Globalization and Western Dominated Policies in Africa

Abderrahmane Sissako’s film Bamako (2006) and Homi Bhabha’s essay â€Å"Of Mimicry and Man: The Ambivalence of Colonial Discourse† both explore how the globalization and Western-dominated policies affect the deepest levels of everyday life of ordinary Africans. In his essay Bhabha defines Mimicry as the subordination of the eastern countries on the hands of the ruling classes and the resultant effect of this domination. The thematic similarities between Sissako’s film and Bhabha’s essay go beyond their contemporary post-colonial studies. Homi Bhabha was born and raised in India, got his PHD in England, and is now teaching at Harvard University. Abderrahmane Sissako was born in Mauretania, brought up in Mali and trained as a filmmaker in the Soviet Union. These days he lives in France and travels back to Africa to make films. They both seem to have felt the pain of betrayal that comes by living in a ‘multicultural’ nation, and for that they both can be considered a product of the multicultural processes about which they develop their work. Sissako once said â€Å"Through art you can invent the impossible.† In Bamako he explores this idea of art transmitting a message in terms of globalization. The movie was shoot in a residential neighborhood within Mali’s capital, Bamako. In a series of improbable events the global capitalism itself is put on trial in the most improbable scenario, where the principal scene is that of a trial in which residents are the plaintiff and worldShow MoreRelatedComparing Media Systems : African Background Essay1446 Words   |  6 Pagesbegan to prosper and see the light in Africa once the external pressures of the west diminished post-cold war and after the fall of the Berlin Wall. 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According to Dr Alice Lyman Miller, a superpower is: â€Å"a country with the capacity to project dominating power and influence anywhere in the world†. Today there is a period of transition as the sovereign USA dominated world gives way to a multi-polar one, including the likes of the European Union and G8 countries (which represent 65% ofRead More World Wide Market Essay1962 Words   |  8 Pagesindustrial lobbies, but anti-globalization is one of them. Economic globalization is the process of creating one world wide market through freer trade, flow of labour, and flow of capital. It is a phenomenon inseparable from today economy, and is a trend that will continue for the foreseeable future. There is much discussion in the academic community about the political ramifications of economic globalization. However, I will be solely discussing the economic aspects of globalization and how it effects theRead MoreDifferences Between Du Bois And Marcus Garvey1688 Words   |  7 Pa gesa commitment to Pan-Africanism and the liberation of Africa. Du Bois rejected many of Garvey’s policies and mounted a campaign to expose corruption and mismanagement of Garvey’s famous Black Star Shipping Line: a black cross-continental trade venture. Pan-Africanism is â€Å"a movement of people of African descent from sub-Saharan Africa in the early twentieth century that emphasized their identity, shared experiences, and the need to liberate Africa from its European colonizers† (Hine et al., 2014, pRead MoreAnalysis of Three Non-Western Cultures on Diversity Leadership2780 Words   |  12 PagesINTRODUCTION Globalization, and the need for an improved economic integration, has led to increased cultural diversity of organisations’ fundamental values and also among individual employees of an organization. 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Daily Mandarin Lesson What in Chinese

