Reflection Paper Essay Example | Topics and Well Written Essays - 750 words - 23

Reflection Paper - Essay Example oss such situations where irrespective of being apparent that a person did good to others, sans caring about personal well being, people did find a strong need to imbue such an act with selfish motives. In that context Robert Trivers’ concept of reciprocal altruism is of immense importance. Many individuals do believe that Triver by ascribing the notion of reciprocal to a noble notion like altruism does divest it of its inherent goodness and nobility. However, I think that even if we ascribe to the idea that people do altruistic activities to avail the benefits of reciprocity from the subjects they benefit, it still does prove one important fact that overall the human conscience and its genetic makeup is born to be good. It is a fact that people many a times act in ways that tend to benefit other people. However, the cynics believe that they do so to get something in return. At the least people engage in goodness and altruism to get the benefit of believing that they did something selfless for others. Thereby, in a cynical context, the moral satisfaction of doing an altruistic act qualifies to be a cause of selfish personal aggrandizement. This readily turns the idea of altruism to be opened to evolutionary ideas and explanations. Trivers in his article talks about the theories of kin selection and reciprocal altruism to convey that they emotional makeup and thereby the underlying genetic framework of humans so designed to be altruistic with the idea of benefiting from it at some other time. The crux of Trivers’ theory is that evolution does happen to favor such individuals that sacrifice their personal well being to do well to others with the intention of accruing a favor at a later stage. T he theory of reciprocal altruism did explain one important evolutionary enigma as to how do the organisms that sacrifice their personal well being, life and the ability to reproduce for the sake of others happen to evince evolution. It is quite understandable to consider

Public and social issues Essay Example for Free

Public and social issues Essay Slowly there was huge controversy regarding the manner in which domain names were allocated and provided registration by the NSI. There was a huge increase in the trademark disputes especially in the . com TLD domain. The IANA had no concern for legal issues over the domain name allocations. Hence, many nations including the US had concern over the allocation of domain names over the internet . In 1997, the management of several generic TLD’s were handed over to the International Ad Hoc Committee (IAHC). The organisation helped in framing 7 new generic TLD’s and ensuring greater amount of healthy competition in the second level domain names . The NSI and the IANA were together concerned with the development of a set of rules and regulations for the assignment of domain names. They developed a corporation that would have jurisdiction for the assignment of domain names throughout the world. This organisation (ICANN) also helped in the development of rules and regulations for the internet domain names. The US DOC also played a major role in the development of the ICANN. The final version of the bylaws by the ICANN was released on October 2, 1998, and released by the DOC. On November 1998, the ICANN and the DOC decidedly to jointly design rules, regulations, mechanisms and methods to ensure Domain name functions. The DOC and other organisations were interested in bringing about better competition and ensuring stability. The role of the US government was slowly being transferred to the ICANN. The NSI also changed its name to Verisign. It was concerned with developing a shared registration system and provides services under the generic TLD’s such as . com, . net, etc. Verisign has to sell certain number of registers in order to have authority of the . com register in 2001. However, some of the registries of Verisign and ICANN still are shared from May 2001. Verisign would operate various registries such as the . org registry till 2002, the . net registry till 2005, the . com registry till 2007. The ICANN has allocated the . org registry from 2002 to 2008 to Public Internet Registry and Verisign for the . net registry from 2005 to 2011 . The domain name has turned out to be a huge business model for several companies. The ads-per-click policy, which would ensure that advertisements placed in the domain name would make more money than the domain itself, would ensure that the domain is continued. On the other hand, if the cost of the domain is more than the advertisements, then the domain is ceased for the next year. There is also a five-day grace period (following registration), which ensures that anybody who has registered a wrong domain can go back and correct his/her mistake. Today, domain names are created and dropped at a very fast rate, and hence, people are in huge confusions. This is happening at a very fast rate, even faster than the rate trademarks are picked up and dropped. To ensure certain amount of control at the rate at which the domain names are picked up and dropped, the ICANN is monitoring several registries. It has given certain number of its registries to companies that can sell out domain name. Such companies are known as ‘registrars’, and they would usually be working on the . com and . net TLD. However, the ICANN has introduced a 5 day window period, which would allow the registering body to make changes or take back the domain name registration within a period of 5 days. The ICANN can also recommend the owner to make modify or even remove certain domain names registered during the window period. This would ensure that any illegal activities or potentially abuse over the internet can be prevented. At the same time, healthy competition can be encouraged over the internet . Since January 003, there has been a shift in the management of the . org TLD from Verisign to the Public Internet Registry, which is an organisation created in 2002 keeping the public internet in mind . During the mid-1990’s, the US government decided to shift several infrastructure and governance that the US government and the military had over the internet over to private bodies. The government felt that the main reason for implementing such policies were because the industry themselves can specialise in creating effective policies and ensure development and advancement through regulations and policies framed over internet. The US government also tried to install several institutional controls means to ensure that the private bodies that had certain governance over the internet. Several organisations such as the ICANN and the IAHC also felt that the international involvement was very important in developing a domain name policy.

