COMM 102: Mass Media & Society
Term Paper Guidelines
• Length: 7-10 pages, 12-point Times New Roman, double spaced. (2,500-3,000
words)
• Style: APA
• Topic: Anything to do with Media & Society.
• Important: You may choose a topic that has been covered in class, but you must
take what we have covered as your starting point and research the topic well
beyond that.
• Sources: There are stacks and stacks of things called “books” in our library and
the VPL. I am going to want to see some of these in the List of References or
Works Cited section at the end of your paper. Wikipedia is not a valid source for
academic research. It can provide a very useful place to start because it often lists
good sources for further research, but it should not be used as a source itself. Our
library websites also includes access to many e-books and databases, the most
useful of which might be Communication and Mass Media Complete.
• Tip: You might want to query me on your proposed topic, as I can probably tell
you if you will be able to find many good sources on it and I can probably point
you to some of them.
• Due date: Sunday, midnight of week 10 for online sections.
Possible term paper topics
• How does mass media influence society?
• What are the contributions of mass communications to modern society?
• Marshall McLuhan from the Gutenberg Galaxy to the Global Village
• How Web 2.0 advances the Internet from Web 1.0
• How social media have changed politics
• How U.S. hedge funds came to control Canada’s press Citizen journalism
• Native advertising: Sell-out or saviour of journalism?
• Does Technology save or suck time?
• What are the effects of TV and Movies on young minds?
• Who controls content on the www?
• Is the data being mined about customers on the www a breach of privacy?
• Explain the importance of racial and gender diversity in mass media
• How has history repeated itself in mass media?
COMM 102: Mass Media & Society
Term Paper Guidelines
• Length: 7-10 pages, 12-point Times New Roman, double spaced. (2,500-3,000
words)
• Style: APA
• Topic: Anything to do with Media & Society.
• Important: You may choose a topic that has been covered in class, but you must
take what we have covered as your starting point and research the topic well
beyond that.
• Sources: There are stacks and stacks of things called “books” in our library and
the VPL. I am going to want to see some of these in the List of References or
Works Cited section at the end of your paper. Wikipedia is not a valid source for
academic research. It can provide a very useful place to start because it often lists
good sources for further research, but it should not be used as a source itself. Our
library websites also includes access to many e-books and databases, the most
useful of which might be Communication and Mass Media Complete.
• Tip: You might want to query me on your proposed topic, as I can p ...
Interpersonal communication occurs between people and exists on a continuum from impersonal to personal. It involves developing identities and relationships through shared experiences, building trust, and exchanging ideas. The development of human culture relies on our ability to share experiences, build trust, exchange ideas, and transmit knowledge through various communication methods that have evolved over time, from early cave paintings and smoke signals to modern technologies like smartphones and social media. Effective interpersonal communication allows us to coordinate efforts, have impact on issues, and work out problems together.
American Archive of Public Broadcasting. Karen Cariani, Casey E. Davis, WGBH....FIAT/IFTA
The American Archive of Public Broadcasting is a joint collaboration between WGBH and the Library of Congress to preserve significant historical content from public radio and television dating back to the 1950s. The initial collection includes 40,000 hours of content from over 100 public media stations across 38 states. The archive faces challenges in preserving born-digital media formats and making the collections accessible while respecting intellectual property rights. The goals of the archive are to continue growing the collection, helping stations with archiving, and providing public access to tell the story of public media and document American history at national and local levels.
2011 U of Indiana - Ethics and Collecting Social Media: Twitter and the Libra...Todd Suomela
The document discusses the Library of Congress's 2010 announcement that it would archive the complete Twitter corpus from the company's founding. It raises privacy concerns about archiving billions of public tweets without users' consent. Through a textual analysis of press releases and articles, it finds privacy was often dismissed in discussions of the archive's potential research and historic value. However, the archive may conflict with archiving and library ethics of protecting individuals' privacy and raising questions about how privacy is defined in the digital age. It concludes more consideration of privacy is needed when making decisions that could expose people's words to future access.
Sustaining our common values: the pressures at play and to comeCILIP
This document summarizes a presentation on sustaining common values in librarianship that are under challenge. It discusses two core values - a belief in a universal public library service open to all, and respect for patron privacy. These values are challenged by new voices calling for libraries to transform and prioritize community needs over equity, as well as libraries' own use of technologies like filtering and analytics. The presentation calls for more debate within the profession on these issues to strengthen its mission and values.
Presentation to Regionalmedien Austria (RMA) an Austrian media company. RMA distributes free (advertiser-funded) newspapers throughout Austria that include local, regional and national content, reaching almost 50% market saturation. (Wikipedia)
The document traces the evolution of traditional media from prehistoric cave paintings through industrial era newspapers to modern digital media. It discusses how each age shaped communication technologies and tools from stone etchings to printing presses to internet platforms. Key traditional media like newspapers remained important in democratic societies by reporting on social issues and influencing political movements.
Interpersonal communication occurs between people and exists on a continuum from impersonal to personal. It involves developing identities and relationships through shared experiences, building trust, and exchanging ideas. The development of human culture relies on our ability to share experiences, build trust, exchange ideas, and transmit knowledge through various communication methods that have evolved over time, from early cave paintings and smoke signals to modern technologies like smartphones and social media. Effective interpersonal communication allows us to coordinate efforts, have impact on issues, and work out problems together.
American Archive of Public Broadcasting. Karen Cariani, Casey E. Davis, WGBH....FIAT/IFTA
The American Archive of Public Broadcasting is a joint collaboration between WGBH and the Library of Congress to preserve significant historical content from public radio and television dating back to the 1950s. The initial collection includes 40,000 hours of content from over 100 public media stations across 38 states. The archive faces challenges in preserving born-digital media formats and making the collections accessible while respecting intellectual property rights. The goals of the archive are to continue growing the collection, helping stations with archiving, and providing public access to tell the story of public media and document American history at national and local levels.
2011 U of Indiana - Ethics and Collecting Social Media: Twitter and the Libra...Todd Suomela
The document discusses the Library of Congress's 2010 announcement that it would archive the complete Twitter corpus from the company's founding. It raises privacy concerns about archiving billions of public tweets without users' consent. Through a textual analysis of press releases and articles, it finds privacy was often dismissed in discussions of the archive's potential research and historic value. However, the archive may conflict with archiving and library ethics of protecting individuals' privacy and raising questions about how privacy is defined in the digital age. It concludes more consideration of privacy is needed when making decisions that could expose people's words to future access.
Sustaining our common values: the pressures at play and to comeCILIP
This document summarizes a presentation on sustaining common values in librarianship that are under challenge. It discusses two core values - a belief in a universal public library service open to all, and respect for patron privacy. These values are challenged by new voices calling for libraries to transform and prioritize community needs over equity, as well as libraries' own use of technologies like filtering and analytics. The presentation calls for more debate within the profession on these issues to strengthen its mission and values.
Presentation to Regionalmedien Austria (RMA) an Austrian media company. RMA distributes free (advertiser-funded) newspapers throughout Austria that include local, regional and national content, reaching almost 50% market saturation. (Wikipedia)
The document traces the evolution of traditional media from prehistoric cave paintings through industrial era newspapers to modern digital media. It discusses how each age shaped communication technologies and tools from stone etchings to printing presses to internet platforms. Key traditional media like newspapers remained important in democratic societies by reporting on social issues and influencing political movements.
The document discusses the evolution of traditional media to new media from prehistoric times to the present. It begins by describing how prehistoric cave drawings were among the earliest forms of traditional media used to communicate ideas. It then outlines the development of media throughout history, including the rise of printing during the Industrial Age and electronic devices in the Electronic/Information Ages. The document concludes by examining several theories about media and information, highlighting how media richness theory, information processing theory, and contingency theory evaluate the effectiveness of different communication methods.
1) Cave paintings from the Prehistoric Age were some of the earliest forms of traditional media.
2) During the Industrial Age, the steam press allowed faster printing of newspapers, which reported on workers' disputes and injustices.
3) Theories like Media Richness suggest more personal media like video calls are richer, while theories on information processing examine how humans analyze information.
This document summarizes key concepts from Chapter 3 of the textbook "Culture and Society". It discusses how culture differs from society, with culture referring to shared values, norms, material goods, languages and symbols within a group. It also examines different types of societies throughout history, from hunting and gathering to industrialized, and how cultures have changed over time due to factors like colonialism, globalization and new technologies. Some unanswered questions are raised, such as the influence of nature versus nurture on behavior and whether the internet promotes a global culture or strengthens local cultures.
The document discusses several issues with the current system of copyright and access to knowledge. It notes that most publicly funded research cannot be easily accessed or reused by the public. Libraries are spending large amounts on journal subscriptions. Younger educators often have to build teaching resources from scratch due to a lack of access. The potential of the internet to more widely share and build upon knowledge is not being fully realized due to restrictive copyright laws. The document advocates for more open licensing of publicly funded work, including research, educational resources, and cultural heritage materials, using Creative Commons licenses to expand access to knowledge for the public and support continued knowledge creation.
The DPLA and NY Heritage for Tech Camp 2014Larry Naukam
This is an introduction to the Digital Public Library of America and to New York Heritage. It was put together for showing these web sites to school media librarians and others, an helping them to use it more effectively. It may also be used to find items for use in the Common Core curriculum.
Knowledge Organization | LIS653 | Fall 2017PrattSILS
This document discusses how libraries, archives, and museums (LAMs) have engaged with Wikipedia and Wikidata. It lists examples of different collaboration methods between LAMs and Wikipedia/Wikidata, such as having a Wikipedian-in-Residence, holding edit-a-thon events to improve articles, crowdsourcing content from collections, and using Wikidata for digital preservation. It also discusses potential reasons why a LAM would engage with Wikipedia/Wikidata, such as to improve articles by adding verifiable information, increase traffic to their own websites, and use Wikipedia as an instructional tool for their collections.
Sociology Update on new topics for 2015: Subject content and Teaching Ideas by Patrick Robinson, Teacher at Cadbury College, Birmingham. A presentation at the BSA Teaching Group Regional Conference on 28 February 2015
The ethics of our profession: sustaining our common valuesdmcmenemy
The document discusses two core values of librarianship that are increasingly under challenge: a belief in universal public library services open to all, and respect for patron privacy. It notes that changes driven by commercialization, community partnerships, and new technologies threaten these values by potentially limiting access or compromising user data. The author argues that librarians have not critically debated these challenges and suggests they must engage more on key issues through conferences and publications to define their profession and uphold their ethical responsibilities.
This document provides guidance on choosing an argumentative topic for a 3000 word paper. It suggests picking a topic that is interesting and important, on which reasonable people could disagree. Examples of argumentative topics include taking a stand on a controversy, evaluating a policy or program, proposing a solution, or arguing a particular interpretation of something. The document also provides sources for finding topic ideas, such as current events, academic interests, and opinion sections of news websites. It warns against topics that are too technical or rely solely on personal experience.
