...refugees in the 1940s, Jewish migration increased to record numbers between 1940 and 1969. T F 2. Most of the 17th century Jewish immigrants were small farmers from Germany and Poland. T F 3. Declining economic conditions in central Europe contributed to a dramatic increase in Jewish immigration to the U.S. after 1820. T F 4. During the 1920s and 1930s millions of Jews entered the U.S. fleeing the persecution in Europe. T F 5. Between 1930 and 1940 the number of openly anti-Semitic organizations in the U.S. sharply declined. T F 6. Jewish Americans have always supported extremist groups as a method of resisting anti- Semitism. T F 7. During the 1960s civil rights movement, Jewish American students and lawyers comprised over half of those registering African Americans to vote and defending those imprisoned. T F 8. Jews were allowed full political participation, including the right to vote and hold office, in the Atlantic coast colonies from the earliest days of their arrival. T F 9. Many Jewish voters moved from the Democratic party to the Republican party in the 1850s because of its antislavery position. T F 10. The “oppression mentality” among Jews who escaped political oppression in Europe has kept them from becoming politically active in the U.S. T F 11. A number of Jewish civil rights groups have...
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...do the types of choices that Edelman describes overlap with the forms of adaptation described in the reading's Culture Concepts boxes? Ethic group- Edelman describes on his trip to Poland of a chance encounter with a young man who until his father’s death never knew that he was of Jewish descent. According to Edelman this young man was not alone in his yearning to discover his identity. To have Jewish roots was “in” among Polish liberals in a country where almost no Jews remain. Edelman also found that in his hometown of Altoona, Pennsylvania, the Jewish population is substantially reduced. Friends and acquaintances with whom he had grown up with have married non-Jews and have given up their culture and religion. Jews without Judaism; Jews without culture; Jews without history; Jews at best vaguely aware of their culture, two voyages both pointing to a common image of Judaism and Jewish culture. Two path’s one leading to anti-Semitism without Jews, passing as non-Jews and disappearing and the other leads to Jewish renewal and renaissance, to community and continuity. Assimilation and Integration as forms of Adaptation- Edelman found that in Poland much of the wall graffiti is violently anti-Jewish, blaming communism and all of Poland’s ills on phantom Jews, on the ghosts of the murdered. “I heard a klezmer band playing hauntingly beautiful melodies, yet the klezmer band had no Jewish members.” “Jewish culture, burned alive in Auschwitz and Treblinka.” Edelman notes: “massive...
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...Youth At-Risk: Preventing Student Dropouts and Facilitating Reintegration A State of Israel Experience Full Paper Melfi M. Caranto. Technological Institute of the Philippines, Manila Overview of Israel’s Educational System The wellbeing of the youth is being taken as a serious national issue in Israel and they have done concrete actions about it. First of all, Israel has a very good educational structure and system. Education is free and compulsory from 1st to 12th grade. There is no private school in Israel because almost all of the school is supported by the state. It is very interesting to note that there is no student who repeats a term because of difficulty coping with lessons. They have a good team who are composed of a school counsellor, a home room teacher and a subject teacher who ensures that a student is getting the attention and the help that he/she needs to finish the term or the school grade where they belong. The Baggrut or the Matriculation examination is a very systematic way of assessing a student’s readiness to land on a decent job or go to college after serving the army. It is a must for all students to enter the Israeli Defense Force (IDF). After finishing the 12th grade (senior high school) boys have to serve in the army for three years while the girls should serve for two years. Educational System In Israel |Age Bracket |Educational Level | |3-5 |Pre-Primary Education...