Rap :: essays research papers

Tha Century / 100 Bars Deep Now This's Gonna Be Sticky.... I shapeshift monotonous mockeries into a metamorphisis of melodic monogamy... Im more morbid audibly, smear your extremities with catatonic embalment fluid.. Smoke you for the toxin release! My words constrict airholes until all oxygen is ceased... Kids is tryin to elevate they point of views by studying topography?! Ha! You god-awful emcees.... Watch true suns set across the horizon of your premises... I shadowbox with the reflection of an extra-terrestrial nemesis, to sharpen my depth perception! Intense ressurections of mental sections, to ascend beyond eleven tenths of perfection... I was born when the clock was confused and twelve fell into thirteen... From dusk to dawn my embryo's vitality radiated a pulsing kinetic energy... I disperse beams! 360 degrees of devastation, and six degrees of seperation.. Equals 60 emcees thats gon die from each gamma ray salivation... I still see 20/20 with a cycloptic chromosome, so all mimes manipulated by psionic overtones.. Are overthrown from the underworld overture, over your vocal tone... Undulation, running flows over oval opal stones! Spitting sinister cyclones! If your real or not, its your plot, life behind a twisted doorlock...Amongst wizardous warlocks! Wither in sweltering weather... Swelling cerebellums in cellars, swirling in pools of clorox! Potions pour from my incisors, and inject adrenalin inside words.. In sin curves and blind blurs, reminders of pioneers and rectangularly erected pine boards... The riddle was solved whence it was exposed for its awfulness... I dreamed of an eon long apocolypse, only to wake up and find i was revolving in it... Once i shed my body, its residue will vaporize into cumulonimbus stormclouds... While i study obelist physics, and calculate diabolical arithmetics... Im sicker then cancer victims spittin up tumorous appendiges, then lighting a cigarette.. My aesthetics are acrobatic, the accepted eclectic with savage epileptic habits.. I feed your asses mass laxatives, as to extract gastric acids when the gas passes... Flash flasks of the nastiest wrath, worse then moldy thermoses of birth water contaminate.. Splash that in your eyes and laugh as your sinus collapse, and the virus attacks rampant.. Half of yall are clowns, spiritually vacation bound.. Likely contestants for the neighborhood talent show consolation round.. I put headphones in penetentiaries the way i spit these bars.. Battle? im the head blitzkrieg czar.. I diss emcees hard, thats why bitches be sparse... I slaughter in psychotic spasms like a vicious retard... Visually unscarred... Everytime i kill a victim my ammunition is re-charged... Im rippin seams apart... You couldnt find a rhythm in your weak heart.. OMNI hoe, we reach stars... I was born with my ambillical attached to the sun, and energy has granted me a tongue.. I turn tornadoes twisting 180 degrees from their regular rotation.