This document provides an overview of the American Archive of Public Broadcasting (AAPB) webinar. The AAPB is a collaboration between the Library of Congress and WGBH to preserve and provide access to significant historical content from public media dating back to the 1950s. It has over 50,000 hours of content from over 100 public broadcasting organizations. The webinar discusses the AAPB's goals of preservation and accessibility, the imperative need to preserve audiovisual archives, and examples of content available, including news magazines, documentaries, call-in radio shows, and unedited interviews.
Boston Library Consortium Webinar Part 1, Accessibility of AAPB for Academic ...Ryn Marchese
This webinar covered AAPB's background, governance and infrastructure. Casey Kaufman, AAPB Project Manager, and Ryn Marchese, AAPB Engagement and Use Manager, discussed the scope, content and provenance of the AAPB collection; methods of searching, navigating, and accessing content in the AAPB; examples of the types of materials available in the AAPB collection, and the scholarly and research value of audiovisual collections and specifically public media archives.
COMM 101H connect check in + paper (Luther)profluther
The document provides an update on student progress on assignments in their CONNECT course. It states that 17 students have completed the reading for Chapter 1 and 16 have completed the Chapter 1 quiz. It reminds students that questions must be completed while reading to receive credit, chapters and quizzes can be late but will be deducted points. The document then provides guidance and examples for students to choose a topic for their research paper on how mass media or technology has significantly impacted culture. It lists several mass media channels and examples of past paper topics to help students choose a relevant research topic.
Social Science in the Public Sphere: Riots, Class and ImpactLSEImpactblog
Event on 2 July 2013 with Prof Tim Newburn discussing the Reading the Riots project and Prof Fiona Devine and Dr Sam Friedman discussing the Great British Class Survey.
The document discusses teaching historical thinking concepts to students. It addresses how teachers can evaluate their students' use of concepts like significance, change and continuity, and cause and consequence. The document also discusses how teachers can manage their time to teach these concepts alongside historical content through hands-on classroom activities. It provides examples of how students can analyze primary sources and consider different historical perspectives. The goal is to help teachers incorporate and assess historical thinking in their classrooms.
The document describes some of the key characteristics of civilization in the United States, including highly developed infrastructure like bridges and museums, freedom of religion, forms of communication like email and social media, important technological advances like airplanes and computers, a democratic system of government, and a social structure with different economic classes.
Uk Essay Writer. College Essay Format: Simple Steps to Be FollowedCrystal Adams
Essay Writing Service Uk by UK-Custom Essay Writers - Issuu. Reword My Essay in UK: Guide. Review: Cheap Essay Writer | UK Top Writers. Essay Writing Help Service in UK | Academic Assignments. Best Essay Writers UK | Uniresearchers - Best Essay writing Service. British Essay Writers | University of Kent - Academia.edu. Uk Essay Writers - YouTube. Impressive Essay Writers Uk ~ Thatsnotus. 36 Best Essay Writers UK images | Essay writer, Essay, Writer. Top Tips on How to Write an Essay and How to Get Your Essay Done. English Essay Writers. Write My Essay For Me | Best Essay Help In UK. Environmental Essay Writing - British Essay Writers Blog | Academic .... Great british essay writers offer the best essay writing service in uk .... Academic Essay Structure Tips [Writing Guide] | Pro Essay Help. UK ESSAYS WRITERS Reviews | Read Customer Service Reviews of www .... 100 Satirical Essay Topics - UK Essay Writers Blog. Cheap essay writing service UK - Top 10 of Anything and Everything. Essay writing uk – MTA Production. Essay writing help uk Custom paper service.. 25 Essays-writers.co.uk ideas | essay writing, essay, in writing. Essay writer uk. 24/7 College Homework Help.. Essay Writing In English With Sample - 1. IELTS BASICS. Write essay uk – Equilibrium.biz. Pro-essay-writer.com Reviews – Real Student & Expert Writer Reviews. Buy Essay Uk Orders, Buy ready essay. College Essay Format: Simple Steps to Be Followed. Analytical Essay: Advanced english essays. sample academic essay apa format. Uk essay help - The Writing Center.. Essay Writing Examples - 21+ Samples in PDF | DOC | Examples. British Essay Writers - The Best Writing Assistants for any Paper. British Essay Writers : Frequently Asked Question Uk Essay Writer
Your supervisor, Sophia, Ballot Online director of information t.docxMargaritoWhitt221
Your supervisor, Sophia, Ballot Online director of information technology, has tasked you with creating a presentation that will convince the executives that using cloud-based computing to accommodate Ballot Online future growth rather than trying to expand the current infrastructure will help the company do business faster and at lower cost while conserving IT resources.
Question:
Create a high-level proposal for a compliance program for Ballot Online that enables the organization and its employees to conduct itself in a manner that is in compliance with legal and regulatory requirements.
The proposal will be one to two pages in length and should take the form of a high-level outline or flowchart showing the different components and relationships among the components.
Include the following elements that are generally found in an effective program:
● Identification of company employees who have oversight over the program, their roles, and responsibilities
● List of high-level policies and/or procedures that may be required
● List of high-level training and education programs that may be required
● Relationships between components of the program, including (but not limited to):
○ communication channels
○ dependencies
● Identification of enforcement mechanism
● Identification of monitoring and auditing mechanisms
● How will responses to compliance issues be handled, and how will corrective action plans be developed?
● How are risk assessments handled?
Please add references
.
Your selected IEP. (Rudy)Descriptions of appropriate instructi.docxMargaritoWhitt221
Your selected IEP. (Rudy)
Descriptions of appropriate instructional and assessment accommodations for the exceptional student based on their needs as described in the IEP.
You will need to list and describe the appropriate assessment tools and accommodations.
You will also need to describe how the lesson can be modified for other learners with varying reading deficiencies.
Rudy IEP
Current Grade: 2
Present Levels of Educational Performance
• Ruby is in good health with no known physical performance issues, and she socializes well with her peers.
• Ruby performs at grade level in all subjects except reading.
• Ruby can identify all letters of the alphabet and knows the sound of most consonants and short vowels.
• Her sight vocabulary is approximately 65 to 70 words, and she reads on the primer level.
• Ruby can spell most words in a first-grade textbook, but has difficulty with words in the second-grade textbook.
Annual Goals
1. By the end of the school year, Ruby will read at a beginning second-grade level with 90% accuracy in word recognition and 80% accu- racy in word comprehension.
Person Responsible: Resource Teacher
2. By the end of the school year, Ruby will increase her sight word vocabulary to 150 words.
Person Responsible: Resource Teacher
3. By the end of the school year, Ruby will read and spell at least 75% of the second-grade spelling words.
Person Responsible: Second-Grade Teacher
Amount of Participation in General Education
• Ruby will participate in all second-grade classes and activities except for reading.
Special Education and Related Services
• Ruby will receive individualized and/or small-group instruction in reading from the Resource Teacher for 30 minutes each day.
.
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The document discusses the evolution of traditional media to new media from prehistoric times to the present. It begins by describing how prehistoric cave drawings were among the earliest forms of traditional media used to communicate ideas. It then outlines the development of media throughout history, including the rise of printing during the Industrial Age and electronic devices in the Electronic/Information Ages. The document concludes by examining several theories about media and information, highlighting how media richness theory, information processing theory, and contingency theory evaluate the effectiveness of different communication methods.
1) Cave paintings from the Prehistoric Age were some of the earliest forms of traditional media.
2) During the Industrial Age, the steam press allowed faster printing of newspapers, which reported on workers' disputes and injustices.
3) Theories like Media Richness suggest more personal media like video calls are richer, while theories on information processing examine how humans analyze information.
This document summarizes key concepts from Chapter 3 of the textbook "Culture and Society". It discusses how culture differs from society, with culture referring to shared values, norms, material goods, languages and symbols within a group. It also examines different types of societies throughout history, from hunting and gathering to industrialized, and how cultures have changed over time due to factors like colonialism, globalization and new technologies. Some unanswered questions are raised, such as the influence of nature versus nurture on behavior and whether the internet promotes a global culture or strengthens local cultures.
The document discusses several issues with the current system of copyright and access to knowledge. It notes that most publicly funded research cannot be easily accessed or reused by the public. Libraries are spending large amounts on journal subscriptions. Younger educators often have to build teaching resources from scratch due to a lack of access. The potential of the internet to more widely share and build upon knowledge is not being fully realized due to restrictive copyright laws. The document advocates for more open licensing of publicly funded work, including research, educational resources, and cultural heritage materials, using Creative Commons licenses to expand access to knowledge for the public and support continued knowledge creation.
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This is an introduction to the Digital Public Library of America and to New York Heritage. It was put together for showing these web sites to school media librarians and others, an helping them to use it more effectively. It may also be used to find items for use in the Common Core curriculum.
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This document discusses how libraries, archives, and museums (LAMs) have engaged with Wikipedia and Wikidata. It lists examples of different collaboration methods between LAMs and Wikipedia/Wikidata, such as having a Wikipedian-in-Residence, holding edit-a-thon events to improve articles, crowdsourcing content from collections, and using Wikidata for digital preservation. It also discusses potential reasons why a LAM would engage with Wikipedia/Wikidata, such as to improve articles by adding verifiable information, increase traffic to their own websites, and use Wikipedia as an instructional tool for their collections.
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The document discusses two core values of librarianship that are increasingly under challenge: a belief in universal public library services open to all, and respect for patron privacy. It notes that changes driven by commercialization, community partnerships, and new technologies threaten these values by potentially limiting access or compromising user data. The author argues that librarians have not critically debated these challenges and suggests they must engage more on key issues through conferences and publications to define their profession and uphold their ethical responsibilities.
This document provides guidance on choosing an argumentative topic for a 3000 word paper. It suggests picking a topic that is interesting and important, on which reasonable people could disagree. Examples of argumentative topics include taking a stand on a controversy, evaluating a policy or program, proposing a solution, or arguing a particular interpretation of something. The document also provides sources for finding topic ideas, such as current events, academic interests, and opinion sections of news websites. It warns against topics that are too technical or rely solely on personal experience.
This document provides an overview of the American Archive of Public Broadcasting (AAPB) webinar. The AAPB is a collaboration between the Library of Congress and WGBH to preserve and provide access to significant historical content from public media dating back to the 1950s. It has over 50,000 hours of content from over 100 public broadcasting organizations. The webinar discusses the AAPB's goals of preservation and accessibility, the imperative need to preserve audiovisual archives, and examples of content available, including news magazines, documentaries, call-in radio shows, and unedited interviews.
Boston Library Consortium Webinar Part 1, Accessibility of AAPB for Academic ...Ryn Marchese
This webinar covered AAPB's background, governance and infrastructure. Casey Kaufman, AAPB Project Manager, and Ryn Marchese, AAPB Engagement and Use Manager, discussed the scope, content and provenance of the AAPB collection; methods of searching, navigating, and accessing content in the AAPB; examples of the types of materials available in the AAPB collection, and the scholarly and research value of audiovisual collections and specifically public media archives.
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Event on 2 July 2013 with Prof Tim Newburn discussing the Reading the Riots project and Prof Fiona Devine and Dr Sam Friedman discussing the Great British Class Survey.