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...Religion Islam Indonesia is the world's most populous Muslim-majority country, with 88 percent of its citizens identifying as Muslim. Traditionally, Muslims have been concentrated in the more populous western islands of Indonesia such as Java and Sumatra. In less populous eastern islands, the Muslim population is proportionally lower. Most Indonesian Muslims are Sunnis. Around one million are Shias, who are concentrated around Jakarta while others are Sufi. Christianity The Government of Indonesia officially recognizes the two main Christian divisions in Indonesia, Protestantism and Roman Catholicism, as two separate religions. Protestantism Protestantism arrived in Indonesia during the Dutch East Indies (VOC) colonization, around the sixteenth century. VOC policy to ban Catholicism significantly increased the percentage of Protestant believers in Indonesia. Missionary efforts for the most part did not extend to Java or other already predominantly Muslim areas. The religion has expanded considerably in the 20th century, marked by the arrival of European missionaries in some parts of the country, such as Western New Guinea and Lesser Sunda Islands. Following the 1965 coup, all non-religious people were recognized as Atheist, and hence did not receive a balanced treatment compared to the rest of the citizens. As a result, Protestant churches experienced a significant growth of members, partly due to the uncomfortable feeling towards the political aspirations of...
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...------------------------------------------------- INTRODUCTION The recent growth of new ethnic populations in Western societies raised lots of issues. In fact, the ethnic activity is not any more a question of historic interest; nor is it the concern of the company. Because new ethnic populations grew at the same time as Western economies, they are in a phase of slow growth and are facing the massive technological challenge; the ethnic adaptation and the mobility are central questions. (Waldinger 1990). In Europe, the activities managed by persons of minority ethnic groups were always present, but changeable historic circumstances increased jutting out to them and visibility during the last decades. First of all, the important immigration of former colonies of Southern Europe and North Africa led to a considerable migration. Secondly, thirty years of economic change caused a fundamental transformation of the labor market and a general change of the employment in big companies to the independent work in young companies. This tendency struck certain groups of immigrant much harder than the other native populations, which is reflected by the higher...
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...What exactly does culture mean? Is it something material you can touch? Or is it something immaterial, such as values and beliefs? Or is it our customs and traditions, our festivals and celebrations? While anthropologists have vacillated between material and nonmaterial definitions of culture, today most would agree with a more inclusive definition of culture: the thoughts, behaviors, languages, customs, the things we produce and the methods we use to produce them. It is this, the human ability to create and transmit culture, that differentiates us as humans from the rest of the animal world. The essential feature of culture, that it is learned and transmitted from one generation to the next, rests on the human capacity to think symbolically. Language, perhaps the most important feature, is a symbolic form of communication. The word table, for example, is nothing other than a symbol for the actual thing, a table. Language is a form of communication. Without language, culture could not be transmitted, people could not learn from one another across generations, and there would be no cultural continuity. Simply because culture is transmitted through symbols whose meanings remain more or less constant doesn't mean that cultures are static and don't change. On the contrary, cultures are never truly static. Which of us does not remember a grandparent comparing life today with the one s/he grew up in? The changes that took place between his/her lifetime and ours represent subtle...
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...Applied Eugenics Ashley Harris PHI 103 Informal Logic Instructor Eric Maass Ashford University September 11, 2014 Applied Eugenics P. Propene and R.H. Johnson approach the ideology of eugenics and present information that would promote the “racial betterment” of humanity and the Caucasian race. They emphasize the chance of “imbecile” and “unfit” children are high when races are mixed and this this is the reason that eugenics is a positive change for the world. The flow of immigrants from inferior nations in Europe, Africa and Asia are seen as a threat to the work that the “patriots and forefathers” put forward to make America into a flourishing nation. Eugenics is seen as a solution to a population boom and unwanted pregnancies in poor and overcrowded communities, the majority of which is made up by minorities. . In impoverished communities it would be a god send in order to keep mothers form having children they cannot afford to take care of while also keeping the unfit and inferior community at manageable numbers. The authors also mention the overcrowding of Asian countries and recommend legal restrictions to prevent the same issue in the United States. Propene and Johnson also mention that though there are races that are compatible with the Nordic line, there are still some who are unfit to procreate. This excerpt is inductive and deductive in nature, though it can be seen as valid or invalid, weak or very strong; the audience of the discussion would be the judgment...