A substitute for royalty Essay

As I reluctantly strode towards my final year of school I pictured the scenes that would await me. Without Jack, my best friend since infant school I felt depressed and gloated in my state of solitude. Jack had left to be an author, although he did not seem either a novelist or an intellectual. I had never read his work before but still I encouraged and supported him. During lunch I noticed the solemn expressions on the teacher’s faces, they lacked their usual humour and were drained of all normal colour. My efforts to replenish their vitality were useless; their expressionless behaviour dampened my own spirits. I left school as I arrived, upset, weary and worried. I couldn’t explain why the staff had acted so out of character. I thought continuously until in the corner of my eye I noticed a pupil from last year. He was pale and surrounded by cigarette butts. In the attempt to cheer myself up I dared to make conversation â€Å"I heard about your four A levels,† I muttered. Realising he may not have heard me I raised my voice â€Å"Has the fact you’ve achieved four A levels stressed you out that much that you’ve started smoking,† I said jokingly. Yet again he blanked me. I approached him gently placing my hand on the bench. I looked closely at his face. His skin was stretched over his bones; his cheekbones and eye sockets bulged out abnormally. â€Å"What’s wrong?† I asked reassuringly â€Å"It looks as if you’ve had an alien encounter,† He arose rapidly â€Å"Yeah something like that,† he finally replied. Then briskly he t rickled away into the distance. The following day I had games first lesson. In an attempt to secure a place in the first side this year, I subtly began to make conversation â€Å"I bumped in to Chris yesterday, he’s smoking very heavily, shame really he made such a good player.† â€Å"I don’t blame him† was the immediate response, bewildered and confused I questioned him â€Å"what do you mean?† â€Å"Ask Mr Lewis† he said in a faint voice as he rapidly relieved himself from my company. As soon as I reclothed myself from the shower I paced towards Mr Lewis’ office. Mr Lewis was a short middle-aged man who was consistently joyous; he was certainly not a stereotypical head teacher. I halted abruptly as he came into view. He was pinning up a notice on his door ‘There will be no welcome Prom, Sorry’ Shocked and upset I realised that this was maybe the only night a female would look at me twice. The anger swelled inside me and at that moment I was determined the prom would go ahead. So I decided to take the news well and acted as if the prom meant nothing to me. During the remaining day I secretly organised the traditional event and felt rather proud of myself as even the most popular guys in the school congratulated me for coming up with such an ingenious plan. The night of the prom lurked as the school bell echoed throughout the corridors signalling the end of school. As the hordes of pupils proceeded towards the exit I cunningly knocked the Janitors keys out of his hand and kicked them forward. A person up ahead picked up the keys, removing the key that would unlock the hall. He then discarded the rest of the keys by hiding them in someone’s bag. After returning home to get changed I entered the ceremony as a hero disguised in a turquoise suit with cue-ball cufflinks. I had arrived fashionably late, just as the votes were being passed around for who would be this years Prom King. Not surprisingly Karl won substantially, he seemed to possess some inhuman magnetism which melted girls hearts. His personality was nothing to be admired but his muscular build was all it took. The party did not warm up until 11 o’clock when a slender figure with a revealing dress approached me with the crown. â€Å"I think Karl must have left, I found this by the fountain,† her voice was so feminine I temporarily found myself in a hazy dream. The girl forcefully placed the crown in my hands. I hesitantly thanked her before asking Mark to come up and be crowned. However just over half an hour later a group of boys I recognised as Mark’s friends approached me soaked through and smelling of chlorine. They handed me the crown, â€Å"we found it floating in the Jacuzzi, Mark must have left.† I had no choice but to call up another contestant, his name was Tony. I hoped he would stay until the majority of people had left otherwise I would be forced to crown myself. A few girls had voted for me but I’m sure it was a joke. However, to my disgust a rather drunk pupil wandered clumsily in my direction, he fumbled with the crown. I removed it into the safety of my hands. † I found it by the lockers,† he uttered just before a huge lurch was followed by harmful amounts of vomit. He sat contently and upright next to a wall as I walked on to the stage. I introduced myself and explained the situation. I raised the crown high. It hovered menacingly above my head, until a powerful, shrill cry caused me to stop, it was Mr Lewis he burst in and broke down. The crown was dropped. He was extremely angry. We poured out everywhere. Unfortunately I had to face him next morning, he was in tears and gradually explained next to nothing just that last years prom was a disastrous tragedy. He handed me one piece of blood stained paper, which was addressed to me. It said ‘I’ve personally published this novel’ I frowned for a few seconds and handed it back I told him that I did not understand. Mr Lewis quietly murmured â€Å"come and see me after school if you don’t figure it out.