The document discusses teaching historical thinking concepts to students. It addresses how teachers can evaluate their students' use of concepts like significance, change and continuity, and cause and consequence. The document also discusses how teachers can manage their time to teach these concepts alongside historical content through hands-on classroom activities. It provides examples of how students can analyze primary sources and consider different historical perspectives. The goal is to help teachers incorporate and assess historical thinking in their classrooms.
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Your supervisor, Sophia, Ballot Online director of information technology, has tasked you with creating a presentation that will convince the executives that using cloud-based computing to accommodate Ballot Online future growth rather than trying to expand the current infrastructure will help the company do business faster and at lower cost while conserving IT resources.
Question:
Create a high-level proposal for a compliance program for Ballot Online that enables the organization and its employees to conduct itself in a manner that is in compliance with legal and regulatory requirements.
The proposal will be one to two pages in length and should take the form of a high-level outline or flowchart showing the different components and relationships among the components.
Include the following elements that are generally found in an effective program:
● Identification of company employees who have oversight over the program, their roles, and responsibilities
● List of high-level policies and/or procedures that may be required
● List of high-level training and education programs that may be required
● Relationships between components of the program, including (but not limited to):
○ communication channels
○ dependencies
● Identification of enforcement mechanism
● Identification of monitoring and auditing mechanisms
● How will responses to compliance issues be handled, and how will corrective action plans be developed?
● How are risk assessments handled?
Please add references
.
Your selected IEP. (Rudy)Descriptions of appropriate instructi.docxMargaritoWhitt221
Your selected IEP. (Rudy)
Descriptions of appropriate instructional and assessment accommodations for the exceptional student based on their needs as described in the IEP.
You will need to list and describe the appropriate assessment tools and accommodations.
You will also need to describe how the lesson can be modified for other learners with varying reading deficiencies.
Rudy IEP
Current Grade: 2
Present Levels of Educational Performance
• Ruby is in good health with no known physical performance issues, and she socializes well with her peers.
• Ruby performs at grade level in all subjects except reading.
• Ruby can identify all letters of the alphabet and knows the sound of most consonants and short vowels.
• Her sight vocabulary is approximately 65 to 70 words, and she reads on the primer level.
• Ruby can spell most words in a first-grade textbook, but has difficulty with words in the second-grade textbook.
Annual Goals
1. By the end of the school year, Ruby will read at a beginning second-grade level with 90% accuracy in word recognition and 80% accu- racy in word comprehension.
Person Responsible: Resource Teacher
2. By the end of the school year, Ruby will increase her sight word vocabulary to 150 words.
Person Responsible: Resource Teacher
3. By the end of the school year, Ruby will read and spell at least 75% of the second-grade spelling words.
Person Responsible: Second-Grade Teacher
Amount of Participation in General Education
• Ruby will participate in all second-grade classes and activities except for reading.
Special Education and Related Services
• Ruby will receive individualized and/or small-group instruction in reading from the Resource Teacher for 30 minutes each day.
.
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Your initial post for class discussions should include APA formatted in-text citations when paraphrasing or directly quoting outside sources like the textbook. You must also include an APA formatted reference list at the end of your post. Posts should be at least 150 words long.
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Your life is somewhere in a database
Contains unread posts
(Clipart from MS Office)
Many TV shows depict law enforcement personnel accessing readily accessible databases that contain all types of records about individuals –records about everything from address to telephone records to finances, insurance, and criminal history. The information you share with your bank, doctor, insurance agent, the TSA, ancestry kit companies, and on social media can make your life an open book. Here are some questions to address as you reflect on this:
1. Are you comfortable with giving away some of your privacy for increased security? Why or why not? How far would you let the government go in examining people's private lives?
2. How much access should we have to certain aspects of others' private lives? For example, should States share criminal databases? But should a database of people paroled or released for crimes be made public? Why or why not?
.
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Your original initial post should be between 200-300 words and 2 peer responses in the range of 75-125 words each. Posts are too brief for a cover page and double-spacing. Otherwise, your posts, references and citations should be in APA format. The rubrics with Biblical Integration determines your grade. It considers:
Providing a short introduction stating your position and argument
Supporting your argument (intext citing shows this)
When all is done, give a brief conclusion
a reference at the end
In this chapter, Collins begins the process of identifying and further developing from the research those unique factors and variables that differentiated the good and great companies. One of the most significant differences, he asserts, is the quality and nature of leadership in the firm. Collins initially told the research team to downplay the role of top executives in the good-to-great process. It became obvious that there was something different that these leaders did. Collins went on to identify "Level 5 leadership" as a common characteristic of the great companies assessed in the study. By further studying the behaviors and attitudes of so-called Level 5 leaders, Collins found that many of those classified in this group displayed an unusual mix of intense determination and profound humility. Characteristics used to describe these leaders included words like quiet, humble, modest, gracious, and understated. Yet there was also the stoic resolve and an unwavering determination evident. They were low-key executives, rarely appearing in the media, who demonstrated a relentless drive for results. These leaders often had a long-term personal sense of investment in the company and its success, often cultivated through a career-spanning climb up the company’s ranks. The personal ego and individual financial gain were not as important as the long-term benefit of the team and the company. As such, Collins warned of the liability involved in employing a bigger-than-life charismatic leader —personalities often brought in from outside the company or organization by a board seeking a high profile figure. The data suggested that a celebrity CEO brought in to turn around a flailing firm was usually not conducive to fostering the transition from
Good to Great
(Collins, 2001).
Why is this important?
Collins was asked and did not want to use "servant leader" for the Level 5 leader (Lichtenwalner, 2012). The team chose the term, “Level 5 Leadership” over Servant Leadership, in part, for fear readers would misinterpret the concept as “servitude” or “weakness.” In his mind, this position looked like something else. And so a new leadership phrase was born. What is interesting is that many but not all of the leaders profiled had a faith background. Lichtenwalner, (2012) in his research suggests that Servant Leadership is a key aspect of Level 5 Leadership. But perhaps it is not the technique but the heart and faith of the leader that had such a signifi.
Your assignment is to research and report about an archaeological fi.docxMargaritoWhitt221
Your assignment is to research and report about an archaeological find of the last fifteen years.
When you begin the research phase of your project, you will be happily surprised to find just how many active sites are producing new insights into ancient cultures every single day. Some recent examples include excavations in Scotland, England, Egypt, Jerusalem, Rome, and China. Find one that interests you.
Please message me for full assignment information as I am not able to post it.
.
Your assignment for Physical Science I is to write a paper on.docxMargaritoWhitt221
Your assignment for Physical Science I is to write a paper on:
Clean Energy as well as an alternatives and the Environments: Solar, Geological (Geothermal!), and Wind Energy for the Future. Also, Hydro Power Plants, Dams, and the Water Table and Ecology Issues.
1200 words.
.
Your charge is to develop a program using comparative research, anal.docxMargaritoWhitt221
Your charge is to develop a program using comparative research, analyzing the relationship of workplace behavior and employee motivation. Create a diversity mentoring program (DMP) for an organization of your choosing. You may select a current or former employer, church, hobby team, etc.Within your plan, include the following items listed below:
name of organization;
introduction of DMP;
need of such program;
benefits of the program;
potential challenges (may include potential problems that may incur without such program);
justification of the important aspects of employee behavior and the relationship to employee motivation;
one inclusion of a motivation theory;
details of the equity of social justice and the power to make positive change; and
explanation of the plan to implement the program with recommendations with inclusion of the expected outcomes.
Two pages
.
Young consumers’ insights on brand equity Effects of bra.docxMargaritoWhitt221
Young consumers’ insights on brand equity
Effects of brand loyalty, brand awareness, and brand image
1
CONTENTS
INTRODUCTION
LITERATURE REVIEW
METHODOLOGY
2
- Data set development
- Customer expectation
--Brand recognition
--The quality of the brand is guaranteed
- Advantage of Brand effect
-- Increase market share
--Increase of competitive advantage
Research Background
- Data set development
- Customer expectation
--Brand recognition
--The quality of the brand is guaranteed
- Advantage of Brand effect
-- Increase market share
--Increase of competitive advantage
Research Background
3
Research problem
-Limited research
-Different research perspectives
-The impact factor of brand equity
Research objectives
The purpose of this study is to measure the relationship between brand loyalty, brand awareness and brand image and brand equity of young consumers.
Aaker (1991) Model theory was incorporated into the relevant research system
Identify the relationship between brand equity and brand loyalty, brand awareness and brand image
The research scope of brand effect has been expanded
Provide guidance for enterprises to design effective strategies
Significant of study
Contribution
Scope of study
Master students are the main research objects, and the research scope is to investigate Chinese master students.
THEORETICAL FRAMEWORK
The conclusion of this paper is based on the principle of Aaker (1991) model.
It can be said that customers' attitude towards brands has an important impact on brand assets (Choi, Parsa, Sigala, & Putrevu, 2009).
Thwaites et al. (2012) found that when consumers' perception of brand cognition is positive, their purchase intention of brand will also be positive.
LITERATURE REVIEW
Brand loyalty
The study found that the creative consumption behavior of customers has a positive effect on the cultivation of brand loyalty, and the brand equity associated with high brand loyalty of consumers is higher than that of other brands (Atilgan, Aksoy, & Akinci, 2005).
Brand awareness
According to the research, when customers‘ brand awareness is enhanced and they have a certain understanding of brand awareness, the brand equity will also be further enhanced,It can be said that there is a significant influence relationship between brand awareness and brand equity (Pouromid & Iranzadeh, 2012).
LITERATURE REVIEW
Brand image
Most consumers will choose products with good brand image and feel that such products are of relatively high quality (Rubio, Oubina, & Villasenor, 2014).
Relevant studies, such as Faircloth et al. (2001), Rubio et al. (2014), and Vahie and Paswan (2006), have confirmed the positive influence of brand image on brand equity.
Brand equity is the added value of a product or a service, which mainly reflects the customer's evaluation and use of the brand, and also reflects the competitive advantage, price advantage and profitability brought by the brand to the enterp.
You will examine a scenario that includes an inter-group conflict. I.docxMargaritoWhitt221
You will examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 5–6page paper not including your title and reference page.
Reference
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377-383.
To Prepare:
Review the following:
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups.
(6 pages excluding title page and reference page)
:
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA
Learning Resources
Required Readings
Ahmed, R., & Gielen, U. (2017). Women in Egypt. In C. M. Brown, U. P. Gielen, J. L. Gibbons, & J. Kuriansky (Eds.), Women's evolving lives: Global and psychosocial perspectives (pp. 91–116). New York, NY: Springer.
Credit Line: Women's Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance .
You will perform a history of a head, ear, or eye problem that y.docxMargaritoWhitt221
The student will conduct a history and assessment of a head, ear, or eye problem provided by their instructor or from their own experience. They will document their findings, identify any actual or potential risks, and submit a Word document with this information to an assignment drop box. The assignment is due based on the course calendar dates.
You need to enable JavaScript to run this app. .docxMargaritoWhitt221
You need to enable JavaScript to run this app.