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...Cultural Identity Project: German-American Liberty University Online PACO 504 European ethnic groups began immigrating into America during the colonial period and immigration continues to this day. As each European culture assimilated to the English American culture immigrants intermarried and developed a so-called “melting pot” or “salad bowl” of culture, traditions, and values (Hays & Erford, 2014, p. 389). German people, as they made their way to a land of freedom and promise, experienced a constant change in their identity with regard to the cultures, values, beliefs, and traditions that some German Americans continue to practice today. As each culture or ethnic group becomes assimilated or acculturated many of their initial cultural qualities are lost and replaced with new ones. Hays & Erford (2014, p.386) assert that acculturation can be considered as bidirectional in that the individuals encountered from both or multiple ethnic groups may experience changes in their primary set of cultural variables based on their interactions with each other. Acculturation and assimilation have certainly occurred with the German American. Brief German History Germany was a fragmented society and full of conflict before 1871. It was made up of approximately three hundred and fifty principalities and one thousand small nation-states until Wilhelm I of Prussia was proclaimed Emperor. His reign led to the unification of the German Empire (Amato, 2006). Millions...
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...Abstract Immigrant groups in various lands have had to contend with ferocious animosity in the wake of the twentieth century. It is not till the late decades of twentieth century that there has been significant relief from oppression and stigmatization even in the face of law prohibiting such inhumane acts. These illegal activities are present long after all lands were emancipated and freed from colonization. Of noteworthy concern is the issue of citizenship. Neither philosophers nor legal professionals have come to a consensus on a clear cut definition of citizenship in order to determine who does or does not qualify for citizenship in different lands worldwide. Despite adequate protection by conventions on human rights outright objectification...
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...Linguistics and the Human Sciences LHS (print) issn 1742–2906 LHS (online) issn 1743–1662 Article A linguistic analysis of Spanglish: relating language to identity Jason Rothman and Amy Beth Rell Abstract According to the 2000 census, 35.3 million Hispanics live in the United States. This number comprises 12.5% of the overall population rendering the Latino community the largest minority in the United States. The Mexican community is not only the largest Hispanic group but also the fastest growing: from 1990 to 2000, the Mexican population grew 52.9% increasing from 13.5 million to 20.6 million (U.S. Department of Commerce News, 2001). The influx of Mexican immigrants coupled with the expansion of their community within the United States has created an unparalleled situation of language contact. Language is synonymous with identity (cf. Granger, 2004, and works cited within). To the extent that this is true, Spanish is synonymous with being Mexican and by extension, Chicano. With the advent of amnesty programs such as Immigration Reform and Control Act (IRCA), which naturalized millions of Mexican migrants, what was once a temporal migratory population has become increasingly permanent (Durand et al., 1999). In an effort to conserve Mexican traditions and identity, the struggle to preserve the mother tongue while at the same time acculturate to mainstream Americana has resulted in a variant of Spanglish that has received little attention. This paper will examine the...
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...Culture [I]ndividuals feel, think, and see things from the viewpoints of the groups in which they participate (Smith, 1991, p. 182). [W]e cannot understand human diversity without understanding how culture contributes to the substantial variations we observe every day (Lonner, 1994, p. 241). Culture is to human behavior as operating systems are to software, often invisible and unnoticed, yet playing an extremely important role in development and operation (Matsumoto, 2001, p. 3). In the early years of psychology’s development as a discipline separate from philosophy, during the last part of the 19th century, there was interest in what was called “folk culture.” But this interest waned as issues related to the concept were seen as too speculative and not readily amenable to empirical inquiry (Pepitone, 2000). Culture has re-emerged as a significant construct in the past few decades. In current psychological discourse, our definitions and conceptualizations of culture come primarily from cultural anthropology where culture is generally understood to refer to that part of our environment that is constructed by human beings to embody shared learning. Definitions and Common Themes An early definition, in 1891, presents culture as the incorporation of all socially acquired habits and knowledge (see Mio, Trimble, Arredondo, Cheatham & Sue, 1999). More than a century later, the core of this definition remains the same, despite multiple variations on the basic...