† I thought hard all day but I couldn’t unlock the mystery. I went back and he showed me a picture of Jack my old friend. He was at the prom dressed in a dinner suit. Mr Lewis handed me a book. I noticed it was the book Jack had given me before he left. I had left it in my locker on my last day. The Janitor must have found it. I noticed the title ‘My unpublished novel’, I opened it, page after page was decorated colourfully in harsh words such as die, hate, kill. They continued for hundreds of pages. Puzzled I eventually turned to the Synopsis. It was a statement from Jack ‘I’ll show the world that not publishing my novel was a fatal error.’ I stared at Mr Lewis in fright. He slowly explained that he had got in touch with the publishers, which Jack asked to publish his book. The publishers told him the basic plot, ‘It was a story of a boys battle to become popular. He was laughed at for being voted Prom King and swore revenge at the next prom. At the next prom the boy was collecting everyone’s votes, then he would take them away and replace them with fake votes, which he had prepared earlier, therefore he could kill each King in the order he pleased. Throughout the night the crown was left in random areas about the school. People returned the crown claiming that the King had left the prom so a new one was voted for. The boy had eventually killed three Prom Kings and planned to kill the fourth one by dropping weights on to him, which were suspended by a rope from the ceiling. Then he poured the entire chemistry departments acid content over his body until he was unrecognisable. He started from the feet up to give him a slow death. He had turned blue from the weight on his broken ribs and sternum. However as he prepared to pour the last test tube full of acid onto his face the prom king lashed out with a severely burnt leg tripping him. He landed on the empty test tubes, which impaled him through his back. The prom king was found in mostly ash and the boy was bleeding heavily from his mouth. He was left in hospital for a while until A close friend came to see how he was and realised he had left the hospital. No body remained. The hospital was baffled. The friend ran back to the death scene finding only a crown near where the body of the fourth victim was found on the floor. Spontaneously he realised a possible connection to the fact that his neighbour hadn’t returned from the party. He was first to be crowned. It took him a while to believe it but His friend thought the boy had killed his victims and left the crown to signify it. The book then says the boy’s friend traces down people who had found the crown and began to reveal dead bodies left around those areas.’Mr Lewis looked deep into my eyes asking, â€Å"Now you understand, I’ve personally published this novel?† He did not await a reply; he carried on saying the publisher’s rejected his book in fear of it causing some person to act in the same way. â€Å"We believe Jack has acted out his own story for real and committed suicide by impaling himself at the end of it,† claimed Mr Lewis. Now Jack is haunting the crown. Whoever wears that crown is a certain victim of another violent, merciless death. Mr Lewis also explains that I must be the friend, why else would the note be to me? Mr Lewis asks if he thinks Jack would act differently if I wore the crown. I was very unsure but knew that Jack’s spirit had to be exorcised to put us all to rest and release the tension capturing the school. First I had to find the bodies of the various boys who had been crowned that night. I clearly remember that young woman who had told me she had found the crown near the water fountain. I rushed there as if I could still save him but I was sadly mistaken. A foul, pungent odour wafted towards me from behind a locked door. I forcefully hurled myself at the door, it shattered easily. The stench in the room was unbearable. I saw Karl, well I recognised one half of his face, the other seemed as if he had been hit close range with a shotgun, but someone would have heard that. I turned to take a sip from the fountain and only then realised there was dried blood all around it. Karl must have been drinking from this fountain while Jack approached him cautiously and then crushed his face into the fountain, leaving a gaping hole in his head. I left Karl to run to the swimming pool where Mark’s friends had found the crown. The Jacuzzi was the only sound interrupting perfect silence. I hesitantly switched it off. As the bubbles dispersed Mark’s figure became visible. He had the most frightening expression portrayed upon his face. He was fixed in a position with outstretched arms as his cumber band fastened him to a grill in the floor. He must have struggled vigorously before he finally drowned. Next I vaguely