Essay Chaucers Canterbury Tales - 2356 Words

Take any pilgrim whose tale we read and show Chaucer artfully matches the story to the teller. nbsp;nbsp;nbsp;nbsp;nbsp;Of the many stories he writes the tale told by the Wife of Bath is the most verbal and for its time the most forthright exposition of the role women did not have but could have in that time period. The wife of Bath’s story is fairly general a man is accused of trying to rape a woman and the sentence for this charge is to be hung. The mean pleads and pleads to be acquitted of his charge so the queen of the time says he will not be hung if he finds the answer to a certain question. The question is â€Å"What is it women most desire.† He is given one year and one day to find this answer and until the day before his†¦show more content†¦The Wife of Bath I see as being more the naà ¯ve, idealistic old hag. Another correlation is how sly they both are and how they like to gossip. nbsp;nbsp;nbsp;nbsp;nbsp;I am pretty positive Chaucer meant for the Old Hag to be related to the Wife of Bath for the different reasons I have explained. It is still odd how the character made it into Canterbury Tales but interesting all the same; The Wife of Bath’s story best describe whom she herself actually is. Chaucer’s portraits of the clergy and church related position show evidence of a religious system full of corruption and hypocrisy. Examine in depth 2 or 3 of Chaucer’s pilgrim portraits from the prologue, illustrate or demonstrate how the medieval church was in need of reform. nbsp;nbsp;nbsp;nbsp;nbsp;The late 14th century church almost a disgrace to the meaning and reputation it was supposed to be upholding. This was not true for all of the church as is true all of Chaucer’s characters were not exact remakes of their real life counterpart. The clergy (Monk and Prioress and Friar) and other church related affiliates (Summoner and Pardoner) are made out to be corrupting the church. The Friar was a member of the mendicants, who were a group that traveled from town to town supposedly helping the poor this was however not what he did. The Summoner and pardoner were both not qualified for the positions they held and were in a sense stealing money from those thatShow MoreRelatedThe Canterbury Tales, by Geoffrey Chaucer1582 Words   |  7 Pages Geoffrey Chaucer wrote the Canterbury tales a collection of short tales in the 14th century. The compilation of stories are told by different characters within the narrative as part of a game proposed by the host. Each individual must tell two stories on their journey and two stories on their way back. Each story tells some aspects of English life during the time and often added satire like qualities to the English life. In particular Chaucer often tells stories with elements of the relationshipRead MoreChaucer s The Canterbury Tales1064 Words   |  5 PagesGeoffrey Chaucer, The Author of the Canterbury Tales, is known as the Father of English Literature and is one of the greatest English Poets of the Middle Ages. Chaucer was a soldier, a diplomat, a civil servant, and a courtier, enabling him to experience different aspects of each social ranking, which he demonstrated through his poetry. The Canterbury Tales, his most famous work, is a collection of short stories within a frame story, making for an interesting and memorable narrative about 29 pilgrimsRead MoreThe Canterbury Tales By Geoffrey Chaucer2127 Words   |  9 PagesIt is unknown when Geoffrey Chaucer wrote The Canterbury Tales, but it is assumed that he wrote it in 1387. There are many different aspects and themes throughout this paper that are very prominent. One theme that is very important is the importance of company. This entire tale is about twenty-nine pilgrims who all tell tales while on a pilgrimage to the shrine of Saint Thomas Becket in Canterbury. The importance of company is that this is a pilgrimage that requires companions and friendship. ThoughRead MoreThe Canterbury Tales By Geoffrey Chaucer913 Words   |  4 PagesThe Canterbury Tales by Geoffrey Chaucer consists of frame narratives were a group of pilgrims that are traveling from Southwark to the shire of St. Becker in the Canterbury Cathedral, tell each other to pass time until they arrive at their destination. During The Can terbury Tales the reader is exposed to many characters that represent all of the social classes of medieval England and the reader gets to know them from the general prologue to each individual tale. One of these characters is the PardonerRead MoreThe Canterbury Tales By Geoffrey Chaucer2664 Words   |  11 PagesThe Canterbury Tales The Canterbury Tales was written by Geoffrey Chaucer in 1392, during the medieval period in Europe. Three important aspects, his family’s ties to the court, his schooling and working for royalty (XI), and his love for reading and learning (XII) all combined and enabled him to create his greatest work, The Canterbury Tales. Chaucer includes many different characters, pilgrims, all from very unique walks of life. Although there are not as many women included as men, their storiesRead MoreThe Canterbury Tales By Geoffrey Chaucer2648 Words   |  11 PagesThe Canterbury Tales was written by Geoffrey Chaucer in 1392, during the medieval period in Europe. Three important aspects, his family’s ties to the court, his schooling and working for royalty (XI), and his love for reading and learning (XII) all combined and enabled him to create his greatest work, The Canterbury Tales. Chaucer includes many different characters, pilgrims, all from very unique walks of life. Although there are not as many women included as men, their stories give some extraordinaryRead MoreChaucer s The Canterbury Tales906 Words   |  4 PagesIn the general prologue to Geoffrey Chaucer’s, The Canterbury Tales, Chaucer reveals his dissatisfaction of the distribution of power and how that power was maintained in the Medieval England estate system, through the use of his physical description of each of the pilgrims and by the personality of specific members of each caste. To portray these characters and the flaws that they represent in actual medieval society, Chaucer heavily relies on the use of irony to describe many of the travelers inRead MoreThe Canterbury Tales By Geoffrey Chaucer1073 Words   |  5 PagesIn The Canterbury Tales, Geoffrey Chaucer introduced and described a variety of fictional characters that lived in the Middle Ages. It was the time period that European civilians were governed by a system called feudalism. Where kings were the head of the system an d everyone was categorized in social classes. In the prologue of The Canterbury Tales the first character introduced was the knight. Geoffrey Chaucer depicts the knight correctly by characterizing him as a chivalrous and honorable man,Read MoreCanterbury Tales By Geoffrey Chaucer1380 Words   |  6 PagesCanterbury Tales Canterbury Tales written by Geoffrey Chaucer was a story of not the people themselves but a social statement of how the people of higher standing were viewed by the middle class. In the time that Canterbury Tales was written it was a time of corruption of the Church. There were many clergy members that were mentioned in this story. Each of the characters was unique in the way they went against the standards they should be held to. The most interesting this story was definitely TheRead MoreThe Canterbury Tales By Geoffrey Chaucer2221 Words   |  9 Pagesin medieval literature is the Canterbury Tales written by Geoffrey Chaucer. This research seeks to examine the life of Chaucer, the Canterbury Tales, and the impact and legacy of both the author and the work. Agnes Copton gave birth to a baby boy c. 1340, whom she named Geoffrey. The baby took the surname of his father John Chaucer, who came from a family of wine merchants. The family relied on strategic relationships to subsidize where they lacked in wealth. Chaucer was fluent in French, Italian

Throughout Literature, The Slave Narrative Has Become Quite

Throughout literature, the slave narrative has become quite commonplace, and while there are only so many ways for an author to distinguish their work from the rest of these narratives Yaa Gyasi does just this with â€Å"Homegoing†. â€Å"Homegoing† is a narrative with intense emotional depth geared toward depicting the strong cultural roots of differing tribes in the African continent and the many tribulations they face through the family lineage of two sisters separated at birth. Over the span of the narrative, this family tree allows for the story to traverse through time in an attempt to showcase the numerous accounts and degrees of struggle that each descendant faces, which is factored in by the time period they live in. Furthermore, while†¦show more content†¦This can be seen whenever Effia is approaching womanhood and Baabe tells her that she is not allowed to tell the anyone else when her blood comes. However, even in doing this Baabe is not solely at b lame, due to the cultural identity of women as a whole in the village, Effie s self-worth from very early on was to be to be merely that of a wife. â€Å"Efiia knew who her choice for husband would be, and she dearly hoped her parents would choose the same man. Abeeku Badu†¦Ã¢â‚¬  (Homegoing 7). Outside of marriage, she had no further aspirations in life other than to be the wife of Abeeku Badu who was to be the next chief of the village. Women in the Ghanaian way of life had little worth other than that of a bearer of children and the keeper of the house and were married off by their parents in accordance with how powerful the union between the two would be and the strength that it brought the village. Effia’s father reminds her several times that her place is that of being a wife to a powerful man. This pattern of self-worth for women of the village being tied to marriage continues on into the latter half of Effie s story whenever the people of the village get tired of waiting for her blood to come so they attribute a curse to her which makes no one in the village want her. Having what little self-worth Effia has completely taken away from her, she is then sold away for thirty poundsShow MoreRelatedEssay Frederick Douglass and Slavery1448 Words   |  6 Pagesachievements throughout his life. His Life as a slave had a great impact on his writings. His great oratory skills left the largest impact on Civil War time period literature. All in all he was the best black speaker and writer ever. Douglass was born a slave in 1817, in Maryland. He educated himself and became determined to escape the horror of slavery. He attempted to escape slavery once, but failed. He later made a successful escape in 1838. Frederick’s life as a slave