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Management
Richard L. Daft
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Cover Pagecover
Title Pagei
HEOA-1HEOA-1
Copyright Pageii
Dedication Pageiii
About the Authorv
Brief Contentsvii
Contentsvix
Prefacexv
Chapter 1: Leading Edge Management2
Chapter 2: The Evolution of Management Thinking38
Chapter 3: The Environment and Corporate Culture74
Chapter 4: Managing in a Global Environment110
Chapter 5: Managing Ethics and Social Responsibility144
Chapter 6: Managing Start-Ups and New Ventures180
Chapter 7: Planning and Goal Setting216
Chapter 8: Strategy Formulation and Execution248
Chapter 9: Managerial Decision Making284
Chapter 10: Designing Organization Structure324
Chapter 11: Managing Innovation and Change370
Chapter 12: Managing Human Talent406
Chapter 13: Managing Diversity and Inclusion446
Chapter 14: Understanding Individual Behavior484
Chapter 15: Leadership528
Chapter 16: Motivating Employees570
Chapter 17: Managing Communication608
Chapter 18: Leading Teams648
Chapter 19: Managing Quality and Performance688
Appendix: Operations Management and E-Commerce721
Name Index741
Company Index756
Subject Index761
Open/Close Margin
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Chapter 8: Strategy Formulation and Execution | Page 248
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Quality tools, methods paper
In the assigned textbook (chapter 15 p. 269), the authors present a table describing how the used the model for improvement, PDSA, and lean six sigma as a tool to develop their organization’s plan for improvement.
Studying the situation in your organization, present a suggested improvement plan (present a table similar to the one in p.269 + two pages explanation) utilizing one or more of the models discussed in the class (see chapter 2).
Grading rubric:
1. Quality of the table: at last, one of the quality models/tools should be applied correctly
2. Adequate explanation is given to support and explain the table
3. General organization of the assignment. Correct grammar and spelling are used
Note:
Suggested improvement plan is:
Decreased number of urinary catheter infections.
.
You will act as a critic for some of the main subjects covered i.docxMargaritoWhitt221
You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:
1:
Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
2:
Imagine you had known Plato and Aristotle and you had a conversation about how we
fall in love
. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
3:
Compare and contrast the two poems below:
LOVE’S INCONSISTENCY
I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.
Petrarch
After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?
The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.
This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go
Emily Dickinson
4:
Compare and contrast these two pieces of music: see files attached below
Beethoven’s Violin Romance No. 2
Scott Joplin’s Maple Leaf Rag
5:
Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.
.
You will research and prepare a presentation about image. Your rese.docxMargaritoWhitt221
You will research and prepare a presentation about image. Your research / presentation should provide the following information / answers:
What is raster image? List two (2) common types of raster image.
What is a vector image? List two (2) common types of vector image.
Create a table listing pros and cons comparing raster vs. vector images. You should present at list three (3) pros and three (3) cons for each type of image.
Show one (1) good and (1) bad example of raster image. Explain why it is a good and bad example.
Show two (2) examples of vector images.
What is the difference between ppi and dpi?
Which are the common resolution used for: website, plotter, banner and social media. Why do we use different resolution for each type of media?
How you identify the real size of an image using resolution and pixels?
.
You will be asked to respond to five different scenarios. Answer eac.docxMargaritoWhitt221
You will be asked to respond to five different scenarios. Answer each scenario (about 1 page per scenario). You will need to:
Decide what action the responding officer should take and provide an explanation/justification for your response.
In your explanation, explain the role that discretion played in your decision. Choose at least five factors from the list below to include in your explanation.
When considering your response for each scenario, remember that because of the nature of law enforcement work, police officers have always maintained a certain amount of discretion. Due to the amount of interaction that officers have with members of the public, this discretion must be fair, equal, impartial, and legal. As such, the use of discretion by officers is both a foundation of police work and a component of community policing.
Note
: You may make any and all assumptions necessary to answer these scenarios as long as they do not conflict with the details provided.
FACTORS (CHOOSE AT LEAST 5 FOR EACH SCENARIO):
Environmental factors
Nature of the community.
Socio-demographic characteristics.
Level and type of crime in the community.
Police/Community relations.
Organizational factors
Department Rules and Regulations.
Policies and Procedures.
Department bureaucracy.
Officer experience.
Dimensions of policing: philosophical; strategic; tactical; organizational.
Situational factors
Seriousness of crime.
Weapon involvement.
Victim – Desire to prosecute.
Group/gang crime.
Suspect’s demeanor.
Age/gender/race of involved parties.
Suspect’s criminal record.
Ethics
Moral values.
Cultural/Societal norms.
Accountability.
Friends/Family/Coworkers.
Experience/Upbringing.
Legal
Laws.
Past practice.
Evidence.
Victim signatures.
Landmark Supreme Court cases.
Scenario 1:
Officer Merced responds to a call of a Theft in Progress. Upon arrival, he finds that an 18-year-old female has stolen baby formula and diapers by exiting the store without paying. He speaks with her and finds that she has a newborn baby, does not have any source of income, and needed the formula and diapers for the baby. As such, theft is still a crime. What should Officer Merced do?
Do you arrest the woman or not? What factors influenced your decision?
Provide an explanation/justification for your chosen response including the role that discretion played in your decision.
Be sure to consider at least five of the provided factors in your explanation.
Use evidence and details from the scenario as well as supporting information and examples from the text in your response.
Scenario 2:
Dane is in an electronics store where he and a couple of friends are searching for a potential gift to give to a friend. They are happy to find a video game that is on sale but decide to continue looking around the store. They decide to go grab a bite to eat before making a final decision on what to get for their friend. As they are walking .
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
You will conduct a professional interview with a staff nurse and a s.docxMargaritoWhitt221
You will conduct a professional interview with a staff nurse and a staff nurse leader to discover their intra/inter-professional communications styles. It will be important to incorporate learning objectives regarding therapeutic communication styles including their method of caring, assertive, and responsible communication in your discussion/analysis of the interview.
.
You have chosen the topic of Computer Forensics for your researc.docxMargaritoWhitt221
This document provides instructions for a research project on computer forensics. The research project must include an abstract, introduction, section on computer forensics, and conclusion. It must be 500 words with in-text citations and 4 references.
1.Describe some of the landmark Supreme Court decisions that h.docxMargaritoWhitt221
1.
Describe some of the landmark Supreme Court decisions that have influenced present-day juvenile justice procedures.
2.
How are children processed by the juvenile justice system from arrest to reentry into society?
3.
Discuss the key issues of the preadjudicatory stage of juvenile justice including detention, intake, diversion, pretrial release, plea bargaining and waiver.
Textbook for the class
Siegel, Welsh, and Senna.
(2014).
Juvenile Delinquency: Theory, Practice, and Law
(12). Cengage Learning. [ISBN-978-1-285-45840-3]
Format:
should be thoroughly researched and reported. References and sources should be listed in MLA or APA format. The average length paper is two to three pages. You may interview individuals currently employed or retired from the criminal justice system and use them as a reference. All writing assignments must be original work for this course. Do not submit a paper used in another course. Do not cut and paste paragraphs of information into your paper. All source material should be paraphrased in your own words. Short quotations are allowed.
this paper wil be scanned through turntin
.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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For more information about PECB:
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
COMM 102 Mass Media & Society Term Paper Guidelines
1. COMM 102: Mass Media & Society
Term Paper Guidelines
• Length: 7-10 pages, 12-point Times New Roman, double
spaced. (2,500-3,000
words)
• Style: APA
• Topic: Anything to do with Media & Society.
• Important: You may choose a topic that has been covered in
class, but you must
take what we have covered as your starting point and research
the topic well
beyond that.
• Sources: There are stacks and stacks of things called “books”
in our library and
the VPL. I am going to want to see some of these in the List of
References or
Works Cited section at the end of your paper. Wikipedia is not a
valid source for
academic research. It can provide a very useful place to start
because it often lists
good sources for further research, but it should not be used as a
source itself. Our
library websites also includes access to many e-books and
databases, the most
useful of which might be Communication and Mass Media
2. Complete.
• Tip: You might want to query me on your proposed topic, as I
can probably tell
you if you will be able to find many good sources on it and I
can probably point
you to some of them.
• Due date: Sunday, midnight of week 10 for online sections.
Possible term paper topics
• How does mass media influence society?
• What are the contributions of mass communications to modern
society?
• Marshall McLuhan from the Gutenberg Galaxy to the Global
Village
• How Web 2.0 advances the Internet from Web 1.0
• How social media have changed politics
• How U.S. hedge funds came to control Canada’s press Citizen
journalism
• Native advertising: Sell-out or saviour of journalism?
• Does Technology save or suck time?
• What are the effects of TV and Movies on young minds?
3. • Who controls content on the www?
• Is the data being mined about customers on the www a breach
of privacy?
• Explain the importance of racial and gender diversity in mass
media
• How has history repeated itself in mass media?
COMM 102: Mass Media & Society
Term Paper Guidelines
• Length: 7-10 pages, 12-point Times New Roman, double
spaced. (2,500-3,000
words)
• Style: APA
• Topic: Anything to do with Media & Society.
• Important: You may choose a topic that has been covered in
class, but you must
take what we have covered as your starting point and research
the topic well
beyond that.
• Sources: There are stacks and stacks of things called “books”
in our library and
the VPL. I am going to want to see some of these in the List of
References or
4. Works Cited section at the end of your paper. Wikipedia is not a
valid source for
academic research. It can provide a very useful place to start
because it often lists
good sources for further research, but it should not be used as a
source itself. Our
library websites also includes access to many e-books and
databases, the most
useful of which might be Communication and Mass Media
Complete.
• Tip: You might want to query me on your proposed topic, as I
can probably tell
you if you will be able to find many good sources on it and I
can probably point
you to some of them.
• Due date: Sunday, midnight of week 10 for online sections.
Possible term paper topics
• How does mass media influence society?
• What are the contributi ons of mass communications to modern
society?
• Marshall McLuhan from the Gutenberg Galaxy to the Global
Village
• How Web 2.0 advances the Internet from Web 1.0
• How social media have changed politics
5. • How U.S. hedge funds came to control Canada’s press Citizen
journalism
• Native advertising: Sell-out or saviour of journalism?
• Does Technology save or suck time?
• What are the effects of TV and Movies on young minds?
• Who controls content on the www?
• Is the data being mined about customers on the www a breach
of privacy?
• Explain the importance of racial and gender diversity in mass
media
• How has history repeated itself in mass media?
FIRST NATIONS, POPULAR
PERCEPTIONS AND THE
ANTHROPOLOGICAL PERSPECTIVE
ANTHROPOLOGY 206 – FIRST NATIONS OF BRITISH
COLUMBIA
Spring 2021
KAREN ROSE THOMAS
POPULAR PERCEPTIONS
•Public art
•Museums
6. •Upscale galleries
•Tourist Kitsch/ Art
Perceptions of First Nations in BC vary, depending on context,
but for most people, ART is often the first thing that comes to
mind
Encompassing historical,
traditional, contemporary
and often political styles
and mediums of art,
visitors to the province and
British Columbians often
associate First Nations
peoples with a rich artistic
tradition.
