003). More importantly, the United States is nowadays focusing projects in reducing obesity starting at early childhood. Thus, schools are the subject of various projects not only dealing with physical activity but on the health diet as well (http://en. wikipedia. org/wiki/Obesity#Environmental_factors, no year). This is amazing but true. Thus, it is highly encouraged for people to take time to walk and participate in an activity which requires movement of the body, the best way being is walking. More importantly, notice should be given that prevention is better than cure. Thus, prevention particularly at an early age should be given particular attention.

Debate between Noam Chomsky and William Buckley

Debate between Noam Chomsky and William Buckley Introduction Chomsky won this debate. He was well-versed with the subject matter, and provided evidence for his remarks. This individual also incorporated counterarguments in his assertions. Chomsky understood that this was a complex subject matter that needed to be analyzed bit by bit.Advertising We will write a custom essay sample on Debate between Noam Chomsky and William Buckley specifically for you for only $16.05 $11/page Learn More Why Chomsky was the better debater The best thing about Chomsky’s arguments is that he backs them up with evidence. It is a fact that everyone has a right to an opinion; however, the opinion is worthless if it lacks evidence to support it. He affirms that the US had been hypocritical in its interventions in Vietnam because they had material interests in doing so. He supports this argument by citing other imperialist interventions such as the ones done by colonialists. Chomsky then ties this in with US actions in the war, and thus provides a backing for his claim that the US’s actions were imperialistic and pretentious (Youtube, 2011). This political analyst was quick to draw the line when he felt that the question asked by his host was inappropriate. Sometimes a debater may be manipulated into taking on a totally different stance. Such a person should realize this as soon as possible, and should give reasons for refusing to engage with the host. For example, when talking about the similarities between Auschwitz and the Vietnam War, Buckley prods Chomsky to debate about the war. Chomsky explains that debating about the virtues of the Vietnam War is like talking about Auschwitz’s virtues, which was simply unacceptable. Therefore, he backed up his reasons for choosing not to talk about the good qualities of the war. Chomsky also responds to counterarguments very well. This is indicative of the fact that he has mastered the subject matter. It is easy to hold an opinion about something and look for several facts to back them up; however, it takes great intellect to think about the counterarguments and respond to them appropriately. Chomsky uses the subject of imperialists to expound upon a position he was taking at some point in the debate. Buckley counters his argument by claiming that not all intervening powers act in such a manner. Chomsky then responds to this counterargument by explaining that there are certain exceptions in history such as the Belgians in Congo who did not behave in a deceitful manner.Advertising Looking for essay on diplomacy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Throughout the debate, Chomsky appears to be an authority in the subject. He does not distort or exaggerate things, and maintains a calm and polite tone throughout the debate. This is true even when Buckley keeps cutting him off from time to time. At some point in the debate, the two of them start talking about Nazi Ger many and the communists; they then tie this in with Greece. Buckley makes incorrect statements that Chomsky easily points out. He calmly informs Buckley that his historical facts have been mixed up. This was someone who had analyzed political trends around the world, and could not be sidetracked by a misinformed counterpart. By the end of the debate, one ends up supporting Chomsky’s view point over Buckley’s. Buckley claimed that the US engaged in necessary interventions. His explanations were not adequate because they were not historically backed. For instance, he alleges that the US needed to fight off Vietnamese terrorists, which was a false premise. On other hand, Chomsky claimed that the US was acting imperialistically with regard to the Vietnam intervention. He supported this by using other instances like Greece as example. He had a firm grasp of past and present political facts, so he ended being the better debater of the two. Chomsky was an intellectual and rea lized the complications of the subject at hand. The arguments made by Chomsky are quite logical. He states, in a straight forward manner that he does not support the Vietnam War because of its hypocrisy. The US claims that it is pursuing its national interests in Vietnam, but is essentially covering up its real reasons, which are business interests (Youtube, 2011). Buckley, on the other hand, seems to be so preoccupied with a need to defend the war that he sometimes makes illogical statements. At one time, he suggests that the US would be right to take on another country if failure to do so may present it with another situation in the future which would cause it to engage in war. This argument does not hold water because if the US is counting on a future reason to attack another country, then it has no basis to do so. Another example of how Chomsky’s arguments were logical was when he argues that the US was not listening to the Vietnamese. This makes sense because he explains how the same thing had happened during the communist civil war.Advertising We will write a custom essay sample on Debate between Noam Chomsky and William Buckley specifically for you for only $16.05 $11/page Learn More The communists had mass support among the Soviets, and this made it difficult for one to impose another directive upon them. Similarly, the people of Vietnam had their political goals. It did not matter whether the US thought that it knew what was best for Vietnam; all that mattered was that their will was not what the people of Vietnam wanted. In this regard, Chomsky makes audiences focus on the key question in the war. A good debater must be one who focuses on the issues under discussion. He should stay away from emotional statements or fallacies. In other words, the person should not attack the character of his opponent, but should criticize the policies or processes under analysis. Sometimes Buckley went overboard by attacking Buckley. A t some point, he states that he would smash Chomsky in the face if he lost his temper. Although this was meant as a joke, it still qualifies as a personal attack against Chomsky. The latter individual appeared a little intimidated by those words, so they should not have been said at all. Buckley was also guilty of oversimplifying complicated problems. At the beginning of the interview, Chomsky asserts that everyone is guilty of wrong-doing by allowing the Vietnam to go on. Buckley then responds to this statement by stating that â€Å"if someone points out everyone is guilty of everything, then nobody is guilty of anything† (Youtube, 2011). This claim is an oversimplification of the matter under discussion. In essence, Buckley is saying that there is no instance when an entire society can be held to account, yet this is not true. There are particular instances when whole societies are wrong and hence guilty about something. In certain scenarios, Buckley fails as a debater beca use he over generalizes. For instance, when they were talking about the French in relation to South Vietnam, Buckley claimed that these actions were not unique in history as the same had been done by the communists in Greece. Such a statement was an overgeneralization because he was trying to make connections between two scenarios that both involved a developed nation and a weaker nation engaging in ideological cooperation. The situation between the Soviets in Greece and the French in Vietnam were quite different from each other, so he had no basis to make such a sweeping comparison. Chomsky was quick to point out that the only similarity between these two scenarios was that the ideologies being perpetuated by the dominant nations were against popular opinion. Therefore, Chomsky still found a similarity between the two situations, but did not go on to assert that the two situations were the same.Advertising Looking for essay on diplomacy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion Buckler does more to derail Chomsky than to analyze the Vietnam War; he tries to pock holes in Chomsky’s arguments but fails when Chomsky responds to these tactics through solid intellectual facts. Reference You Tube (2011). Naom Chomsky Vs. William F. Buckley, 1969. Retrieved from https://www.youtube.com/watch?v=VYlMEVTa-PIfeature=player_embedded