had the greatestRead MoreFrederick Douglass And Slavery.1438 Words   |  6 Pagesachievements throughout his life. His Life as a slave had a great impact on his writings. His great oratory skills left the largest impact on Civil War time period literature. All in all he was the best black speaker and writer ever. Douglass was born a slave in 1817, in Maryland. He educated himself and became determined to escape the horror of slavery. He attempted to escape slavery once, but failed. He later made a successful escape in 1838. Frederick’s life as a slave had theRead MoreRomanticism In Fredrick Douglass1385 Words   |  6 PagesCritics struggle to fit Douglass’s narrative into a literary genre, some believe it fits within the realm of Romanticism while others argue his narrative belongs under Realism. In nineteen century America, the African American voice was missing from literature. Slave narratives were not taken seriously and most slaves were not taught how to read or write. Douglass’s was a self-taught slave his narrative was a game changer Douglass was considered an intellectual and respected by most as a reputableRead MoreAfrican American Literature : The Black Poets1727 Words   |  7 PagesI would define African American Literature as literature created by authors of the African America race. It started with slave narratives and during the Harlem Renaissance attention was brought to the arts of African American artiest, poets, musicians, and authors. African American Literature is more than slave narratives. It is heartfelt stories of lost love, justices, death, and finding one’s own strength. African American literature comes in the form of poetry, short stories, non-fiction and fictionRead MoreSlavery in Literature Essay1504 Words   |  7 PagesSlavery in Literature Frederick Douglass was born into the lifelong, evil, bondage of slavery. His autobiography, Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, depicts his accomplishments. The narrative, however, is not only the story of his success. It is not simply a tale of his miraculous escape from slavery. Frederick Douglass narrative is, in fact, an account of his tremendous strides through literacy. He exemplifies a literate man who is able toRead MoreBenjamin Franklin And Olaudah Equiano1127 Words   |  5 Pages1791. Olaudah Equiano was a young boy when he was kidnapped and sold into slavery. He was forced to work on naval vessels and on plantations in Virginia. Equiano published his interesting narrative in 1789. Franklin writes about his life as a key figure of American civilization. Equiano writes about his life as a slave and abolitionist against slavery. The autobiographies of Ben Franklin and Olaudah Equiano can be compared and contrasted through the ir writing styles, exigence, and content. Franklin’sRead MoreGreek Mythology And Mythology Of The Iliad, Oedipus Rex And Others1294 Words   |  6 Pages Examples of this have been seen throughout the world, especially in Greek culture. The ancient Greeks had a rich culture, which they used often in their works; examples of this are seen in the Iliad, Oedipus Rex and others. The existence of Greek mythology and narratives plays a significant role in shaping the arts, most notably dance and performance. It also prompted the Aristotle Poetics that discussed the value of six specific traits in every tragedy. It has even encouraged the usage in otherRead MoreThomas King: Not Just a Reaction to Colonialism1459 Words   |  6 Pagesinstead, representing slavery during the colonial period. The idea of kidnapping Indians and selling them as slaves appears after his men gather a monkey, a parrot, a fish, and a coconut. Columbus tells them that [t]hat stuff isnt worth poop (King Coyote 126). Columbus was very much part of a slave-driven society including slave-trading, working as a sugar buyer and visiting colonies where slaves had been traded for years. Here, King both highlights what really motivated Columbus -- finding thingsRead MoreMirrored Worlds1566 Words   |  7 Pagesinstances throughout literature where two pieces, told by two different narrators, and telling two different stories can be found to have similar textual qualities. This instance can be shown between A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson by Mary Rowlandson herself and Our Nig by Harriet E. Wilson. The stories depict the great suffering of two individuals who express similar qualities in their writings; the qualities being that each piece is a captivity narrative, thereRead MoreAphra Bens Oroonoko and Daniel Defoes Moll Flanders1562 Words   |  6 PagesIn his Dictionary of Literary Terms, Harry Shaw defines the novel: â€Å"In effective narrative literature, fictional persons, through char acterization, become so credible that they exist for the reader as real people,† he says (1). Many eighteenth century British novelists neglected to earn this credibility. Looking specifically at Aphra Behn’s Oroonoko and Daniel Defoe’s Moll Flanders, Shaw’s definition becomes especially difficult to apply to Moll and Oroonoko’s narrator. While the novels should

Destruction Of The First Nations Culture By Indian Residential Schools Free Essays