POPULAR PERCEPTIONS
•Public art
•Museums
•Upscale galleries
•Tourist Kitsch
Spirit of Haida Gwaii,
Bill Reid, YVR Airport
If you have flown in or out of the Vancouver International
Airport (YVR)
you may have seen this sculpture:
Image: Tony Hisgett from Birmingham (CC BY)
7. POPULAR PERCEPTIONS
•Public art
•Museums
•Upscale galleries
•Tourist Kitsch
UBC Museum of
Anthropology
These totem poles adorn the Great Hall at the University of
British Columbia’s
Museum of Anthropology
Image: Daderot / Public domain
POPULAR PERCEPTIONS
•Public art
•Museums
•Upscale galleries
•Tourist Kitsch
» Nestled in the heart of downtown Vancouver, the Gallery is
home to the Simon Fraser University Bill
Reid Collection and special exhibitions of contemporary
Indigenous Art of the Northwest Coast of
North America.
» The Bill Reid Gallery is Canada's only public gallery
dedicated to contemporary Indigenous Art of the
Northwest Coast.
Image: Rebecca Bollwitt / CC BY-NC-SA 2.0
8. POPULAR PERCEPTIONS
•Public art
•Museums
•Upscale galleries
•Tourist Kitsch/ Art
like that found in stores like this “Trading Post”
*Note use of the term Indian
Many different stores cater to visitors to BC offering a large
range of tourist art or kitsch, which may or
may not have been created by First Nations artists. See
additional resources for a link to Solen Roth
writing about “Northwest Coast-style” vs. Northwest Coast Art
and Design
Image: Cowichan Trading / (CC BY-NC 2.0)
POPULAR PERCEPTIONS
STEREOTYPES
• Drunken Indian
• Lazy Indian
• Violent Indian
• Noble Savage
Who benefits from these
stereotypes?
9. • governments benefit from
stereotypes that perpetuate a
culture of dependency
• resource extraction companies
benefit from stereotypes that imply
First Nations stand in the way of
“progress”
Negative stereotypes are perpetuated by people, corporations
and governments with ulterior motives
POPULAR MISCONCEPTIONS
• First Nations people get free
• Housing
• Post secondary Education
• First Nations people don’t pay taxes
• First Nations cultures are inferior
• Use of modern technologies causes
First Nations cultures to cease
existing.
• First Nations are not protecting land
and resources, only seeking money.
(P.8-9, Muckle)
These narratives continue to be
repeated without verification.
While the situation is improving more
recently, the BC school curriculum is
10. complicit in reproducing these
harmful stereotypes and
misconceptions.
POPULAR MISCONCEPTIONS
• First Nations people get free
• Housing
• Post secondary Education
• First Nations people don’t pay taxes
• First Nations cultures are inferior
• Use of modern technologies causes
First Nations cultures to cease
existing.
• First Nations are not protecting land
and resources, only seeking money.
Short answer: NO.
• Under the Indian Act, First Nations
governments receive disbursements from
money held in trust by the Federal
Government, some designated for
housing and post-secondary education,
but not everyone who wants housing or
education receives funding.
• First Nations people are only tax exempt
in some circumstances (specifically, work
performed on reserve)
11. • First Nations cultures remain distinct even
with the adoption of modern technology
• Many First Nations consider Stewardship
to be an important cultural value.
(P.8-9, Muckle)
WHAT EXACTLY DO WE MEAN
WHEN WE TALK ABOUT
“THE ANTHROPOLOGICAL PERSPECTIVE”?
ANTHROPOLOGY AS
ORGANIZING FRAMEWORK
• This class (and the textbook) uses
anthropology to choose, describe
and discuss information about First
Nations in British Columbia
• The class is structured around key
areas of anthropological interest:
• Pre-history
• Traditional lifeways
• Language
• Processes and repercussions of
colonialism
• assertion of rights
Basic Anthroplogical Premises:
12. 1. Understanding contemporary
cultures depends on knowing their
past
2. All aspects of culture are
intertwined (therefore a change in
one element will cause changes in
other aspects)
3. There are multiple ways of
adapting and no one way is
better than others.
ANTHROPOLOGY AS
ORGANIZING FRAMEWORK
• Anthropology – The study of humans,
past and present.
• Culture – the learned and shared things
that people have, think, do. Culture is
constantly evolving.
• Material Culture – physical things
people have: houses, clothes, tools,
jewelry.
• Ideology – things people think: beliefs,
values, morals.
• Customs – things people do, their
behaviours.
13. Four Fields of Anthropology
1. Archaeology – study of the past
through material culture. In BC,
archaeology focusses on
documenting the physical evidence
of human activities in the region
before the arrival of Europeans in the
late 18th century.
2. Cultural Anthropology – focusses on
traditional lifeways and
contemporary cultures.
3. Linguistic Anthropology – study of
languages.
4. Biological Anthropology – human
biological characteristics.
DEFINING AND SITUATING
FIRST NATIONS TODAY
FIRST NATIONS? METIS? INUIT?
INDIGENOUS?
ABORIGINAL?
NATIVE AMERICAN?
AMERICAN INDIAN?
Which of these are correct?
14. QUICK DEFINITIONS - INDIGENOUS
Jose R. Martinez Cobo, the United Nations Special Rapporteur
of the
Sub-Commission on Prevention of Discrimination and
Protection of
Minorities, in his famous Study on the Problem of
Discrimination against
Indigenous Populations:
“Indigenous communities, peoples and nations are those which,
having
a historical continuity with pre-invasion and pre-colonial
societies that
developed on their territories, consider themselves distinct from
other
sectors of the societies now prevailing on those territories, or
parts of
them. They form at present non-dominant sectors of society and
are
determined to preserve, develop and transmit to future
generations
their ancestral territories, and their ethnic identity, as the basis
of their
continued existence as peoples, in accordance with their own
cultural
patterns, social institutions and legal system."
QUICK DEFINITIONS
Native American/American Indian – Primarily used in the USA
First Nations – Primarily used in Canada
Aboriginal – Formerly used by the Government of Canada,
15. still used in Australia
Métis/métis – people of historic Métis Nation ancestry. In the
past, Lowercase metis
was used to denote persons of any mixed First Nations and
European heritage, but this
is less common these days.
Inuit - indigenous peoples inhabiting the Arctic regions of
Greenland,
Canada and Alaska (United States).
Indian – Canadian Constitution still calls us Indians. Sometimes
we call
ourselves Indians. Generally considered to be politically
incorrect.
QUICK DEFINITIONS
Native American
First Nations
Aboriginal
Métis/métis
Inuit
Indian
Expectations for this class
(and general best practice):
If you know the name of the
First Nation that you are
16. writing about, or that an
Individual comes from,
please use it!
STATUS INDIAN?
NON-STATUS INDIAN?
• Indian Status is defined by criteria in the Federal Indian Act
• Not all Indigenous People in Canada are eligible for Status
(eg. Metis and Inuit do not meet the criteria)
• There are people who do not qualify for Status, and yet are
Indigenous to these lands. The government doesn’t
recognize their lineage because of complicated rules of
inheritance within the Indian Act. Often these non-status
people are recognized by their individual communities as
being members of their Nations.
FIRST NATIONS DIVERSITY IN BC
Out of 634 First Nations
in Canada and 11
distinct language
families, BC is home to
198 First Nations
(31.2%), representing 7
of these language
families.
(link to this map and
others available in
additional resources)
17. GOVERNANCE
• Band- Unit of administration, defined
by the Indian Act: “a body of
Indians…for whose use and benefit
in common, lands, the legal title to
which is vested in Her Majesty, have
been set apart.”
• Governance of a Band is an elected
Chief and Council.
• Federal government created bands
to administer and control First
Nations, often without regard for
actual groups.
• Traditional Governance Structures
• The band administration model is
not usually the same governance
structure used by First Nations prior
to contact
• Hereditary Chiefs – one part of a
traditional system of governnance
• Inheritance – they inherit their title
and responsibilities from their
predecessors
• Responsibilities can include:
protocols (laws), songs and dances
that have been passed down for
18. hundereds of generations.
ETHNIC GROUPS
IN BC
• Based on shared territory, language
and culture.
• Most groups are further subdivided :
nations, communities, family groups.
• Sometimes the province is divided
into language families.
• Most of these categories are
constantly in flux, as the textbook
describes.
Muckle, 2014 p.24
COURSE CONCEPTS IN THE CONTEXT
OF PEOPLE OF THE SALTWATER
• Menzies seeks to illustrate the traditional forms of key social
and political institutions and demonstrate their persistence
and transformation over time (and throughout the
ONGOING disruption of colonialism and industrial
capitalism)
• Gixaala Nation is part of the Tsimshian ethnic group as
described in Muckle Part 1
• Gixaala traditional governance and hereditary rank systems
19. introduced in Muckle are described in Chapter 2
COURSE HOUSEKEEPING
INFORMATION
COURSE OVERVIEW
• This course includes a lot of
information to cover in a
short period of time.
• In addition to the two texts,
there will be a number of
supplementary readings
and documentary films you
will be expected to view,
these will all be accessible
via streaming through the
Cap U library.
• The short assignments are
designed to demonstrate your
completion and understanding
of the assigned materials for
each module, while also
preparing you for the test and
the writing assignment.
• The forum (under
announcements) is an optional
activity where you can engage
20. with myself and your peers to
enhance your understanding.
TEST FORMAT
• The test will be released on
February 8th at 9:00am, for
submission on February 11th
at 11:59pm.
• The format will be matching
and short answer.
• You will be asked to select
and complete 3/5 short
answer questions.
• The expectation is that you
will work alone for the test.
The test is an early
opportunity for you to
demonstrate your ability to
make connections between
class concepts, assigned films
and the ethnography,
People of the Saltwater: an
Ethnography of the Git lax
m’oon.
SUGGESTIONS FOR SUCCESS
21. • Read assigned Muckle chapters first. These chapters will
introduce the anthropological themes (perspectives) with which
we will frame the course.
• Take your time with Menzies’ People of the Saltwater. I
realize
that this may not be the kind of reading you are used to.
Anthropological and ethnographic writing may require multiple
close readings, note taking and synthesizing information
through
deep thought that is unfamiliar to some disciplines.
• I encourage you connect with your peers to share thoughts on
readings, post in the course discussion forum about your ideas
and come chat with me in online office hours.
GOALS TO KEEP IN MIND
Through the course work, my goals for you are:
• To learn about the Gitxaala specifically, about all
First Nations in BC more generally, along with the
processes of colonization in BC and the impacts
on First Nations peoples and cultures.
• To synthesize the information you have learned to
demonstrate your knowledge of the
anthropological perspective.
OPTIONAL ADDITIONAL RESOURCES
• Solen Roth on “Northwest Coast-style” vs. Northwest Coast
Art
22. and Design
https://www.sfu.ca/ipinch/outputs/blog/differentiating-
northwest-coast/
• The City of Vancouver’s First Peoples: A Guide for
Newcomers.