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...Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context Leah Rang University of Tennessee - Knoxville, lrang@utk.edu Recommended Citation Rang, Leah, "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context. " Master's Thesis, University of Tennessee, 2010. http://trace.tennessee.edu/utk_gradthes/655 This Thesis is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact trace@utk.edu. To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Urmila Seshagiri, Major Professor We have read this thesis and recommend its acceptance: Lisi Schoenbach, Bill Hardwig Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled ―Bharati Mukherjee and the American Immigrant: Reimagining the Nation...
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...Syllabus College of Humanities HIS/125 U.S. History 1865 to 1945 Professor Jewell gjjewell@email.phoenix.edu 843-863-0102 Copyright © 2012, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events affecting U.S. history from the Civil War through World War II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, volume 2 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Reconstruction and the New South Details Objectives 1.1 Evaluate the outcomes of Reconstruction. 1.2 Summarize the economic, political, and social characteristics of the New South. 1.3 Explain the populist response to late 19th-century developments. Read the course description and objectives. Read the instructor’s biography and post your own. Read Ch. 16 of HIST2, Volume 2. Read pp. 318–325 in Ch. 19 of HIST2...
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...The myths of “racial democracy,” the “the melting pot,” and “salad bowl” theories. The myths of “racial democracy,” the “melting pot,” and “Salad bowl” theories This paper will examine the theories of the “melting pot” and “salad bowl” and also look at “racial democracy” in Brazil. Secondly, this paper will look at cultural assimilation using these theories. Finally it will look at the myths of these theories and how they have affected the American and world societies. Have Americans really reached either the “melting pot” or “salad bowl” theories of cultural assimilation? Is Brazil really a “racial democracy” or is this also a myth and how does this differ with America? The United States of America is one of the most culturally diverse nations on earth. In 2009, Michael C. Lemay states, “the United States of America is arguably the most ethnically and racially diverse nation on earth”. Who is an American, I am using the term Americans to be defined as individuals who were native born, naturalized citizens, and individuals who consider themselves Americans from the United States of America. Generally speaking most Americans grow up, in ethnically homogeneous communities (Putnam, 2007) vice the differing theories of “melting pot” or “salad bowl.” While Americans live and work in communities that are ethnically and culturally diverse the issues of intolerance and prejudice against various ethnic and racial backgrounds has been a plague throughout...
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...teachers who are taking their students to see this production. Photocopy or download additional copies from FirstStage.org INSIDE THE GUIDE preparing for the play A NOTE TO TEACHERS AND PARENTS HANA’S SUITCASE is the true story of Jewish girl who died at Auschwitz at the age of thirteen and how, although her life was taken at such a young age, her memory and spirit continue to live on today. Adapted from the book of the same title by Karen Levine, HANA’S SUITCASE explores the journey of teacher and children at the Tokyo Holocaust Education Center take to find out who Hana Brady is—all from a suitcase the Center received with Hana’s name, birth date, and the word waisenkind (orphan) written on it. The children at the Center are captivated by this suitcase, and the girl who once owned it, and they begin flooding Fumiko Ishioka, the Center’s Director, with question after question about Hana. Fumiko recognizes the importance of uncovering Hana’s story for her students. This tragic event cannot be summed up in numbers or facts— it affected individuals, young and old, who each had a story, families, and hopes and dreams. As Fumiko slowly but determinedly reveals Hana’s story, she discovers that Hana was sent to live in Theresienstadt, a Jewish ghetto, and eventually died at Auschwitz. However, as devastating as this is for Fumiko and the children at the Center to find out, they also learn that Hana had an older brother who survived the Holocaust and was now living with his family...
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