string(44) " take away the felicity associated with it\." The Indian Residential Schools non merely were the cause of much agony to the First Nations people during the 18 and 19 100s, but they have besides extended this agony to all coevalss that have followed. These schools have played a big function in the loss of traditions, linguistic communication, and beliefs that First Nations people held in such high respect through humiliation, force, and isolation. Anglican and Catholic churches managed the Indian Residential Schools from the 1870 ‘s to the early 1980 ‘s by following the legislative authorization that they were given by the Canadian Government ( Meseyton, 2005 ) . We will write a custom essay sample on Destruction Of The First Nations Culture By Indian Residential Schools or any similar topic only for you Order Now Kipling and Stout ( 2003 ) say that â€Å" by 1930, 75 per cent of First Nations kids between the ages of 7 and 15 old ages were enrolled in one of 80 such schools across the state and in the 1940s, attending was expanded to include Inuit kids every bit good † ( p.29 ) . There were about 150, 000 Frist Nations, Inuit, and Metis kids taken from their places and put in Indian Residential Schools ( CBC New, 2009 ) . In Nova Scotia, there was one Residential School for First Nations people, which resided in Shubenacadie. The Shubenacadie Residential School opened in 1930 and it closed its doors in June of 1967 ( Knockwood, 1992, Paul, 2006 ) . The object of the Indian Residential Schools were used as a portion of colonialism to absorb the First Nations people by destructing their civilization, linguistic communication, individuality, history, and spiritualty ( Longboat, 1987 ; Meseyton, 2005 ) . Taking away the First Nations heritage was seen to alter whom they were and do them intermix in to Canadian Society. Battiste ( 1986 ) explains that the Indian Residential Schools were evaluated based on their â€Å" ability to transform the Indian † ( p. 35 ) . This transmutation came with barbarous force and no respect to the kids ‘s self-pride because they were portrayed as barbarians, pagans, heathens and wild Indians ( Knockwood, 1992 ) . The Shubenacadie Residential School followed the Nova Scotia course of study with a few alterations in the faith class and they were besides taught to be ashamed of who they were ( Paul, 2006 ) . Paul ( 2006 ) besides says that the â€Å" kids were taught about all the advantages of Caucasic life and all the immoralities of First Nations ‘ isolation, linguistic communication and civilization † ( p. 283 ) . First Nations kids traveling into the residential schools were non allowed to talk their ain linguistic communication. Knockwood ( 1992 ) says, â€Å" Talking Mi’Kmaw was non permitted in the school because it held kids back in the schoolroom in reading, articulating and composing English † ( p. 26 ) . Taking the kids from their households and coercing them non to talk their linguistic communication was the first stairss in taking away their individuality. Even though the churches and Government made the First Nations people believe that they had a pick to direct their kids to school, this was non the instance. Harmonizing to Daniel Paul ( 2006 ) , because of how the Indian Act was written, the kids were considered wards of the Crown and did non hold Torahs to protect them so households could make nil. Families filled out signifiers to let their kids to go to these schools, but Paul ( 2006 ) says that it did non affair because these signifiers were merely â€Å" window dressings † and the Indian Agents did non necessitate the parents ‘ permission and could make whatever they wanted with the kids. Maltreatment of the First Nations kids was normally used in the Indian Residential Schools for control and assimilation. The kids were forced to give up their individualities through whippings, menaces, and isolation. Isabelle Knockwood ( 1992 ) conducted an interview with Peter Julian, former pupil at the Shubenacadie Residential School, that said by the clip he left the school he was ashamed to talk his ain linguistic communication for the small spot that he could retrieve. Talking the Mi’Kmaw linguistic communication was non the lone thing that brought on maltreatment. Isabelle Knockwood was besides a former pupil of the Shubenacadie Residential School. She can retrieve watching a nun shingle a small miss while shouting, â€Å" Look at me † because the nun did non recognize that direct oculus contact between a kid and an grownup was considered chesty in the native civilization ( Knockwood, 1992, p. 50 ) . The maltreatment made the kids forget about their civilization though fright. Knockwood ( 1992 ) says we â€Å" were forcibly disconnected from everything our parents and seniors had taught us, and everything new was learned in an ambiance of fright † ( p. 50 ) . At times physical and sexual maltreatment was used together. The kids were being sexual abused by the nuns and priest and if they did non follow with it, they would be all in ( Knockwood, 1992 ) . Physical and sexual maltreatment was non the lone signifiers of penalty used in the Indian Residential Schools. As stated earlier, isolation from households were besides used to absorb the First Nations kids. Children were non allowed to see their households frequently and for some they did non acquire to see their households at all because of the going distance to the school. During the Christmas interruption, the kids were forced to remain at the school alternatively of