recalled my incident with the drunk and he had found the crown near the lockers. I guessed he meant Tony’s locker. Sure enough Tony was stuffed tightly into his locker while a maths compass was dug deep into his throat. I returned to Mr Lewis confirming each death. Mr Lewis was not coping well with the strain, he occasionally spluttered and tears ran down his cheeks. The same feelings were not present in my mind though only those of determination flourished through me. I politely stepped outside and headed for the chemistry lab. There I cautiously placed the crown on my head. Jack instantly appeared. He looked no different to when I last saw him. He appeared no less normal than the average human being. We barely exchanged words in our entire encounter. The first gesture made was an order for me to go closer to a neatly lined up row of glass. Obviously Jack was asking me to commit suicide. â€Å"I thought you would prefer this, I’ve known you a long time, you’ve never struck me as a fighter,† his cocky remark only flared my anger more. I slowly edged towards the glass bottles. Every step I took the wider Jack’s smile seemed to grow. Accidentally I managed to knock a bottle on to the floor. Panic stricken I wondered if his mood would change, mine certainly had, this was by far the most fearful experience of my life. Kindly Jack leaned over to pick the bottle up off the floor. As he arose I placed the crown on his head. He looked at me aghast. â€Å"How smart you look,† I proclaimed â€Å"anyone would think you were a substitute for Royalty.† He fell back on to the glass. The crown glistened evilly beside the table

Lab Report Essay

Heat it to 90 C and hold this temperature for 10 minutes. 2. Cool it to 50 C in a bath of ice water. 3. Shake the culture bacteria to free it from lumps and add to the milk. 4. Transfer the inoculated milk into the beaker or jar. Cover. 5. Incubate the milk for 4 hours at 43 to 46 degrees until clotted. Clotting of milk indicates the bacteria utilized the sugars and underwent fermentation. 6. Chill for 1 – 2 hours 7. Stir the yogurt to make the texture smooth. 8. Package and consume III. Results and Discussion Kind of Milk| Taste| Color| Texture| Smell| Low- fat milk| Yogurt-like| Beige| Smooth| Sour| Full-cream milk| Very Sour| Beige| Thick| Very sour| In the table above, the reason why there were only 2 kinds of milk is because 2 groups used low fat milk and the other 2 used full-cream milk. As being compared from the table above, using full-cream milk caused the taste and the smell of the product (yogurt) to be extra sour. Yogurt is naturally sour because of the acid present in it. Also, the full-cream milk caused the texture to be thicker compared to the yogurt used with low-fat milk. Even though different kinds of milk were used, the color of the yogurt was the same, which was Beige. IV. Conclusion Based on the given results and discussion of the data, the characteristics (taste, color, texture, and smell) of the yogurt will depend on what kind of milk will be used for the yogurt making process. V. Recommended If one were to do the same experiment above, the group would recommend that they use low-fat milk to make their own yoghurt.

The analysis of Woodward in THE STRANGE CAREER OF JIM CROW 1955 essays

The analysis of Woodward in THE STRANGE CAREER OF JIM CROW 1955 essays The paper will analyze C. Vann Woodward's "The Strange Career of Jim Crow" (1955). "Woodward begin his series of lectures by nothing that, although an early form of Jim Crow-type legislation could be found in the cities of the antebellum North ("One of the strangest things about the career of Jim Crow was that the system was born in the North and reached an advanced age before moving South in force"), race relations in the nineteenth-century South were more often than not characterized by intermingling and close contact. (17) "In most aspects of slavery as practiced in the antebellum south," he notes, "segregation would have been an inconvenience and an obstruction to the functioning of the system. The very nature of the institution made separation of the races for the most part impracticable." (12) Similarly, while some elements of Jim Crow showed up during Reconstruction (such as the separation of churches and segregation of public schools), "race relations during Reconstruction could not be said to have crystallized or stabilized nor to have become what they later became. There were too many cross currents and contradictions, revolutionary innovations and violent reactions...for a time old and new rubbed shoulders and so did black and white in a manner that differed significantly from Jim Crow of the future or slavery of the past." (25, 26) In fact, Woodward, argues, even Redemption didn't herald the onset of Jim Crow. While "it would certainly be preposterous to leave the impression that any evidence I have submitted indicates a golden age of race relations in the period between Redemption and complete segregation," Woodward argues, "the era of stiff conformity and fanatical rigidity that was to come had not yet closed in and shut off all contact between the races, driven the Negro...