Learning how to say what in Chinese is a very helpful vocabulary word that will enable you to ask and understand questions. The Chinese term for â€Å"what† is 甚é º ¼ written traditionally, or ä »â‚¬Ã¤ ¹Ë† written in simplified form. In Mandarin Chinese, its pinyin is shà ©nme. Most commonly used as a question word, 甚é º ¼ / ä »â‚¬Ã¤ ¹Ë† can also be used in certain statements. For example, æ ²â€™Ã§â€Å¡Ã© º ¼ / æ ² ¡Ã¤ »â‚¬Ã¤ ¹Ë† (mà ©i shà ©nme) translates to it doesn’t matter or its nothing. 甚é º ¼ / ä »â‚¬Ã¤ ¹Ë† (shà ©nme) occurs after the verb it references. Or, when used  with  a noun, the term can appear at the beginning of the phrase. Characters The Chinese term for what is composed of two characters: 甚é º ¼ / ä »â‚¬Ã¤ ¹Ë†. The first character 甚 / ä »â‚¬ (shà ©n) can mean â€Å"what† or why depending on which characters come before or after. The second character is a non-independent particle which is always used in conjunction with other characters. Together,  Ã§â€Å¡Ã© º ¼ / ä »â‚¬Ã¤ ¹Ë† means what. Pronunciation 甚 / ä »â‚¬ (shà ©n) is pronounced in the 2nd tone. This is a rising tone that starts from a lower pitch then rises upwards. On the other hand, ä ¹Ë† is an unaccented word. Thus, in terms of tones, the Chinese term for what can be written as shen2 me. Sentence Examples Using Shà ©nme NÇ  yà  o chÄ « shà ©nme?ä ½  Ã¨ ¦ Ã¥ Æ'甚é º ¼?ä ½  Ã¨ ¦ Ã¥ Æ'ä »â‚¬Ã¤ ¹Ë†?What do you want to eat?Shà ©nme dà ¬fang bÇ jià  o hÇŽo wà ¡n?甚é º ¼Ã¥Å" °Ã¦â€" ¹Ã¦ ¯â€Ã¨ ¼Æ'Ã¥ ¥ ½Ã§Å½ ©?ä »â‚¬Ã¤ ¹Ë†Ã¥Å" °Ã¦â€" ¹Ã¦ ¯â€Ã¨ ¾Æ'Ã¥ ¥ ½Ã§Å½ ©?What place is fun? Zhà ¨ shà ¬ shà ©nme yà ¬si?這æ˜ ¯Ã¤ »â‚¬Ã© º ¼Ã¦â€ž Ã¦â‚¬  ?è ¿â„¢Ã¦Ëœ ¯ ä »â‚¬Ã¤ ¹Ë†Ã¦â€ž Ã¦â‚¬ ?What does it mean? / What is the meaning? NÇ  xià  nzà  i zà  i zuà ² shà ©nme?ä ½  Ã§  ¾Ã¥Å" ¨Ã¥Å" ¨Ã¥ Å¡Ã¤ »â‚¬Ã© º ¼Ã¤ ½  Ã§Å½ °Ã¥Å" ¨Ã¥Å" ¨Ã¥ Å¡Ã¤ »â‚¬Ã¤ ¹Ë†What are you doing right now?

Il ny a pas du pain A Common French Mistake

Learn from this common French-language mistake. Wrong: Il ny a pas du painRight: Il ny a pas de pain Explanation: One of the first things you learn about French vocabulary related to food is that you need to use partitive articles with it, as in je vais acheter du pain (Im going to buy some bread). You also learn that the partitive article changes to de after a negation, but many French students forget that part. So there is some bread is il y a du pain, but there isnt any bread is il ny a pas de pain, not il ny a pas du pain. Related lessons: Partive articlesDe vs du, de la, desFrench food vocabulary

Psychological Analysis of Girl Interupted Essay - 990 Words

Running Head: BPD in Girl Interrupted Borderline Personality Disorder in Girl Interrupted Girl Interrupted is a movie based on Susanna Kaysen’s novel, which was inspired by her stay in a mental institution in the 1960s. Incidentally the main character, played by Winona Ryder, is named Susanna. She is eighteen years old and begins the movie by reflecting back on the events leading up to her visit to the psychologist. She has just graduated from high school and other than being an aspiring writer, has no plans for her life. In addition she has flashbacks of her attempted suicide, though she denies taking a bottle of aspirin with vodka. When she was brought to the hospital they found bruises on her wrist, but she claimed she had†¦show more content†¦Freud defines one’s ego as a part of the mind which constrains the id to reality, and is the â€Å"referee† between the superego and id. People with borderline personality disorder externally scatter and internally contradict their concept of themselves. Kernberg states, borderlines can describ e themselves for five hours without your getting a realistic picture of what theyre like. Furthermore, borderline personality disorder is clinically defined as ones instability which is evident in their relationships, emotions, behavior and image of themselves. Persons with such disorder may have feelings of abandonment. Often in efforts to manipulate people back into relationships, they take part in self-manipulating behavior or suicidal attempts. Suicide is sometimes attempted impulsively by persons in periods of extreme depression. In addition people often experience strong emotions and strong desires for intimacy. Susanna suffers greatly from these along with other symptoms of borderline personality disorder. One can see from the opening scene in her attempted suicide, that that was one of the leading symptoms. In her out reach for attention she overdosed with a bottle of aspirin along with a bottle of vodka. She also claimed that she had no bones in her hand, which could have been further self-mutilation or another delusional disorder. In addition she

Jonathan Kozol has been around for quite some time writing Free Essays