being place with their households ( Knockwood, 1992 ; Paul, 2006 ) . Even though the kids could non travel place for Christmas, they remember lovingly being able to pass it with their siblings that were at the school besides. Knockwood ( 1992 ) remembers this as the merely good thing about Christmas and says, â€Å" we ‘d acquire our nowadayss from place and acquire to sit with our brothers and sisters † ( p. 38 ) . However, Doug Knockwood remembers one Christmas were his male parent travelled to the sc hool to convey Christmas gifts and the nuns refused to let the kids to hold them and made him take the gifts back place ( Knockwood, 1992 ) . Christmas is one of the major vacations where households are near. This was a manner to unplug the bonds between the kids and the parents and take away the felicity associated with it. You read "Destruction Of The First Nations Culture By Indian Residential Schools" in category "Essay examples" The kids ‘s gifts were the lone thing left that made them experience like kids. Harmonizing to Knockwood ( 1992 ) , the kids were merely allowed to play with their gifts until January 6 and so they were packed up and ne’er seen once more. Taking these gifts from the kids would be like taking them from their households once more because these gifts were the lone thing every twelvemonth that connected them to and reminded them of their households. Many of the parents besides had trouble accepting that their kids could non come place for Christmas. These parents would compose letters or hire attorneies to acquire their kids place, but all they would have was ill-mannered letters from the school denying them ( Paul, 2006 ) . Other households stuck together as a community to seek to acquire their kids place. Paul ( 2006 ) explains briefly that the Cambridge Reserve hired a adult male to travel to the school to pick their kids up but the Principal would non allow them travel. These are illustrations of how determined the churches and Canadian Government were in absorbing the First Nations people. The Indian Residential Schools did non supply the instruction that other Nova Scotia schools provided. The pupils were taught really basic instruction and the remainder was manual labor ( Knockwood, 1992 ) . Learning merely the basic instruction was so First States people could acquire by life in society by understanding English, but non have excessively much instruction so they obtain callings such as attorney, instructors and physicians. Making them make manual labor was in some manner ‘killing two birds with one rock ‘ . The Government could absorb them into Western Society and non hold to pay anyone to make the manual work at the school. The kids that attended these schools were non trained to make the work and most clip they were in the place to make manual work that was insecure. Knockwood ( 1992 ) describes that many of the kids got physically hurt because they were excessively little or untrained to run the machinery. There was really small clip to make anything merriment at the school. Knockwood ( 1992 ) remembers being able to play baseball and traveling skating. For the kids that attended these schools, keeping on to the memories of these times is what helped them do it through each twenty-four hours. This was one of the times, other than Christmas, that the kids that had brothers or sisters at the school would acquire to see them even for merely a few proceedingss ( Knockwood, 1992 ) . These tactics were ways that the churches and Government thought would insulate the kids and cut bonds with other household members. This was non the lone manner that the Indian Residential Schools managed to deprive First Nations kids of their individuality. The kids did non hold the chance to turn up and see what a normal household life would look like because they were at school for 10 months a twelvemonth with no parental contact other than letters, which were no usage, because they were written in English so the parents could non read them ( CBC News, 2009 ) . This farther goes to demo how isolation was used to take the bonds within the households so they could suit into Canadian society more expeditiously. There were besides residential twenty-four hours schools and some kids were sent away to schools in other states so they would larn to â€Å" reject their traditional cultural ways in favor of the life of the person in the dominant Canadian society † ( Battiste, 1986, p. 36 ) . No affair where the First Nations kids were sent for instruction, the chief result the Canadian Government desired was assimilation of the ‘Indian ‘ . Daniel Paul attended an Indian Day School on the Indian Brook Reserve where assimilation was still in advancement ( Paul, 2006 ) Paul ( 2006 ) recalls his clip in this school and says he â€Å" can non remember any attempt being made – except for a brief mention to basket weaving and other traditional trades – to learn us about heritage and civilization † ( p. 291 ) . The deficiency of instruction of the First Nations heritage and civilization in the Indian twenty-four hours schools was merely another effort of the Canadia n Government to absorb the First Nations people. Assimilation of the First Nations people did non travel like the Canadian Government planned. There are still First Nations people widely spread all across Canada. Did the Indian