Research Paper no Plagiarism

Research Paper no Plagiarism Research Paper no Plagiarism Research Paper no Plagiarism The objective pursued by tutors who assign research paper writing is to make student think critically and express thoughts logically.   This objective is easy to set, however, is not so easy to achieve.   Here are some helpful research paper ideas. First, as trite as it may sound, you should not put off writing a research paper to the last day, hoping that five pages college research paper is half an hour of work.   It does not mean that you have to set aside all of your plans and start writing you English research paper right now.   At least an hour a day should be devoted to researching, planning, writing, formatting, and editing.   While being in a shower, for example, you may think about your research paper writing. When the time comes and you decide to start research paper writing, you already know what you should write and what type of information is necessary. Secondly, although research paper writing excludes plagiarism, it is impossible to write a research paper without consulting and citing numerous publications. Therefore, you have to start collecting material. If you have enough time, it is a good idea to devote some of it to information gathering. Thirdly, it is good to discuss research paper topic with someone. It would be really wonderful to discuss it with research paper adviser. Besides, research paper adviser will propose you something interesting and help you narrow the topic. Your research paper adviser might shed light on your own vision of the topic.   Moreover, while talking with some, you can show your own intensive work of thought. Fourthly, it would be a good idea to explore the characteristics of your muse. Inspiration is rather a capricious thing. So, when your head is full of thoughts, the muse breathes in the neck, it is time to start research paper writing. Research Paper Help Research paper writing is a student's reflection on the assigned problem (or the one that is of interest to the student).   Research paper topic should be relevant to the course and be of interest to readers. Therefore, while writing a research paper, you must present different points of view.   Your ultimate goal is to demonstrate the depth of research and thorough understanding of the topic. You are welcome to quote other authors, but moderately and by the occasion. Footnote should be made at the bottom of the page (the author of the book or article, publication date, page). In addition, you should include a full list of consulted and cited literature.   Bibliography list is the final page of your research paper writing. College research paper writing it is absolutely an independent work written in your own style and language. PLAGIARISM must be EXCLUDED! Moreover, the plagiarized text is always visible for experienced tutor.   Placing an order at you receive r esearch paper no plagiarism. It means that your research paper is written from scratch and all sources are fully referenced at the end of the paper and within it.