Jonathan Kozol has been around for quite some time writing hard-hitting journalism about flaws in this country. His book Savage Inequities is more of the same with the focus on education. Kozol’s strength as a writer is being able to put a face on his topic, anywhere from education to homelessness, etc. We will write a custom essay sample on Jonathan Kozol has been around for quite some time writing or any similar topic only for you Order Now He makes the issue real and attaches human faces and real people that the reader can relate to.  In order to write this book, Kozol spent a lot of time traveling around visiting schools. To name a few, he visited schools in New York City, Chicago, St. Louis, Washington D.C. and many others. During his visits, he spent time observing in the classroom as well as interviewing teachers, students, parents, and administrators. What Kozol found out was that schools today are as separate and unequal as they were before the landmark decision of Brown vs. the Board of Education in 1954. he determines that the reason for these inequities lies in the way that American schools are funded. America funds its schools with property taxes. The problem with this is that rich suburban areas pay much more property taxes, which makes their schools unrivaled. While in inner city schools, the property tax base is much lower. Therefore, mostly minority kids attend schools without much money. Kozol takes the reader into these schools to make his point. In Chicago, there is a school with no library. They are overcrowded, understaffed, and lack even the basics of resources and equipments. He takes us to a high school in the Bronx where the rain pours in. For example, Kozol states, â€Å"The science labs at East St. Louis High are 30 to 50 years outdated†¦The six lab stations in the room have empty holes where pipes were once attached. ‘It would be great if we had water,’ says a physics teacher (Kozol 27). He later hits the reader hard questioning why our country allows this to happen.   Ã¢â‚¬Å"Almost anyone who visits in the schools of East St. Louis†¦comes away profoundly shaken. These are innocent children, after all†¦One searches   fro some way to understand why a society as rich and, frequently, as      generous as ours would leave these children in their penury and squalor   for so long-and with so little public indignation. Is this just a strange    mistake of history?†¦why is it that we can’t at least pour vast amounts of      money, ingenuity, and talent into public education for these children? (140).  He literally bombards the reader with real horror stories of his visits and travels in order to put a face on the poor state of education.   It isn’t just about education and schools and teachers; there are real kids involved here who are not getting what they need. Of Patterson, New Jersey, he states, â€Å"The city is so short of space that four elementary schools now occupy   abandoned factories. Children at one wood-frame elementary school,   which has no cafeteria or indoor space for recreation, eat lunch in a section of the boiler room. A bathroom houses reading classes (Kozol 106).  He compares these schools to suburban ones where conditions are much better. Teachers are paid much more, libraries are stocked, and technology abounds. He does a fantastic job at showing the contrasts between the wealthy schools and the poor schools. With the pictures he paints for the reader, the reader cannot argue with him. He also makes a plea for America to value equality and fix its schools. â€Å"And yet we stop to tell ourselves: These are Americans. Why do we       reduce them to this beggary – and why, particularly, in public education?      Why not spend on children here at least what we would be investing in   their education if they lived within a wealthy district like Winnetka, Illinois, or Cherry Hill, New Jersey, or Manhasset, Rye, or Great Neck in   New York? Wouldn’t this be natural behavior in an affluent society that      seems to value fairness in so many other areas of life? Is fairness less    important to Americans today than in some earlier times? Is it viewed as    slightly tiresome and incompatible with hardnosed values? What do   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Americans believe about equality? (Kozol 41) Kozol ends the book with a vivid picture of an elementary school in a neighborhood of Cincinnati. He tells the reader that atmosphere was polluted with factories, prostitutes were near, and â€Å"Bleakness was the order of the day.