Residential Schools affect the First Nations civilization and their individuality? Harmonizing to Kipling and Stout ( 2003 ) , the parents that grew up in Indian Residential Schools create what they call â€Å" intergenerational † Survivors by go throughing the injury they experienced down to their kids ( p. 51 ) . The effects of the schools non merely affected the First Nations people in them at the clip but for coevals to come. Kipling and Stout ( 2003 ) explains this to be â€Å" like a pebble dropped in a pool, traumatic effects tend to ruffle outward signifier victims to touch all those who surround them, including kids and grandchildren † ( p. 51 ) . The subsisters of the Indian Residential Schools ne’er had a opportunity to go near with their households and larn what healthy relationships were. Kipling and Stout ( 2003 ) suggest that the force that the subsisters encountered at the schools was used towards their ain kids subsequently in their lives because they did non cognize how to show fondness. This is what causes a rhythm of maltreatment. Unless this rhythm is stopped, every coevals will endure the same sort of force from their parents. The maltreatment can besides stem from defeat. When kids were old plenty they returned place to their parents where they felt like they did non belong because they did non hold the accomplishments to assist their parents out and ended up going ashamed of who they were ( CBC News, 2009 ) . Not everyone experienced the same things in the Indian Residential Schools. Some First Nations people believe they learned valuable accomplishments such as talking English, how to maintain their places in good form, stitching, cookery and praying, while others thought it was the most atrocious topographic point to be ( Knockwood, 1992 ) . Knockwood ( 1992 ) besides explains that some of the pupils thought the whippings were deserved, while some thought it was a safety from place because their parents abused them, and some pupils were the priests and nuns front-runners so they did non endure the penalties. Even though there were some First States people that seen the schools as a good topographic point to be while they were at that place, this did non halt the agony of the First Nations civilization and individuality. The First Nations civilization and linguistic communication are threatened because â€Å" several coevalss of kids holding grown up in a scene where any manifestation of Aboriginality was disparaged and devalued † ( Kipling A ; Stout, 2003, p. 34 ) . Kipling and Stout ( 2003 ) besides suggest that many subsisters are seeking to get by with both the maltreatment they suffered at the Indian Residential Schools along with the loss of their civilization. First Nations communities need to lodge together to mend if they want to convey back the civilization and linguistic communication of their ascendants. Without the instruction of traditions and linguistic communication, the First Nations individuality will be wholly gone. Randolph Bowers considers himself a Mi’kmaq adult male that is seeking to detect his ain individuality while seeking to assist others understand themselves better by bring outing their ain individuality ( Bowers, 2008 ) . The Indian Residential School did non affect Arbors straight but he states how it affected his household indirectly by stating: My household was non impacted by the residential school epoch straight. We were influenced indirectly. My grandma Honora Elizabeth Richard-Bowers lived during an epoch when the residential schools were enforced in Nova Scotia. For Metis households I suspect there was a changeless fright of authorities functionaries. Foster places, wards of the province, and residential schools were non far distant worlds for comparatively hapless Acadian households. Hiding their Aboriginal lineage was most likely really necessary during the late 1800s and early 1900s ( Arbors, 2008, p.37 ) . This shows that the Frist Nations people did non hold to be forced into an Indian Residential School to be stripped of their civilization and linguistic communication. Some of the households felt giving up their individuality was better than the alternate. Arbors ( 2008 ) goes on to state, â€Å" My experience is of being a non-status Indian turning up in a household that had about lost our connexions to Aboriginal heritage and civilization. There was ever a nothingness in my bosom, a immense portion of me that was losing † ( p. 29 ) . Arbors shows us that cognizing your heritage is of import in cognizing who you are. The grounds proves that the Indian Residential Schools took something from the First Nations people that was really of import to their individuality. It is of import for anyone to cognize who they are and where they came from, but for the First Nations people it is highly of import because happening their individuality though their traditions and linguistic communication aid mend the agony brought on by the Indian Residential Schools. Healing is an of import measure in recovering the civilization and linguistic communication of the First Nations people. Knockwood ( 1992 ) explains that it is of import that the subsisters of the Indian Residential Schools talk with other subsisters to assist with the healing procedure. Moayeri and Smith ( 2010 ) conducted interviews with two First States female parents that were