A Hermeneutical Critique on the Conquest Essay Essays

A Hermeneutical Critique on the Conquest Essay Essays A Hermeneutical Critique on the Conquest Essay Essay A Hermeneutical Critique on the Conquest Essay Essay Essay Topic: Poes Poetry The Representation of the brush between white settlers-invaders and autochthonal peoples in Jeannette Armstrong’s â€Å"History Lesson† and Susanna Moodie’s Rough ining it in the Bush differ greatly in a figure of ways. Writing at different times. for conflicting intents. from opposing points of position every bit good as utilizing different literary mediums- the ensuing representation of the brush between the white and autochthonal groups are inherently contrasting. Depicted as a lesser. more barbarous race in Rough ining it in the Bush every bit good as the victims of savageness and ‘civilisation’ in â€Å"History Lesson† . Native representation in the two plants are peculiarly dissimilar. nevertheless settler attitudes in both are based upon discriminatory and racialist ideals of the clip. and this can be seen in their brush. The function of faith besides helped determine the natives’ brush with the colonists. it is presented in a ludicrous manner in â€Å"History Lesson† every bit good as in a slightly nescient manner in Rough ining it in the shrub. Despite her at times minimizing linguistic communication. Moodie does show some regard and grasp of the Natives’ features. an involvement that is non-existent in â€Å"History Lesson† . nevertheless despite her just mindedness. her sentiments are still tinged with racism and an authoritarian white –supremacist sentiment. Writing about her experiences in the 1830’s in Canada. Susanna Moodie’s Rough ining it in the Bush is an history of life as a female colonist at the clip. Published as a usher to Britons sing emigrating. her authorship is ethnographic. analyzing assorted groups such as those immigrating to Canada. the colonists in Canada every bit good as the autochthonal Natives. In the Chapter â€Å"The Wilderness A ; our Indian Friends† . Moodie is confronted for the first clip with Native Americans. whom she describes as â€Å"a people whose beauty. endowments. and good qualities have been slightly overrated. and invested with a poetical involvement which they barely deserve. † As her first vocalization associating to the Natives. this sentiment serves to be instead belittling and surprising. As she believes they have received excessively much â€Å"poetical interest† . and their evident positive qualities â€Å"overrated† . Moodie goes on to compose. â€Å"Their honestness and love of truth are the finest traits in characters otherwise dark and unlovely. † Despite an effort at complimentary authorship. her Language here is extremely minimizing toward the Natives. and in their brush it is clear she sees herself superior to them. Her usage of â€Å"dark† refers to their cryptic personality every bit good potentially their skin color. The air of white colonist high quality nowadays in Rough ining it in the shrub is drastically magnified in Jeannette Armstrong’s verse form â€Å"History Lesson† . nevertheless the White persons are portrayed as inferior in footings of actions. In contrast to Moodie. Armstrong is composing from the Native’s point of position. telling the invasion of the white encroachers following Christopher Columbus’s initial expedition to the Americas. Her composing serves as a counter-history. supplying a version of events from the Natives position that have throughout history been seen as barbarous enemies of civilisation. It is argued. â€Å"Throughout recorded clip. empowered groups have been able to specify history and supply an account of the present. A good illustration of this is the portraiture of wars between Indians and White by Canadian historiographers. † It is this impression of white ruling history that Armstrong challenges in â€Å"History Lesson† . In the first stanza. Armstrong writes ; Out of the abdomen of Christopher’s ship a rabble bursts Runing in all waies Pulling furs off animate beings Shooting American bison Shooting each other left and right Armstrong ironically depicts the white encroachers as barbarians in this stanza. with small to state between them and animate beings such as the American bison referred to in line 5. Christopher Columbus’s â€Å"discovery† of the Americas is whittled down to one line. Using really informal linguistic communication. â€Å"belly† and â€Å"Christopher’s ship† denotes a peculiarly non-impressive image unlike most word pictures of his ocean trip in white histories. The usage of the word â€Å"mob† conjures beastly intensions once more frequently attributed to Native Americans. Equally good as picturing the brush between Natives and white encroachers. Armstrong besides indicates the oncoming consequences of colonising on the Natives’ land. â€Å"Pulling off furs† every bit good as literally diagrammatically picturing the barbarian nature of the Whites when runing animate beings. besides refers to the fur trade set up following colonisation of Canada. The mindless brutality continues with the shot of American bison every bit good as shot of each other. The deficiency of definition between the two. and the insouciant nature of the lines highlights the Whites animalistic and barbarous