† Kozol said he â€Å"rarely saw a child with a good big smile (Kozol 230-31). He leaves the reader with a bad taste in his/her mouth at the state of schools. This he does in hopes of spurring his readers to action. His research methods would be described as informal because his analysis comes from observations and interviews. There is no standard form that he uses, but he gets the material nonetheless. He devotes a chapter to teach area he discusses and gives the reader a description of the city as to understand why the schools are the way they are.  His findings are extremely significant to America as he clearly delineates the problems of American schools. With the images he creates, no one can argue with him. The pictures of these inner city schools are bleak. A criticism for Kozol is that he does not concentrate on any other problems in education besides inequality. Not that the inequality of schools is not a huge problem, but there are other problems that lead to poor achievement as well. No Child Left Behind plays a role. If those kids don’t do well on the tests, more funding can be cut. Inner city schools do not tend to keep their teachers, With high teacher turnover, it is even harder for students to learn, and there may be large gaps in curriculum. There are also many forces at play outside the school, such as the home lives and parental involvement of these students. Probably the biggest criticism of Kozol is that he offers no solutions; he only identifies problems. He would probably say that solutions aren’t his job, and he would leave that to the educational theorists. But after reading his condemnations, it would be nice to hear some of his ideas for solutions. Kozol doesn’t tell the reader this, but The relationship between funding and academic achievement is unclear. However, it does not take a genius to figure this out. Will more money alone solve the problems in schools? Of course, it won’t. However, more money will help. Money will help schools fix dilapidated buildings, buy equipment and resources, hire more teachers and aides to promote lower class sizes, attract better teachers who are more qualified, and a myriad of other things. But throwing money at the problem is only a start. These schools need help. They need more community and parental involvement. They need after school programs and tutoring programs and teachers with the knowledge and compassion to continue in the profession. Kozol doesn’t mention other solutions except to give the schools more money, but there are many other things needed. Even money will not solve the problems of segregation. Inner city schools are made up mostly of minority students. How is that problem solved? Yes, more whites who fled to the suburbs are finding their way back to the inner city, but this is not always a good thing either. They are uprooting established communities in the process of gentrification and displacing people who may have nowhere else to go. This is why Kozol focuses on the money, because as difficult as it will be to change the way we fund schools, it will be harder to desegregate communities. Kozol makes good sense when he speaks of getting rid of the property tax funding for schools and finding a new way to fund them. If education is supposed to be democratic, and it is, America cannot continue to fund schools this way. The system America has virtually guarantees that parents who can afford to buy big houses in the suburbs will send their children to better schools. For school administrators and all personnel in schools, there are many things to be learned from this book. the most important one is that as educators, we should be fighting for democratic schools. Administrators should be out there fighting the property tax system and leading the charge to find other, more equitable ways to fund schools. Administrators also ought to be required to take a look around at the world. They should be required to visit inner city schools to truly understand what other educators go through on a daily basis. Administrators should value quality teachers all the more after reading this book, and go out of their way to keep their quality teachers. Truly, everyone even thinking about becoming an educator should read a book like this, and visit these schools.   Most of us do not even know what a crisis we are in, right now in America.   And hopefully, future educators will be the ones to fix this crisis. Work Cited Kozol, Jonathan, Savage Inequities, Harper Perennial, 1992. How to cite Jonathan Kozol has been around for quite some time writing, Essay examples