This is a great publication created by the City of Vancouver in
partnership with the three local First Nations on whose
overlapping territory Vancouver has grown. The intention was
to
foster understanding between Aboriginal and immigrant
communities (direct PDF downlaod)
https://vancouver.ca/files/cov/First-Peoples-A-Guide-for-
Newcomers.pdf
OPTIONAL ADDITIONAL RESOURCES
• Indigenous and Northern Affairs Canada Maps, including
languages, territories, treaty processes and main
settlements.
https://www.aadnc-
aandc.gc.ca/eng/1100100021015/1100100021021
• Union of BC Indian Chiefs website:
https://www.ubcic.bc.ca/
• Indian Act
https://laws-lois.justice.gc.ca/eng/acts/i-5/
Part 1
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Totem Poles
For many, totem poles are a symbol of First Nations in British
Columbia. They are a common form of public art throughout
the province, images of totems adorn many tourism ads, and
miniatures (often manufactured outside the province) are a
popular souvenir. Old totems remain, both fallen and standing,
in First Nations communities up and down the coast, and new
poles continue to be carved and raised as part of tourist
attractions, at shopping malls and corporate offices, for
museums and reconstructed heritage villages, as public art,
and in First Nations communities. Although totem poles are
now raised in many areas, traditionally they were restricted to
coastal areas. The carving and raising of poles likely goes back
thousands of years.
Popular Perceptions
Popular perceptions of First Nations in British Columbia
vary immensely and depend very much on context. For many
British Columbians as well as visitors to the province, art is
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Totem poles in British Columbia can be defined as large
wooden poles, usually cedar, carved with images of animate
beings. Some define totem poles to include a wide variety of
wooden sculptures that may be attached to, or part of the actual
struc ture of, buildings: items sometimes known as house poles
or frontal poles, carved planks, grave figures, and welcome
27. fig ures. A more narrow definition restricts them to free-
standing
carved poles.
Totem poles are primarily heraldic, rather than depicting gods
or being objects of worship themselves. They often depict the
crests of kinship groups, or a person’s or group’s encounter
with
a supernatural being. The images sometimes involve a trans-
formation with characteristics of both human and animal forms.
As in other kinds of coastal First Nations art, the animals
are depicted with certain identifying characteristics. Raven, for
example, is always depicted with a straight beak, while Eagle’s
beak has a downturned tip. Thunderbird often has curled
appendages on its head. Bear often has prominent teeth and
large clawed feet, Frog has a wide toothless mouth, Wolf has
a long snout, and Killer Whale has a dorsal fin.
Traditionally, totem poles were common in the commun-
ities of First Nations of the northern and central coastal regions.
Poles on the north coast typically had few appendages and
rather shallow carving. Poles on the central coast, on the other
hand, often were deeply carved with pronounced features, and
widely flaring wings were attached. The Coast Salish peoples,
including those in the southwest portion of the province near
Vancouver and surrounding areas, did not traditionall y carve
free-standing poles, although they produced many other forms
of wood sculpture.
Because totem poles were not carved simply for aesthetic
reasons, their full meaning is often lost outside of the First
Nations culture that created them. Totem poles are intricately
linked with other aspects of First Nations cultures: they com-
memorate important events and people, document histories,
validate political and social positions, visualize myths, and
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First Nations, Popular Perceptions, and the Anthropological
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Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/capilano-
ebooks/detail.action?docID=3412950.
Created from capilano-ebooks on 2021-03-13 01:15:18.
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31. Counterclockwise, from top:
Totem poles are among the most visible and well-known
representations of First Nations of British Columbia, often used
to promote tourism and situated in public places. This is the
top of one of several totem poles in Vancouver’s Stanley Park,
and depicts Thunderbird. Although carvers were traditionally
male, this pole was originally carved by Kwakwaka’wakw
member Ellen Neel in the 1950s and later refurbished by her
son Robert Neel. Courtesy of Matthew Chursinoff
The Spirit of Haida Gwaii: The Jade Canoe. This sculpture by
Bill Reid is located at the Vancouver airport. Public displays of
First Nations art are common within and beyond the borders of
British Columbia. This sculpture is a different casting of The
Spirit of Haida Gwaii: The Black Canoe, which sits outside the
Canadian embassy in Washington, DC. Courtesy of Gillian
Crowther
The Raven and the First Men. This sculpture by Bill Reid
illustrates a Haida origin myth. Carved in yellow cedar and on
display at the Museum of Anthropology at the University of
British Columbia, the sculpture tells the story of how Raven, a
prominent character in First Nations myths, coaxed the first
Haida out of a giant clamshell. Photo by Jessica Bushey.
Nb1.481, courtesy of UBC Museum of Anthropology,
Vancouver, Canada
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/capilano-
ebooks/detail.action?docID=3412950.
Created from capilano-ebooks on 2021-03-13 01:15:18.
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The Imaginary Indian, the Textbook Indian,
and Chief Dan George
A considerable scholarly literature exists on the images of the
Native peoples of North America, including the First Nations of
British Columbia. The Imaginary Indian: The Image of the
Indian
in Canadian Culture, by Daniel Francis (2nd ed., Vancouver:
35. Arsenal Pulp Press, 2011) outlines several popular perceptions,
images, and stereotypes: the noble savage, the vanishing
Indian, performing Indians, celebrity Indians, aggressive and
bloodthirsty Indians, the spiritual Indian, the environmental
Indian, and the cigar store Indian. To these can be added the
lazy Indian, the drunken Indian, the angry Indian, and many
more, including the relatively recent corporate Indian.
These stereotypes and images are constructed and main-
tained largely by non-First Nations people, sometimes simply
through ignorance, but often with self-interested motives. As
motives change, so do the popular stereotypes. In the early
years of European interaction with First Nations, such as during
the fur trade, the stereotypes and images were usually positive;
First Nations people were accommodating hosts, excellent
traders, and noble. When people of European descent began
coming to British Columbia in significant numbers to seek gold
It isn’t uncommon for First Nations to be characterized by
stereotypes. Popular negative stereotypes include the drunken
Indian, the lazy Indian, the violent Indian, and the noble
savage. Other stereotypes include whiners, complainers, the
rich Indian, and the corporate Indian. As most people know,
or should know, stereotypes are a dangerous thing, especially
stereotypes based on ignorance and misconceptions. Such
perceptions of First Nations are often perpetuated by people,
corporations, and governments with ulterior motives. For
example, governments may benefit from negative stereotypes
that perpetuate a culture of dependency by First Nations on
government. Similarly, organizations in resource develop-
ment may benefit from stereotypes of First Nations as impedi -
ments to progress.
First Nations, Popular Perceptions, and the Anthropological
Perspective 7
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and lands to settle, goals for which First Nations were largely
viewed as a hindrance, the stereotypes began to turn negative,
in a sense rationalizing the appropriation of lands and re-
sources from the First Nations.
Relatively few British Columbians learn much about First
Nations in their schooling. When First Nations are included in
the curriculum, stereotypes often remain the norm. In recent
years, many British Columbians have been asking why they
were not made aware of the atrocities of the residential school
system, for example. It is an excellent question.
In an article called “Colonizing Minds: Public Education, the
‘Textbook Indian,’ and Settler Colonialism in British Columbia,
1920-1970” (BC Studies 169 [2011]: 101-30), Sean Carleton
addresses the representation of First Nations in BC school
curriculum. He states, “Authorized textbooks were one tool
used by the state to school children in the logic and legitimacy
of settler colonialism” (109). The article illustrates how First
Nations have been depicted as animal-like, inferior to Euro-
peans, and having a violent disposition, images that re inforce
government policies of assimilation and separation to
reserves.
Carleton identifies Chief Dan George, a member of the Tsleil -
38. Waututh Nation and well-known activist and actor, as among
the first to challenge racist stereotyping and textbooks as an
important source of colonial power. As part of a celebration of
the hundredth anniversary of Canadian Confederation in 1967,
Chief Dan George spoke a “Lament for Confederation” that
said, in part: “Oh Canada, I am sad for all the Indian people
throughout the land ... When I fought to protect my land and
my home, I was called a savage. When I was neither under-
stood nor wel comed his way of life, I was called lazy ... My
nation was ignored in your history textbooks” (101).
Fortunately, there have been improvements in recent
years. The BC Ministry of Education now provides some good
resour ces for educators, and has published a secondary school
text book called B.C. First Nations Studies by Kenneth
Campbell,
Charles Menzies, and Brent Peacock (Victoria: BC Ministry of
Education, 2003). But based on the stereotypes and images still
perpetuated among many non-First Nations people, there
remains a long way to go.
First Nations, Popular Perceptions, and the Anthropological
Perspective8
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/capilano-
ebooks/detail.action?docID=3412950.
Created from capilano-ebooks on 2021-03-13 01:15:18.
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40. Perspective 9
Misconceptions about First Nations peoples and cultures
are also common. Popular misconceptions are that all First
Nations people receive free housing and postsecondary edu-
cation, and don’t have to pay taxes. Other common per-
ceptions are that First Nation cultures are inferior to Euro-
Canadian ways, that people of European descent know what
is best for First Nations, that with the adoption of modern
technologies First Nations cultures cease to exist, and that
although First Nations may claim they are trying to protect
their land and resources, what they really want is money. The
short answers are no, not all First Nations people receive free
housing, free postsecondary education, and tax exemptions;
First Nations cultures are in no way inferior to other cultures;
people of European descent do not necessarily know what is
best for First Nations; First Nations cultures remain distinct,
even with the adoption of modern technology; and First
Nations seeking to protect lands and resources are usually
sincere.
Through the Lens of Anthropology
This book has an explicitly anthropological perspective. It
draws on information from First Nations, provincial and
federal governments, and other academic disciplines, but
at its core, it is anthropological . Anthropology is the organ-
izing framework used here to choose, describe, and discuss
information from various sources. The book is structured
around key areas of anthropological interest such as pre-
history, traditional lifeways, languages, the processes and
repercussions of colonialism, assertions of rights, and cultural
appropriation.
An anthropological perspective also means that a few basic
premises underlie the work, namely that (1) understanding
contemporary cultures is dependent on knowing their past,
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First Nations, Popular Perceptions, and the Anthropological
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other aspects of cultures as well, and (3) there are multiple
ways of adapting to circumstances and no one way is neces-
sarily better than another. In other words, (1) a good under-
standing of contemporary First Nations peoples, cultures, and
issues is dependent on knowledge of those cultures over the
past several thousand years, (2) First Nations technology, diet,
economic systems, social and political structures, ideology,
and art are all intricately connected, and (3) European and
Euro-Canadian ways are not necessarily what is best for First
Nations.
Anthropology is broadly defined as the study of humans.
This includes humans of the past as well as the present, and
it includes the study of both human cultures and human
biology. A core concept in anthropology is culture, which
may be defined as the learned and shared things that people
have, think, and do. The things that people have are physical,
such as houses, clothes, tools, and jewellery. The things that
people think are commonly referred to as ideology, and in-
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First Nations, Popular Perceptions, and the Anthropological
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The four main branches of anthropology are archaeology,
cultural anthropology, linguistic anthropology, and bio-
logical anthropology. In British Columbia, archaeology is
45. primarily focused on documenting the physical evidence of
human activities in the region before the arrival of Euro-
peans in the late eighteenth and early nineteenth centuries.
