Historical facts of Texas Essay Example | Topics and Well Written Essays - 750 words

Historical facts of Texas - Essay Example In the book, ‘A memoir of a Texas childhood’ by Horton Foote, the themes of poverty, fear, depression, racism, marital strife and injustice are clearly highlighted in the text. The book tells of the author’s early formative years as a child in rural Texas where he grew up in an extended family. In the book, the reader learns of the Foote’s experiences in life, and lessons learnt from his diverse familial relations. Horton was able to experience first hand the physical, emotional, and psychological suffering that slaves had to go through in their life. In the book, the reader is given an insight into his thoughts in the excerpt where he narrates about the slave girl who begged his sister to buy her mother’s freedom (Foote 120). According to Foote, this scenario got Horton thinking about what kind of man his grandfather was because he was a church minister and at the same time involved in the sale of other human beings. Horton is faced with many dilemm as, which are brought about by conflicting loyalties for his friends and family. The theme of racism and inherited wealth comes through when he faced with the making the choice of upholding his family or friends. This is because he had to uphold his family’s legacy as slavers in the perspective of the Ku Klux Klan or to remain friends with his black friends from his childhood (Foote 98). This burden came from the fact that he was part of the people that inherited their grandfather’s estate and assets; therefore, it was their duty to uphold his legacy. The great depression saw Horton strengthen his conviction that America needed to change the way it related to own citizens. This because the great depression, significantly affected their huge farm in Texas because did not want the help of the minorities a fact that was being fueled by racism and discrimination. Horton reasoned that the collective and equal participation of all American citizens in the economy was the onl y way to successful recover from the effects of the depression. Horton’s principles and philosophies made him the first person, in his extended family, to become

The design book for new home owners Essay Example | Topics and Well Written Essays - 750 words

The design book for new home owners - Essay Example book writer, my father architect and author Eduardo Rozas, for his kindness and devotion, and for his endless support with my career; his selflessness will always be remembered. I have enormous sympathy for homeowners. We all know what a struggle it is to find the home that fits your lifestyle, wish list, and budget. I deal with questions regarding this issue on a daily basis. This is pretty much my life; like the popular saying ‘I am my business, my business is me’. I am a natural problem solver. I was the oldest sister to two brothers and always had to look after them. This is the same way I treat my clients and is partly what inspired this book’s creation. This is a book that will not only help my clients or people I know, but people around the world who struggle when it is time to find that perfect house. In my research for this book I was not able to find a guide or a manual that had all the content needed to not only find the home of your dreams, but to also design it afterwards. This is my professional approach to this problem homeowners and future homeowners face. So here you are about to read my years of knowledge and professional experience. From now on when I am faced with a challenging question from clients, I am proud to say I have a book that may help you achieve all your goals when finding this dream home. I have ten years of experience with residential and commercial architectural and interior design clients, and seven years of studies in the areas of architecture and interior design. Not only have I helped my clients, I have also helped family and friends. I come from a family of architects, including my parents, sister, brother-in-law, and brother. Architecture, design and art are part of who I am and my life. I felt the need to put this knowledge to use and reach a bigger audience. In reality not everyone can afford or feel comfortable hiring an architect or interior designer. Additionally, this world is filled of do it yourselfers.