Sarawakian Tattoos Essay Example For Students

Sarawakian Tattoos Essay Scarification means making deliberate cuts to the skin, and is anancient art still practiced in many cultures today. The decorative scarsare used to confer beauty, status, protection, and identity to the bearers. Tattooing is one way of scarification. Tattooing is probably the mostpopular form of body adornment today. Although the art of tattooing hasbeen around for quite a while, the word tattoo is relatively new. Theword tattoo originated from the Tahitian word tatu which means to marksomething (Oxford dictionary). Captain James Cook introduced the wordtattoo shortly after the word taboo to the English speakers. Theearliest use of the word was found in Captain Cooks diary in 1769. Thefirst electric machine was invented by Samuel O Reilley which was improvedupon an earlier tattoo machine that was created by Thomas Edison. There are three types of tattoos. One example would be the decorativetattoo which is the most common and are usually placed on the skin fordecorative purposes. Some are homemade with needle and India ink; othersare professionally applied with a tattoo gun using one or more colors oftattoo ink. Professional tattoos are deeper, contain more ink, and are moredifficult to remove. The second type of tattoo would be the Cosmetic tattoowhich is known as micro- pigmentation or permanent cosmetics. This type oftattoo is used as permanent eyeliner, lip liner, lipstick, and otherpermanent cosmetic purposes. This type of tattoo is also used to cover skinpigment disorders, scars and other blemishes. The third type of tattoowould be Traumatic tattoos which are foreign substances, such as dirt, thatare embedded in the skin through an accidental injury. Sarawakian tattoos are categorized under decorative tattoos, undertribal tattoos. It is strongly believed that tattooing among the Dayaktribe, one of the largest tribe in Sarawak originated from China. Among thetribes in Borneo, tattooing is often associated with head hunting which isa visible sign of success for men and the coming age of women, as in somecases, it the tattoos symbolizes their status. Tattoos are part of therites of passage and next to blackened teeth and long ear-lobes,intricate tattoos on fingers, hands, lower arms, thighs, calves, and feetserved as important elements of beauty for women. The darker the color ofthe tattoo, the better it is seen as. In Borneo, women have tattoos on their forearms in symbols to signifytheir skill. For example, if a woman wore a symbol indicating she was askilled weaver, her status as prime marriageable material was increased. Tattoos around the wrist and fingers were believed to ward away illness. Another tribe in Borneo would be the Apo-Kayans. They are a subgroup of theDayak people. Apo Kayan means the Kayan hill country bordering Sarawak- Ayoung womans social position is also indicated, among other things, by thenumber of rings around the calves of her legs. It appears originally thesignificance of the tattooing was as a protective device. (Tillema ca. 1924-1927 1989) This in fact facilitated them to travel to the land of theancestors. Tattooing of women affects men in very objectionable ways as theoutcome of the magic it works. Consequently, it is only permitted atintervals of six years or more, and when the process is completed, acelebration is held. The festivity counteracts the bad influences whichthreaten the men. But women sometimes go ahead with it anyway, without thechiefs consent, and they then go to the Ma Kulit, a tribe known for itsskillful tattooing of women. .uf0daf575801188a296537c847ea85377 , .uf0daf575801188a296537c847ea85377 .postImageUrl , .uf0daf575801188a296537c847ea85377 .centered-text-area { min-height: 80px; position: relative; } .uf0daf575801188a296537c847ea85377 , .uf0daf575801188a296537c847ea85377:hover , .uf0daf575801188a296537c847ea85377:visited , .uf0daf575801188a296537c847ea85377:active { border:0!important; } .uf0daf575801188a296537c847ea85377 .clearfix:after { content: ""; display: table; clear: both; } .uf0daf575801188a296537c847ea85377 { 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; } .uf0daf575801188a296537c847ea85377:active , .uf0daf575801188a296537c847ea85377:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf0daf575801188a296537c847ea85377 .centered-text-area { width: 100%; position: relative ; } .uf0daf575801188a296537c847ea85377 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf0daf575801188a296537c847ea85377 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf0daf575801188a296537c847ea85377 .