The nature of archaeology and the results of archaeological
research are the focus of Part 3. Cultural anthropology fo-
cuses on traditional lifeways and contemporary cultures.
Linguistic anthropology involves the study of languages, and
biological anthropology is the study of human biological
characteristics.
Anthropology emerged as a professional discipline globally
in the 1800s, and British Columbia became a focus of atten-
tion for many anthropologists in the late 1800s and early
1900s. Some came primarily to collect artifacts for museums
and private collections, which is why some of the finest
examples of First Nations objects are in the British Museum
in London, the American Museum of Natural History in
New York, the Field Museum in Chicago, the Smithsonian
Institution in Washington, DC, and other museums around
the world.
During the late 1800s and early 1900s British Columbia
became what some have referred to as the most “anthropolo-
gized” area of the world. Whether the area does indeed qualify
as one of the most anthropologized areas is subject to debate,
but substantial research was certainly undertaken. Since the
area was the last in North America to have been directly in-
fluenced by Europeans, many anthropologists studied the
First Nations under the guise of what is known as salvage
ethnography. Some anthropologists were specialized in one
of the major subfields, but many were generalists. It was not
uncommon, for example, for anthropologists to immerse
themselves in a First Nation, learn the language, document
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
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First Nations, Popular Perceptions, and the Anthropological
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traditional lifeways as described to them by people in the
community, excavate archaeological sites, and measure the
physical characteristics of individuals. In addition to collecting
artifacts for museums, some anthropologists also excavated
and collected human skeletal remains, and arranged for some
First Nations people themselves to travel to Europe and fairs
in the United States as a kind of living museum exhibit.
Despite some exceptions, relations between First Nations
and anthropologists during the past 150 years have been
reasonably good overall. However, anthropology has been
criticized as part of the colonialism that has been detrimental
to First Nations, and many First Nations people throughout
North America had little use for anthropologists. This feeling
was articulated most eloquently by Native American scholar
Vine Deloria Jr. in a 1969 piece called “Anthropologists and
Other Friends,” of which the following is a short excerpt:
Into each life, it is said, some rain must fall … But Indians
have been cursed above all other people in history. Indians
have anthropologists … The massive volume of useless
knowledge produced by anthropologists … has contrib-
uted substantially to the invisibility of Indian people today
… it would be wise for anthropologists to get down from
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First Nations, Popular Perceptions, and the Anthropological
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Overview of the Book
Part 2 brings some clarification to the often confusing ter -
minology associated with First Nations in the province. A key
theme is what constitutes First Nation identity. The part
distinguishes the meaning of labels such as Aboriginal,
Indian, Indigenous; provides basic data on population and
reserves; and puts the First Nations of British Columbia into
the larger context of Indigenous peoples in Canada, across
North America, and globally.
50. Part 3 focuses on the nature of archaeological research in
British Columbia and the conclusions that can be drawn from
50,000 recorded archaeological sites and millions of known
artifacts spanning the last 10,000 years or more in the province.
The part also includes sections on the legislation governing
archaeology, some of the most significant sites, and tracing
ancestry through archaeological sites, artifacts, and DNA.
Life immediately before the arrival of Europeans in the
region is the focus of Part 4. The core elements of culture,
sometimes known as traditional lifeways, are described as
they are known or assumed to have existed in the late 1700s.
The descriptions include general overviews of the cultures
in three major regions of the province – the coastal area,
the southern interior, and the northern interior. The part
also covers estimates of the First Nations population prior
to the arrival of Europeans and the diversity of First Nations
languages.
Part 5 covers the period from the late 1700s to the end of
the twentieth century, focusing on the impacts of fur traders,
gold seekers, missionaries, settlers, and government official s
on First Nations peoples and cultures. The part also includes
sections on residential schools; government policies, practices,
and acts; resistance by First Nations; major court challenges,
the beginning of modern treaty negotiations, and the nature
of anthropological research in the late twentieth century.
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/capilano-
ebooks/detail.action?docID=3412950.
Created from capilano-ebooks on 2021-03-13 01:15:18.
C
52. First Nations, Popular Perceptions, and the Anthropological
Perspective14
First Nations in the twenty-first century are the focus of
Part 6. Sections include an overview of some of the basic
realities of contemporary First Nations life (as reflected in
census and survey data); modern treaty negotiations; eco-
nomic and cultural initiatives; major issues within First
Nation communities and between First Nations and non-
First Nations populations; and the nature of current an-
thropological work with First Nations.
Recommended Readings and Resources
For more information on totem poles, the following are
recommended: Totem Poles: An Illustrated Guide, by Marjorie
Halpin (Vancouver: UBC Press and the UBC Museum of
Anthropology, 1981), The Totem Poles of Stanley Park, by
Vickie Jensen (Vancouver: Westcoast Words, 2009), The
Totem Pole: An Intercultural History by Aldona Jonaitis and
Aaron Glass (Vancouver: Douglas and McIntyre, 2010), and
Totem Poles, by Hilary Stewart (Vancouver: Douglas and
McIntyre, 1990).
Good books on perceptions, stereotypes, and images of
Indigenous peoples in North America include The Imagin ary
Indian: The Image of the Indian in Canadian Culture, by
Daniel Francis (2nd ed., Vancouver: Arsenal Pulp Press, 2011),
Playing Indian by Philip Deloria (New Haven, CT: Yale
University Press, 1998), and The White Man’s Indian: Images
of the American Indian from Columbus to the Present, by
Robert
Berkhofer Jr. (New York: Vintage, 1978). Sean Carleton’s
“Colonizing Minds: Public Education, the ‘Textbook In dian,’
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First Nations, Popular Perceptions, and the Anthropologi cal
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Friends” is a chapter in Custer Died for Your Sins: An Indian
Manifesto, first published in 1969 (Norman: University of
Oklahoma Press).
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/capilano-
ebooks/detail.action?docID=3412950.
Created from capilano-ebooks on 2021-03-13 01:15:18.
C
op
59. miniatures (often manufactured outside the province) are a
popular souvenir. Old totems remain, both fallen and standing,
in First Nations communities up and down the coast, and new
poles continue to be carved and raised as part of tourist
attractions, at shopping malls and corporate offices, for
museums and reconstructed heritage villages, as public art,
and in First Nations communities. Although totem poles are
now raised in many areas, traditionally they were restricted to
coastal areas. The carving and raising of poles likely goes back
thousands of years.
Popular Perceptions
Popular perceptions of First Nations in British Columbia
vary immensely and depend very much on context. For many
British Columbians as well as visitors to the province, art is
what usually first comes to mind when thinking of First
Nations. Totem poles and other forms of First Nations art are
central themes of tourism marketing campaigns. First Nations
public art abounds, including many kinds of art welcoming
travellers at Vancouver International Airport, many place-
ments of totem poles in public spaces throughout the prov-
ince, and public displays in and around many museums, such
as the Royal British Columbia Museum and the Museum of
Anthropology at the University of British Columbia. Of
course, there are countless places selling First Nations tourist
art, or kitsch, as well as galleries for connoisseurs of fine art
and investors. The images in this part show art ranging from
the historical and traditional styles used in totem poles and
Bill Reid’s sculptures to more modern, explicitly political
works by Lawrence Paul Yuxweluptun and Sonny Assu.
First Nations, Popular Perceptions, and the Anthropological
Perspective2
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
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Totem poles in British Columbia can be defined as large
wooden poles, usually cedar, carved with images of animate
beings. Some define totem poles to include a wide variety of
wooden sculptures that may be attached to, or part of the actual
struc ture of, buildings: items sometimes known as house poles
or frontal poles, carved planks, grave figures, and welcome
fig ures. A more narrow definition restricts them to free-
standing
carved poles.
Totem poles are primarily heraldic, rather than depicting gods
or being objects of worship themselves. They often depict the
crests of kinship groups, or a person’s or group’s encounter
with
a supernatural being. The images sometimes involve a trans-
formation with characteristics of both human and animal forms.
As in other kinds of coastal First Nations art, the animals
are depicted with certain identifying characteristics. Raven, for
example, is always depicted with a straight beak, while Eagle’s
beak has a downturned tip. Thunderbird often has curled
appendages on its head. Bear often has prominent teeth and
large clawed feet, Frog has a wide toothless mouth, Wolf has
a long snout, and Killer Whale has a dorsal fin.
Traditionally, totem poles were common in the commun-
ities of First Nations of the northern and central coastal regions.
62. Poles on the north coast typically had few appendages and
rather shallow carving. Poles on the central coast, on the other
hand, often were deeply carved with pronounced features, and
widely flaring wings were attached. The Coast Salish peoples,
including those in the southwest portion of the province near
Vancouver and surrounding areas, did not traditionally carve
free-standing poles, although they produced many other forms
of wood sculpture.
Because totem poles were not carved simply for aesthetic
reasons, their full meaning is often lost outside of the First
Nations culture that created them. Totem poles are intricately
linked with other aspects of First Nations cultures: they com-
memorate important events and people, document histories,
validate political and social positions, visualize myths, and
assert rights and identity. Replicas made for mass-market sale
as tourist items and images used by non-First Nations busi-
nesses raise concerns about authenticity and cultural appro-
priation for some First Nations.
First Nations, Popular Perceptions, and the Anthropological
Perspective 3
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/capilano-
ebooks/detail.action?docID=3412950.
Created from capilano-ebooks on 2021-03-13 01:15:18.
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First Nations, Popular Perceptions, and the Anthropological
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Counterclockwise, from top:
Totem poles are among the most visible and well-known
representations of First Nations of British Columbia, often used
to promote tourism and situated in public places. This is the
top of one of several totem poles in Vancouver’s Stanley Park,
and depicts Thunderbird. Although carvers were traditionally
male, this pole was originally carved by Kwakwaka’wakw
member Ellen Neel in the 1950s and later refurbished by her
son Robert Neel. Courtesy of Matthew Chursinoff
The Spirit of Haida Gwaii: The Jade Canoe. This sculpture by
Bill Reid is located at the Vancouver airport. Public displays of
First Nations art are common within and beyond the borders of
British Columbia. This sculpture is a different casting of The
Spirit of Haida Gwaii: The Black Canoe, which sits outside the
Canadian embassy in Washington, DC. Courtesy of Gillian
Crowther
The Raven and the First Men. This sculpture by Bill Reid
illustrates a Haida origin myth. Carved in yellow cedar and on
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The Imaginary Indian, the Textbook Indian,
and Chief Dan George
A considerable scholarly literature exists on the images of the
Native peoples of North America, including the First Nations of
British Columbia. The Imaginary Indian: The Image of the
Indian
in Canadian Culture, by Daniel Francis (2nd ed., Vancouver:
Arsenal Pulp Press, 2011) outlines several popular perceptions,
images, and stereotypes: the noble savage, the vanishing
Indian, performing Indians, celebrity Indians, aggressive and
bloodthirsty Indians, the spiritual Indian, the environmental
Indian, and the cigar store Indian. To these can be added the
lazy Indian, the drunken Indian, the angry Indian, and many
more, including the relatively recent corporate Indian.