former pupils at the Indian Residential Schools. These adult females have lost their individuality because of the maltreatment they suffered and the isolation they endured. In these interviews, the adult females explained that they were seeking to recover their individuality back by taking some power over their lives ( Moayeri A ; Smith, 2010 ) . Many pupils are still seeking to mend themselves in one manner or another and with the support of their First Nations communities, the procedure of mending would profit the subsister every bit good as coevalss to come. In decision, the Indian Residential Schools along with other efforts of assimilation of the First Nations heritage, civilization, linguistic communication, and individuality have affected the First Nations people. Arbors ( 2008 ) says, â€Å" We are Canadians, but if we do non cognize where we come from and who we are, we are nil † ( p. 38 ) . Reconnecting with the First Nations communities and larning about their lost heritage will assist mend the agony for the future coevalss of First Nations kids. Reclaiming their individualities will do the First Nations communities stronger to contend any other signifiers of assimilation that may happen in the hereafter. How to cite Destruction Of The First Nations Culture By Indian Residential Schools, Essay examples

Innovation of Auckland University Samples †MyAssignmenthelp.com

Question: Discuss about the Innovation of Auckland University. Answer: Introduction Open innovation has got a lot of fame and recognition because additional companies are changing themselves from close to open innovation. This report depicts the process of innovation from companies like Auckland University and Sistema. If the comparison comes between Auckland University and Sistema then it is evident that Auckland University is a big scale organization whereas Sistema is a small scale organization, therefore the difference of innovation process in the purpose will be there. The report gives an insight on the process followed by each of the organization and the divergence between the two. Globalization has led to the enlargement of the market competition all over the world and the life cycles of a variety of products have diminished significantly. The organizations both large and small are gradually shifting from closed innovation to open innovation models so that they gain competitive advantage in the market. Innovation in Auckland University Auckland University is one of the organizations that have adapted to the open innovation and have started centers for open innovation research and development. This University fully focuses on innovation and has a formal approach to it. The university has developed documents, which includes all the strategies that will be used for applying open innovation. The university uses tied innovation, which combines both the inbound and outbound innovation process. The organization is very open about the knowledge they use and they have gained a lot from it. They share it with other organizations as well so that they gain outbound knowledge from other universities as well (Gaziulusoy, Boyle McDowall, 2013). It comprises of various programs that ensure so that can find new dimensions in innovation and contribute to the society by applying to these courses. The organization has started other programs which will ensure them that they receive outbound innovation from other parts of the world (Ga rca-Pealvo et al., 2015). The conviction of this organization is that there are lots of innovative people with innovative ideas outside the organization, and which can help to improve the innovation process of the organization. The organization therefore thinks that the beginning of the research does not have to be an internal process and the organization can take the help of external sources to earn profits or improve the internal process of innovation. The organization believes in budding a policy and model which will be far better and effective than the models of the other organizations (Vanhaverbeke et al., 2017). Nonetheless, that does not mean the company will be the first one to enter the market, because market profit is not entirely dependent on the market. The rapid change of the meaning of innovation only happened because of the completion of the process of the open innovation (Bogers et al., 2017). This organization believes in sharing the intellectual property and in order to help the strategic st andards they are keen to buy intellectual property of other organizations. This clearly points out the willingness of this organization and to share intellectual property with other organizations focuses on the long-term sustainability of the organization. However, the organization knows that a strong paradigm for the business will be the key to gaining competitive advantage in the market and is capable in understanding the importance of a business model and knows that a strong example for the business will be the key to gain competitive advantage in the market. Innovation in Sistema Plastics Sistema Plastics is a company, which deals in storage of food and is mainly focused on the process of closed innovation. The type of innovation process used by the Sistema Plastics Company is totally different from the University of Auckland (Cassiman Valentini, 2016). The company has ethnicity which