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; } .uf0daf575801188a296537c847ea85377:hover .ctaButton { background-color: #34495E!important; } .uf0daf575801188a296537c847ea85377 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf0daf575801188a296537c847ea85377 .uf0daf575801188a296537c847ea85377-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf0daf575801188a296537c847ea85377:after { content: ""; display: block; clear: both; } READ: Blackfeet: Land and Language is the Heritage EssayIn the old days, almost all Dayak men tattooed their bodies. But insome Dayak sub-tribes, such as the Dayak Kayaan, it is mostly the women,who were tattooed. Not many men were tattooed due to the requirements andrestrictions. Kayaan men are tattooed only if they have been mengayo (head-hunting). If a Kayaan man has a tattoo on the upper part of his thumb, itmeans that he once went head-hunting. A headhunter is respected by membersof his tribe. For Kayaan women, the tattoo symbolises beauty and pride. AKayaan woman who does not have a tattoo considers herself lower in rank tothose who have them. There are three types of tattoos for Kayaan women. The first one,tedak kasaa covers the entire part of a womans legs and is only forgrownups. The tedak uses covers her arms while tedak hapii covers herthighs. A series of ritual ceremonies should be performed before getting atattoo. Dayak Kenyah people tattoo their bodies inside a house especially built forthe occasion. It is accompanied by certain ritual ceremonies. When a man istattooed, every male member of his family is required to wear cawat (menstribal wear) and they are not allowed to leave the house, while all membersof his family should refrain from doing certain things. If the requirementsand restrictions are violated the life of the man being tattooed will bethreatened. A rite called mela malam, or praying for the help of ancestors in thetattooing process, is performed the night before a Kayaan woman istattooed. The next morning, her family will take the woman to a relativeslonghouse near the house of the tattooEach Dayak ethnic group tattoos a different body part. Dayak Ngaju, Iban,Punan and Ot Danum people tattoo all parts of their bodies. The Dusun tribe which is near Mt. Kinabalu Tambunan Valley, thebordering chiefs (Muslim chiefs) used to reconcile the Dusun by giving theaggrieved community some slave to dispose of; this is done by tying theslave up and spearing him through the thorax, then the men of the villageeach take a cut at the quivering body (slowly bleeding them to death). Whoever that does this has the right to tattoo himself. (Alman 1963). These days, the art of tattooing among the Dayak has almost vanished. Some tribes still practice it, but it is mostly carried out by oldergroups. Dayak youngsters long deserted the practice and if some of themstill do it, it is simply for aesthetic reasons. Today, it is viewed moreas a form of art rather than culture; it is one way of expressing oneself. It is also a way of re-discovering their heritage and adorning their bodieswith images to bring them closer to their roots. BibliographyHopkins, Julian. (2004, March-April). Sex, Gender Culture. Lecturepresented to AN101, HELP Institute. Ember C., Ember M., Peregrine P. (2002) The Arts; Anthropology-tenth edition. New Jersey, USA. Prentice Hall. (1999). Early Tatoos of Borneo. Retrieved February 9, 2004 fromthe World Wide Web: www.vanishingtatoo.com/borneo_tatoos.htm (2002). Decorative Arts. Retrieved February 9, 2004 from the WorldWide Web: www.meuseum.sarawak.gov.my/decorative.html (2003). Borneo Ink Tattoos. Retrieved February 9, 2004 from theWorld Wide Web: http:// www.borneoink.comTattoo Definition. Retrieved March 20, 2004 from the World