Lord of the Flies Analysis Essays

Lord of the Flies Analysis Essays Lord of the Flies Analysis Essay Lord of the Flies Analysis Essay Essay Topic: Lord Of the Flies The novel Lord of the Flies written by William Golding was a very exciting novel. It wasnt the plot that made the novel interesting; it was the personalities of the characters.The genre is science fiction and the mood is very dark and cold.The writing style of William Golding was very interesting.He skipped around often and used words and terms that were hard to understand.The atmosphere showed a lot of confusion and ruthlessness.The novel begins with a plane crash in the pacific and the pilot dies.Children are left with no adults on a deserted island, which causes confusion. Later on in the novel Simon claims he sees a beast which causes fear to the boys.Violence occurs several times throughout the novel. The first incident was when Jack fights Piggy and breaks his glasses.The main theme in the novel is law and order.The boys seem to lose this along with morals because they are isolated from society.The novel ends with a manhunt for Ralph.While resting Ralph runs into a naval officer who rescues them. The main issue in the Lord of the Flies was the rivalry between Ralph and Jack.Ralph matures a great deal throughout the novel.In the beginning he was very immature and then towards the end he realizes the only way to survive is though peace and order.Jack is the main antagonist to Ralph. He has a savage personality and ends up manipulating the boys to following him instead of Ralph.The main characters are Piggy, Simon, Roger, and Sam and Eric. Piggy is a fat, smart, squeamish boy who is very loyal to Ralph.He tries to maintain peace with the boys and hates violence.Unfortunately Roger, who represents pure evil, kills him.Roger has no mercy and entertains himself by killing.He has great pleasure when he kills a pig. Roger is very loyal to Jack; he carries out his orders with pleasure.Simon is the total opposite of Roger.

The Abolitionist Movement and its Influence on the Civil War Research Paper

The Abolitionist Movement and its Influence on the Civil War - Research Paper Example Worse than that was the way that they were treated. The Abolitionists believed in slavery being sin and that every American should rise against it until something was done about it. However, â€Å"the clash between those who wished to end slavery and those who wished to expand and extend the institution escalated† (Hoffman). The latter did not believe in what the Abolitionists wanted – that slavery be eradicated from America by gradually shipping out the slaves back to Africa. Instead, they thought that getting rid of the slaves would result in chaos. There were â€Å"practical economic and status advantages associated with slavery and racial oppression† (Clark 239). Without the slaves, there would be no racial order and the people who worked in the cotton fields would have to be paid for their hard work. That would lead to a rise in the cotton prices or a decrease in the profits earned as they would have to cover up the cost incurred of paying the wages. Thus, t he whole process of finally managing to abolish slavery took a really long period of time. Of course, there were many people who worked hard to make their beliefs come true. One such man was Abraham Lincoln who later ended up becoming the President of the United States of America. He is most popular for being a far sighted and open minded politician who saw and understood enough to realize that what was going on in his country was wrong, that the whole tradition of buying people was against every morals that there are. He had the courage to go against the majority and work on trying to do what he thought was right. In fact, it was his passion for justice which led to him stepping in the political field and eventually running as president. However, he was not a conventional abolitionist. In fact, in the beginning, he was not an abolitionist all; he just greatly disliked the whole concept behind slavery and spoke quite strongly about it. Initially, Abraham Lincoln had run several camp aigns against expanding slavery into more states and territories. He had realized that the Constitution did not allow the American government to get rid of slavery completely so he could not do much about the Africans who already were part of the order and helped run the land smoothly without disrupting the whole process. But he could work on stopping it from happening in the future in places where there was no concept of slavery and the people were not dependent on the Africans to do their work for them. He has been recorded as been saying â€Å"I have always hated slavery, I think as much as any Abolitionist† (Burlingame). Even after he became the President, he tried to reconcile those living in the South who were owners of many slaves with the Northerners who were the opposing party. This effort, of course, did not prove to be fruitful. It was later on during his political career – sometime after he was elected as the President – that he declared himself to b e a supporter of the Abolitionist Movement and started working on using his power to overcome the injustice shown towards the Africans. The Civil War had started in 1861 due to the â€Å"long-standing sectional differences and questions not fully resolved when the United States Constitution was ratified in 1789†; the whole country was in turmoil (The Civil War). It was a year later that Lincoln decided to put a stop to all that was happening. He â€Å"