nature. every bit good as the deficiency of integrity between the European colonists. In this stanza â€Å"Jeannette Armstrong conveys the force of abstraction of â€Å"Colonialism† by telescoping it into a graphic imitation of huffy physical activity† . In contrast to â€Å"History Lesson† where the Whites are judged on their actions. in Rough ining it in the Bush Moodie ab initio analyses the Natives visual aspect and common traits. Moodie provinces. â€Å"The work forces of this folk are by and large little of stature. with really harsh and abhorrent characteristics. † Following this entirely deprecating description. there is a continuance of animate being like comparings â€Å"the detecting modules big. the rational 1s barely developed ; the ears big. and standing off from the face ; the eyes looking towards the temples. lament. snake-like† In both literary texts. the opposing group is represented as animalistic. albeit metaphorically in â€Å"History Lesson† and much more literally in Rough ining it in the Bush. Using important linguistic communication throughout. Moodie seems to be speaking down to the Native peoples. Her ceaseless insisting on mentioning to the Native peoples. within which there were 55 different linguistic communications and legion folks. as â€Å"Indians† besides shows a clear deficiency of desire in larning the civilization. a white attitude typical of â€Å"History lesson† every bit good. Although being an advocator of peace. her apprehension of the nature of white- native dealingss seems slightly off. Representing the pickings of Native land as being â€Å"Passed into the custodies of strangers† . suggests it was peaceable and non questioned. due to the inactive verb â€Å"passed† . However this is entirely contrasting with â€Å"History Lesson† in which the truer nature of the struggle is depicted. Religion plays a important function in both word pictures of the brush between white colonists and the indigens. Christianity. and the manner in which it was thrust upon the Natives is mocked in â€Å"History Lesson† . whilst Moodie finds the Natives’ apprehension of the faith lacking. despite her entire deficiency of cognition of the Natives’ spiritualty. Armstrong writes. â€Å"Father average good? waves his stopgap wand forgives round-eyed Indians† Mentioning to a Priest as â€Å"Father mean well† is a sarcastic simplification of English footings. proposing his purposes are good but small else. â€Å"Waves his stopgap wand† is a peculiarly unusual manner of depicting a rood. with â€Å"wand† proposing its charming as opposed to spiritual. Writing from a Native point of position nevertheless it is clear intending given to such objects mean small to those that do non imply such significances. and Armstrong instills in the reader the apprehension that Christianity in the oculus of the Natives is about ludicrous. In the self-deprecating line â€Å"forgives round-eyed Indians† Armstrong twists racism about. with her fellow Natives the abused in order to demo its true ignorance. Moodie in comparing. composing for her place countrymen. reacts angrily in what she perceives every bit excessively much of a captivation with a adult male made blade. â€Å"For several yearss they continued to see the house. conveying along with them some fresh comrade to look at Mrs. Moodie’s God! –until. annoyed and annoyed by the delectation they manifested at the sight of the eagle-beaked monster. I refused to satisfy their wonder by non bring forthing him once more. † Moodie represents the indigens as nescient and naif. nevertheless her choler at their involvement shows her close-mindedness in footings of religion. This can be seen once more when Moodie writes â€Å"Their thoughts of Christianity appeared to me obscure and unsatisfactory. They will state you that Christ died for work forces. and that He is the Saviour of the World. but they do non look to grok the religious character of Christianity. nor the full extent of the demands and application of the jurisprudence of Christian love. † Both literary texts are likewise in that Native comprehension of Christianity is missing. nevertheless it is of class non they’re chosen religion and so this is apprehensible. Mentions to the Garden of Eden can be found in both texts. as Armstrong writes â€Å"Somewhere among the remains of skinless animate beings is the expiration? to a long journey and unhallowed hunt for the power glimpsed in a garden forever closed everlastingly lost† Armstrong likens the new universe to the Garden of Eden. another signifier of Utopia disturbed by human action. Despite clear efforts at conveying Christianity to the Natives. she refers to the whole ordeal as â€Å"unholy† . owing to the awful actions of the colonists. Moodie’s find of the countries natural beauty and naming of already known stones and other objects is besides similar to the scriptural narrative. Yet Moodie sees herself as Eve. as opposed to the destroyer of it. In â€Å"History Lesson† there are several recognitions of the weaknesss of Colonization and Capitalism that are to come following the brush between Whites and Natives. As Armstrong writes â€Å"Pioneers and bargainers bring gifts Smallpox. Seagrams and rice krispies† She once more references the Bible. with the likelihood to the birth of Christ and