WideWeb:http:// www.everytattoo.com/definitions.shtmlBellis,Mary. History of Tattoos . Retrieved March 20, 2004 from theWorld Wide Web:http://inventors.about.com/library/inventors/bltattoomachine.htmGateway Aesthetic Institute and Laser Center. Types of Tattoos . Retrieved March 20, 2004 from the World Wide Web:http://www.lasaway.com/home/tattooQAnew.htmlA Brief History of Tattoos . Retrieved March 20, 2004 from theWorld Wide Web: http://www.powerverbs.com/tattooyou/history.htmNational geographic. Retrieved March 20, 2004 from the WorldWide Web: http://www.nationalgeographic.com/tattoos/htmlInterview : 8-3, Jalan 27/70A, Desa Sri Hartamas, 50480 KualaLumpur. (www.borneoink.com)Tillema, H.F. 1989. A Journey Among the Peoples of Central Borneo in Wordand Picture. Oxford: Oxford University Press. .u6539d3d39c8c4bc35a5dfe2270692798 , .u6539d3d39c8c4bc35a5dfe2270692798 .postImageUrl , .u6539d3d39c8c4bc35a5dfe2270692798 .centered-text-area { min-height: 80px; position: relative; } .u6539d3d39c8c4bc35a5dfe2270692798 , .u6539d3d39c8c4bc35a5dfe2270692798:hover , .u6539d3d39c8c4bc35a5dfe2270692798:visited , .u6539d3d39c8c4bc35a5dfe2270692798:active { border:0!important; } .u6539d3d39c8c4bc35a5dfe2270692798 .clearfix:after { content: ""; display: table; clear: both; } .u6539d3d39c8c4bc35a5dfe2270692798 { 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; } .u6539d3d39c8c4bc35a5dfe2270692798:active , .u6539d3d39c8c4bc35a5dfe2270692798:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6539d3d39c8c4bc35a5dfe2270692798 .centered-text-area { width: 100%; position: relative ; } .u6539d3d39c8c4bc35a5dfe2270692798 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6539d3d39c8c4bc35a5dfe2270692798 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6539d3d39c8c4bc35a5dfe2270692798 .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; } .u6539d3d39c8c4bc35a5dfe2270692798:hover .ctaButton { background-color: #34495E!important; } .u6539d3d39c8c4bc35a5dfe2270692798 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6539d3d39c8c4bc35a5dfe2270692798 .u6539d3d39c8c4bc35a5dfe2270692798-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6539d3d39c8c4bc35a5dfe2270692798:after { content: ""; display: block; clear: both; } READ: Sept 12th Essayhttp://www.vanishingtattoo.com/borneo_tattoos.htm

Impact of Research on Social Change

Question: Discuss the impact of research on social change. Answer: The purpose of this study is to understand the impact of research on social change. The study statement provides in this paper shows that research has a wide impact on the society. Therefore, it can be said that the statement is relevant and appropriate for the study. The participants have not mentioned the research participants. The research statement consist the aim of the study and its expected outcome. However, it does not address the research problem. In order to improve the statement, it would be important to incorporate the research participant and problem as well. Qualitative technique helps to get feedbacks from the respondents through open-ended questions (Taylor, Bogdan DeVault, 2015). In this study, a qualitative approach has been taken under consideration. The aim was to identify the impact of research on social change. In this study, viewpoint of different researches have been gathered and analyzed. This means, the researcher has focuses on a single phenomenon while conducting the research. This research does not consist of quantitative method, as the researcher has not conducted survey among the respondents (Lewis, 2015). The respondents were asked to provide a clear justification about their perception. Therefore, it can be said that the respondents have provided general definition of the central phenomenon. The study shows that research helps to bring social change. It helps to communicate with the participants regarding the study topic. In order to obtain accurate research outcome, the researchers have provided their viewpoint regarding the central topic of the study. The method utilized in this study is appropriate and relevant with the research statement. Reference Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches.Health promotion practice, 1524839915580941 Taylor, S. J., Bogdan, R., DeVault, M. (2015).Introduction to qualitative research methods: A guidebook and resource. John Wiley Sons.