These stereotypes and images are constructed and main-
tained largely by non-First Nations people, sometimes simply
through ignorance, but often with self-interested motives. As
motives change, so do the popular stereotypes. In the early
years of European interaction with First Nations, such as during
the fur trade, the stereotypes and images were usually positive;
First Nations people were accommodating hosts, excellent
traders, and noble. When people of European descent began
coming to British Columbia in significant numbers to seek gold
It isn’t uncommon for First Nations to be characterized by
stereotypes. Popular negative stereotypes include the drunken
Indian, the lazy Indian, the violent Indian, and the noble
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and lands to settle, goals for which First Nations were largely
viewed as a hindrance, the stereotypes began to turn negative,
in a sense rationalizing the appropriation of lands and re-
sources from the First Nations.
Relatively few British Columbians learn much about First
Nations in their schooling. When First Nations are included in
the curriculum, stereotypes often remain the norm. In recent
years, many British Columbians have been asking why they
were not made aware of the atrocities of the residential school
72. system, for example. It is an excellent question.
In an article called “Colonizing Minds: Public Education, the
‘Textbook Indian,’ and Settler Colonialism in British Columbia,
1920-1970” (BC Studies 169 [2011]: 101-30), Sean Carleton
addresses the representation of First Nations in BC school
curriculum. He states, “Authorized textbooks were one tool
used by the state to school children in the logic and legitimacy
of settler colonialism” (109). The article illustrates how First
Nations have been depicted as animal-like, inferior to Euro-
peans, and having a violent disposition, images that re inforce
government policies of assimilation and separation to
reserves.
Carleton identifies Chief Dan George, a member of the Tsleil -
Waututh Nation and well-known activist and actor, as among
the first to challenge racist stereotyping and textbooks as an
important source of colonial power. As part of a celebration of
the hundredth anniversary of Canadian Confederation in 1967,
Chief Dan George spoke a “Lament for Confederatio n” that
said, in part: “Oh Canada, I am sad for all the Indian people
throughout the land ... When I fought to protect my land and
my home, I was called a savage. When I was neither under-
stood nor wel comed his way of life, I was called lazy ... My
nation was ignored in your history textbooks” (101).
Fortunately, there have been improvements in recent
years. The BC Ministry of Education now provides some good
resour ces for educators, and has published a secondary school
text book called B.C. First Nations Studies by Kenneth
Campbell,
Charles Menzies, and Brent Peacock (Victoria: BC Ministry of
Education, 2003). But based on the stereotypes and images still
perpetuated among many non-First Nations people, there
remains a long way to go.
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First Nations, Popular Perceptions, and the Anthropological
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Misconceptions about First Nations peoples and cultures
are also common. Popular misconceptions are that all First
Nations people receive free housing and postsecondary edu-
cation, and don’t have to pay taxes. Other common per-
ceptions are that First Nation cultures are inferior to Euro-
Canadian ways, that people of European descent know what
is best for First Nations, that with the adoption of modern
technologies First Nations cultures cease to exist, and that
although First Nations may claim they are trying to protect
their land and resources, what they really want is money. The
short answers are no, not all First Nations people receive free
housing, free postsecondary education, and tax exemptions;
First Nations cultures are in no way inferior to other cultures;
people of European descent do not necessarily know what is
best for First Nations; First Nations cultures remain distinct,
even with the adoption of modern technology; and First
Nations seeking to protect lands and resources are usually
sincere.
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First Nations, Popular Perceptions, and the Anthropological
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other aspects of cultures as well, and (3) there are multiple
ways of adapting to circumstances and no one way is neces-
sarily better than another. In other words, (1) a good under-
standing of contemporary First Nations peoples, cultures, and
77. issues is dependent on knowledge of those cultures over the
past several thousand years, (2) First Nations technology, diet,
economic systems, social and political structures, ideology,
and art are all intricately connected, and (3) European and
Euro-Canadian ways are not necessarily what is best for First
Nations.
Anthropology is broadly defined as the study of humans.
This includes humans of the past as well as the present, and
it includes the study of both human cultures and human
biology. A core concept in anthropology is culture, which
may be defined as the learned and shared things that people
have, think, and do. The things that people have are physical,
such as houses, clothes, tools, and jewellery. The things that
people think are commonly referred to as ideology, and in-
clude beliefs, values, and morals. The things that people do
are what many consider customs or behaviour.
All societies have culture. Major components of culture
include subsistence, settlement patterns, technology, com-
munication, economic systems, social systems, political sys-
tems, ideology, and art. In British Columbia today, there are
many distinct First Nations cultures, most easily inferred by
different languages, but also by differences in other elements
of culture as well.
One important thing to know about cultures is that things,
ideas, and behaviours are constantly changing, because no
culture evolves in isolation. Core structures, ideology, and
other aspects often remain central, however, meaning that
First Nations can adopt technologies, behaviours, and ideolo-
gies from other people and still maintain their First Nation
culture. This is explored more fully in Part 6.
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
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First Nations, Popular Perceptions, and the Anthropological
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The four main branches of anthropology are archaeology,
cultural anthropology, linguistic anthropology, and bio-
logical anthropology. In British Columbia, archaeology is
primarily focused on documenting the physical evidence of
human activities in the region before the arrival of Euro-
peans in the late eighteenth and early nineteenth centuries.
The nature of archaeology and the results of archaeological
research are the focus of Part 3. Cultural anthropology fo-
cuses on traditional lifeways and contemporary cultures.
Linguistic anthropology involves the study of languages, and
biological anthropology is the study of human biological
characteristics.
Anthropology emerged as a professional discipline globally
in the 1800s, and British Columbia became a focus of atten-
tion for many anthropologists in the late 1800s and early
1900s. Some came primarily to collect artifacts for museums
and private collections, which is why some of the finest
examples of First Nations objects are in the British Museum
in London, the American Museum of Natural History in
New York, the Field Museum in Chicago, the Smithsonian
Institution in Washington, DC, and other museums around
the world.
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First Nations, Popular Perceptions, and the Anthropological
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traditional lifeways as described to them by people in the
community, excavate archaeological sites, and measure the
physical characteristics of individuals. In addition to collecting
artifacts for museums, some anthropologists also excavated
and collected human skeletal remains, and arranged for some
First Nations people themselves to travel to Europe and fairs
in the United States as a kind of living museum exhibit.
Despite some exceptions, relations between First Nations
82. and anthropologists during the past 150 years have been
reasonably good overall. However, anthropology has been
criticized as part of the colonialism that has been detrimental
to First Nations, and many First Nations people throughout
North America had little use for anthropologists. This feeling
was articulated most eloquently by Native American scholar
Vine Deloria Jr. in a 1969 piece called “Anthropologists and
Other Friends,” of which the following is a short excerpt:
Into each life, it is said, some rain must fall … But Indians
have been cursed above all other people in history. Indians
have anthropologists … The massive volume of useless
knowledge produced by anthropologists … has contrib-
uted substantially to the invisibility of Indian people today
… it would be wise for anthropologists to get down from
their thrones of authority and PURE research and begin
helping Indian tribes instead of preying on them.
Around the same time, Native American musician and activist
Floyd Red Crow Westerman recorded a song called “Here
Come the Anthros,” which included the lyrics
And the Anthros still keep on coming
Like Death and Taxes to Our Land;
To study their feathered freaks
With funded money in their hand.
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/capilano-
ebooks/detail.action?docID=3412950.
Created from capilano-ebooks on 2021-03-13 01:15:18.
C
op
84. First Nations, Popular Perceptions, and the Anthropological
Perspective 13
Overview of the Book
Part 2 brings some clarification to the often confusing ter -
minology associated with First Nations in the province. A key
theme is what constitutes First Nation identity. The part
distinguishes the meaning of labels such as Aboriginal,
Indian, Indigenous; provides basic data on population and
reserves; and puts the First Nations of British Columbia into
the larger context of Indigenous peoples in Canada, across
North America, and globally.
Part 3 focuses on the nature of archaeological research in
British Columbia and the conclusions that can be drawn from
50,000 recorded archaeological sites and millions of known
artifacts spanning the last 10,000 years or more in the province.
The part also includes sections on the legislation governing
archaeology, some of the most significant sites, and tracing
ancestry through archaeological sites, artifacts, and DNA.
Life immediately before the arrival of Europeans in the
region is the focus of Part 4. The core elements of culture,
sometimes known as traditional lifeways, are described as
they are known or assumed to have existed in the late 1700s.
The descriptions include general overviews of the cultures
in three major regions of the province – the coastal area,
the southern interior, and the northern interior. The part
also covers estimates of the First Nations population pr ior
to the arrival of Europeans and the diversity of First Nations
languages.
Part 5 covers the period from the late 1700s to the end of
the twentieth century, focusing on the impacts of fur traders,
86. . A
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First Nations, Popular Perceptions, and the Anthropological
Perspective14
First Nations in the twenty-first century are the focus of
Part 6. Sections include an overview of some of the basic
realities of contemporary First Nations life (as reflected in
census and survey data); modern treaty negotiations; eco-
nomic and cultural initiatives; major issues within First
Nation communities and between First Nations and non-
First Nations populations; and the nature of current an-
thropological work with First Nations.
Recommended Readings and Resources
For more information on totem poles, the following are
recommended: Totem Poles: An Illustrated Guide, by Marjorie
Halpin (Vancouver: UBC Press and the UBC Museum of
Anthropology, 1981), The Totem Poles of Stanley Park, by
Vickie Jensen (Vancouver: Westcoast Words, 2009), The
87. Totem Pole: An Intercultural History by Aldona Jonaitis and
Aaron Glass (Vancouver: Douglas and McIntyre, 2010), and
Totem Poles, by Hilary Stewart (Vancouver: Douglas and
McIntyre, 1990).
Good books on perceptions, stereotypes, and images of
Indigenous peoples in North America include The Imagin ary
Indian: The Image of the Indian in Canadian Culture, by
Daniel Francis (2nd ed., Vancouver: Arsenal Pulp Press, 2011),
Playing Indian by Philip Deloria (New Haven, CT: Yale
University Press, 1998), and The White Man’s Indian: Images
of the American Indian from Columbus to the Present, by
Robert
Berkhofer Jr. (New York: Vintage, 1978). Sean Carleton’s
“Colonizing Minds: Public Education, the ‘Textbook In dian,’
and Settler Colonialism in British Columbia, 1920-1970” is
in BC Studies 169 (2011), 101-30. B.C. First Nations Studies,
by Kenneth Campbell, Charles Menzies, and Brent Peacock
(Victoria: BC Ministry of Education, 2003) is a secondary
school textbook.
Vine Deloria Jr. is perhaps the best-known Indigenous critic
of anthropology. His piece “Anthropologists and Other
Muckle, Robert J.. First Nations of British Columbia, Third
Edition : An Anthropological Overview, UBC Press,
2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/capilano-
ebooks/detail.action?docID=3412950.
Created from capilano-ebooks on 2021-03-13 01:15:18.
C
op
yr
ig