the three Kings. However the gifts are awful. unwellness. alcohol addiction and peculiarly insubstantial modern nutrient that of no usage and no demand to the Native with their established diet. Typifying her statement. she states â€Å"Civilization has reached the promised land† like the unashamed nature of advertisement. Armstrong ironically includes the tagline â€Å"snap. crackling and pop† to exemplify the inutility to Natives White/US civilization has become. The desolation continues as in stanza 7 she writes â€Å"The giant? in which they trust while burying take a breathing woods and Fieldss beneath concrete and steel stand agitating fists waiting to mangle whole civilisations ten coevalss at a blow† The brush between the Whites and Natives is represented as lost. for the natural admiration of the state is buried â€Å"beneath concrete and steel† . with â€Å"whole civilisations. 10 coevalss at a blow† ready to be mutilated. Despite cases of missing understanding and credence on Susanna Moodie’s portion in Rough ining it in the Bush of the Natives and their beliefs and characters. she does exhibit some tolerance and recognition of their many accomplishments and positive qualities. As Moodie provinces. â€Å"The fondness of Indian parents to their kids. and the respect which they pay to the aged. is another beautiful and touching trait in their character. † Her brushs with them are represented as peaceable and humbling. as she notes their humbleness in having nutrient â€Å"The Indians are great impersonators. and possess a nice tact in following the imposts and manners of those with whom they associate. † However despite her sort rhetoric. her superior racist attitude frequently prevails. â€Å"During better times we had treated these hapless barbarians with kindness and liberality† . Frequently excessively happy to return to the usage of â€Å"savages† . she surely does non give the Natives much regard as is due. much like the brush in â€Å"History Lesson† . As J R Miller writes. â€Å"the ethnographic attack to the survey of autochthonal peoples was debatable because it was a descriptive portraiture that rendered Natives inactive and unchanging. † This is the instance with Moodie’s portraiture of the indigens. as it is clear their manner of life is seen as backward in her authorship. Much of this nevertheless is to make with the birthplace environing Rough ining it in the Bush. However the brush between the different groups in her authorship is peaceable. intriguing and surely non every bit black as in â€Å"History Lesson† . In both texts the common subjects of misinterpretations. faith and racism arise and aid to determine the representation of the brush between the white and native groups. with two really different word pictures of the brush and its effects. Bibliography Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851. James S Fridered. Native Peoples in Canada- Contemporary Conflicts. Canada. 1988 Jeannette C Armstrong A ; Lally Grauer. Native Poetry in Canada- A Contemporary Anthology. Canada. 2001 J R Miller. Contemplations on Native Newcomer Relations-Selected Essays. 2004. Canada Jeannette C Armstrong. History Lesson Native Poetry in Canada- A Contemporary Anthology. Canada. 2001 I was able to derive farther penetration into the subject of white settler/Native dealingss utilizing the book ‘Native peoples in Canada-contemporary conflicts† . I was able to larn more of the manner in which the history between these two groups has been documented. and this in bend enabled me to further understand the representation of the brush between them in the two literary texts. I found this book in the library. Native poesy in Canada enabled me to better understand the significance of Armstrong’s initial stanza. I found this utilizing Google books. J R Miller’s book. Contemplations on Native Newcomer Relations once more enabled me to better understand the historical certification of native/white dealingss in Canada. Again I found this in the library. - - - - - - - - - - - - - - – [ 1 ] . Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851 [ 2 ] . Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851 [ 3 ] . James S Fridered. Native Peoples in Canada- Contemporary Conflicts. Canada. 1988. p4 [ 4 ] . Jeannette C Armstrong A ; Lally Grauer. Native Poetry in Canada- A Contemporary Anthology. Canada. 2001. p 24 [ 5 ] . Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851 [ 6 ] . Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851 [ 7 ] . Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851 [ 8 ] . Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851 [ 9 ] . Jeannette C Armstrong. History Lesson Native Poetry in Canada- A Contemporary Anthology. Canada. 2001 [ 10 ] . Jeannette C Armstrong. History Lesson Native Poetry in Canada- A Contemporary Anthology. Canada. 2001 [ 11 ] . Jeannette C Armstrong. History Lesson Native Poetry in Canada- A Contemporary Anthology. Canada. 2001 [ 12 ] . Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851 [ 13 ] . Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851 [ 14 ] . Susanna Moodie. Rough ining it in the shrub. The wilderness A ; Our Indian Friends. Canada. 1851 [ 15 ] . J R Miller. Contemplations on Native Newcomer Relations-Selected Essays. 2004. Canada. p16.