always has been protective about their intellectual property and mainly focuses on their closed innovation. The company also had issues with the companies they worked with regarding the use of their intellectual property. The company believes that the best of the smart minds works in their company and inbound innovation process (Du, Leten, Vanhaverbeke, 2014). The company wants to use their own profit and develop their own machinery. They untested the products before launching so that the intellectual rights of the product can be protected. The company itself wants to be the innovator in the market section and want to be the first one to launch a technology in the market. They feel tha t the gain will always be because of the innovators in the market with competitive advantage and make most of the profits in the company. The Sistema plastics are one of the leading businesses. Sistema plastics which are an Auckland based storage company is being purchased by US based Newell Brands. This product of have been proved useful and good in several household. The organization also feels that the company who has the most advanced idea and more innovation will be the company gaining the competitive advantage in the market. It also believes in having full control over their intellectual property because this will stop their rivals from taking advantage of their innovations (Stanko, Fisher, Bogers, 2017). Barriers to Open Innovation Barriers are always there to open any new system; any good things come only after facing big challenges. Humans are known as opposing any new things. Even though there is most of the company who have successfully adapted open innovation, still there are some which face problems. Managing performance of an open innovation is very difficult as it faces a lot of problems by its employees as well as the competitors. As the idea comes in a collective way and there are many minds that help to establish the ideas therefore there is often a problem that is faced because of ownership (West Bogers, 2014). The process of using open innovation is a time consuming process as it consists of chain of command and every decision has to go through various process phases. However, the organization is being focused only on open innovation and is also very much careful about the risk in the market. Discussion of the Barriers It is difficult to provide an even leadership. This is one of the key challenges which most of the organization faces. Open innovation can often go through imbalance, when different types of organization comes together. In that case the leading organization comes into power but however it creates a lot of problems in the companies (Markman, 2016). Both the organization faces this problem. Though Auckland University is gaining more knowledge by using the outbound innovation method, they can develop a business model which is better than the other competitors in the market. However, the strategy of Sistema is to be the market innovator by launching their technology first in the market. Auckland University believes in establishing a good relationship with the rival organizations so that they can trade their technological values to gain a better model. However, Sistema believes in creating patents of their products before launching into the market so that they can ensure that their techno logy remains safe. The organization being a small-scale organization believes in protecting their intellectual property (Erokhina, 2013). Both the organization is facing similar problems regarding open innovations. Even though the barriers can seem to be as serious problems yet the need to overcome this is important as open innovation helps the company in a much superior way. There will be many barriers but to realize its full potential the company has to see itself as a larger bionetwork than a small remote island (Manzini, Lazzarotti, Pellegrini, 2017). Through the communication action and the leadership of the company these companies have to create a culture where open innovation is considered as a smart and strategic option in respect of knowledge and creativity (Chesbrough, 2017). Conclusion: The innovation process in both the companies has matured and is certainly providing the company with market lead which should be kept closed. This is the case for Sistema Plastic and the process of innovation. Innovation processes are always complicated and it involves several great minds. A mixture of those great minds can create a miracle as well as chaos. Therefore to adapt open innovation an organization has to be bold enough to do so. Thus, it can be said that the open innovation process is a complementary process and even after facing several barriers, it worth taking this risk. However, the companies which have a strong inbound innovation method be it Auckland University or Sistema Plastics it will be able to carry out and benefit from this process. References: West, J., Bogers, M. (2014). Leveraging external sources of innovation: a review of research on open innovation.Journal of Product Innovation Management,31(4), 814-831. Gaziulusoy, A. ?., Boyle, C., McDowall, R. (2013). System innovation for sustainability: a systemic double-flow scenario method for companies.Journal of Cleaner Production,45, 104-116. Erokhina, E. V. (2013). 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