Globalisation Of Communication Curriculum

Globalisation Of Communication Curriculum Globalisation is a word used more often today than twenty or thirty years ago. Globalisation describes the increasing movement of people, knowledge, ideas, goods and money across national borders (Eberlein 2011:15). When talking about globalisation people mostly refer to the political, economic and technological changes which they think makes the world function differently today than it did twenty or thirty years ago It is assured that higher education institutions are affected by globalisation and are being transformed on a day to day basis and is speeding up the process of interconnectedness. Most of the universities are internationally recognised and in touch and informed with what other universities across the world is doing (Marginson van der Wende 2006:4). According to Marginson and van der Wende (2006:4), globalisation is not a single or universal phenomenon. It is nuanced according to locality (local area, nation, world region); language(s) of use, and academic cultures; and it plays out very differently according to the type of institution. It is nearly impossible for single higher education institutions and countries to isolate themselves from other institutions across the globe because of the interconnected global environment. Globalisation has made it possible for institutions to be connected and visible to other institutions around the world through the medium of social networking and cell phones (Marginson van der Wende 2006:4). 3. Globalisation and Communication ICTin South Africa has developed faster than expected and it makes the mobility of learning easier and more accessible. ICTs has an increased influence on any society and this has resulted in the transformation in communication and sharing of information around the world (Bilas Franc 2010:105). Bilas and Franc (2010:105)say that ICT ensures a speedy flow of information at a low cost. Globalisation is changing the way we communicate to others and what we communicate. The University of Pretoria uses a website what we call Click-up, this site is used only by students and lecturers that are registered at the University of Pretoria. Lecturers have the opportunity to distribute their lecture notes and any other additional information with regards to their subject field or module on the website. The students can than access this website and download any notes and information they may require. It is also used as a communications tool for lecturers and students. The lecturers can communicate with students by posting announcements on their particular subject of module link. Students can also communicate with fellow students by commenting on a specific module link and also so with the lecturers. This is a fast and effective way of communicating between lecturers and fellow students and the sharing of information. I myself would be lost without Click-up and I find this website very convenient and easy to use and as mentioned earlier it is a source where inf ormation is sent fast and at a low cost. 4. Globalisation and Curriculum Curriculum means to study a few different subjects in one course either during school or at university level. Globalisation has a major effect on curriculum in terms of the course content and subject content. It has impacted the curriculum polies to an extent where lifelong learning is an important factor in the Outcomes Based Education (OBE) system. Ngubane (2008:17) says that the global economic dynamic desires to make education systems even more receptive to the goals of a global world through reviving human capital theory as a key ingredient of instrumentalist education. She says that with new developments taking place, the education system needs to keep up to date on a daily basis because of the impact of globalisation. Therefore the education policy must be of such dynamic structure so that it can restore itself (Ngubane 2008:15). The globalisation concept is promoted by the speed of education development, number of skilled citizens and number of trained academics. This means that certain effects of globalisation are responsible for the changes in the education system. To keep up with global change, the education system, tools, methods and structures must follow economic trends. Globalisation has changed the world and increased the international understanding between people by bringing them together from across the globe (N gubane 2008:16). In relation to what is said above, there are four key transformations associated with the effects of globalisation. One of the key transformations is accreditation and universalization. This means that an institutions accreditation serves the purpose of: assisting with state funds, providing loans and bursaries and when ease-transfer becomes helpful to students who wish to move from one institution to another (Ngubane 2008:20). At the University of Pretoria they have a policy where funds are available to assist students with access to state funds. Student finance is available to students who have difficulty to pay intuition fees up front. A student can apply for a student loan from the university or they can apply for a bursary to help lift the burden temporarily. At the University of Pretoria they also have a programme where exchange students have the opportunity to visit and learn possible new skills at the university for a certain period of time to see how we in South Africa operate in relation to their own home country. When students wish to transfer from one institution to another they will get full recognition and credit for the courses that they have already done and passed 5. Globalisation and Culture It is said that the global situation is in the process of change and that a New World Order will affect all humanity and developing countries. Cultural ideas and images can be transported from one end of the earth to the other end in an instant, wirelessly and through satellite technology. Because of this, diverse culture groups in different countries are brought together faster at an alarming rate. This is what globalisation means, being connected to the rest of the world through the internet and technology (Sijuwade 2006:125). Sijuwade (2006:125) says that: Part of the process of globalization is the need to develop a culture that, in some broad way, can transcend diverse economic, ethnic, political, racial, and religious backgrounds. A teacher is appointed to equip all learners with the skills, knowledge and values to resolve cultural and social conflicts that may arise amongst them peacefully and to respect each others culture and traditions in order to become responsible citizens of South Africa (Power 2000:7). Culture changes on a daily basis, from traditions to religions. South Africa is a very diverse country with eleven official languages which makes it a unique country. It is important for all South African citizens to be language and culture sensitive. During my experience at university it is clear that there are a lot of diverse culture groups being brought together as one Rainbow Nation. Seeing all these different groups is defiantly a new experience for me. I went to an Afrikaans-speaking medium school in Pretoria and the majority of the children there were white speaking Afrikaners. Today I get to participate in a whole new culture. Global forces are increasing populations and mixing all cultures, this has forced people to learn to live together and to celebrate difference as a fact of life (Power 2000:3). Cultures and traditions have changed over the past several years in relation to dress codes and eating habits. A practical example will be the Indian people, their culture has w esternised so much in the sense that they do not dress the way they would have 20 years ago. The Indian culture at varsity has modernised. They come to varsity dressed in jeans and t-shirts; they dont wear their traditional saris anymore and its the same with the African culture, they dont wear their traditional African outfits anymore. This means that we are moving into a new culture where everybody dresses of the same nature, we are all of one rainbow nation, united as one. 6. Conclusion In South Africa education is being shaped and influenced by the global market economy. It is changing the curriculum in schools and tertiary institutions. The staffing of a school is dependant by the number learners enrolled into that particular school for that particular year, when the teacher-learner ratio is exceeded, teacher are forced to be transferred. As said before, it is evident that the South African education system is shaped and influenced by the forces of globalisation (Ngubane 2008:24).

McDonalds, what does it mean to you? Essay -- essays research papers

Marketing Management 3-4:30 Current Issues Paper McDonald’s, What Does It Mean to You?   Ã‚  Ã‚  Ã‚  Ã‚  McDonald’s Corporation has held a prominent position in the fast-food market for much of its existence. A person would be hard pressed to find consumers who would not readily recognize the famous golden arches, as the company has expanded its market globally. However, as global consumer tastes shift to a more heath-conscious public which cares less about â€Å"super sizing† and more about â€Å"slenderizing† the popular burger chain has been experiencing a drop in sales. McDonald’s strategy for its globalization plan has included the concept of localizing their product (to a degree) for an international market; for example, local managers in British versions of the restaurant are able to make their own decisions that pertain to adapting to the current market. A difficult challenge for the corporation’s marketing team is how to reposition this wildly successful brand in a stagnant British market.   Ã‚  Ã‚  Ã‚  Ã‚  McDonald’s, which has operated in London successfully for thirty years, has recently become aware of dropping sales which have been attributed to the country’s growing health concerns. The plan the British marketing team has developed includes sending the famous â€Å"golden arches† on hiatus while a new campaign will attempt to reposition the fast-food chain as a healthy choice for consumers. The theory is interesting, due to McDonald’s strong consu...

A Clean And Healthy Environment Essay

A clean and healthy environment is part and parcel of the wealth and quality of life that we desire for ourselves now and for our children in the future. People demand that the air they breathe, the water they drink, and the food they eat is free of pollution and contaminants; they want to live undisturbed by noise, and they want to enjoy the beauty of the countryside, unspoiled coastlines and mountain areas. They also want a world that is not threatened by climate change. Healthy and balanced natural systems are essential for supporting life on this planet. Society relies on nature to provide us with the resources for our survival: air, water, food, fibers, medicines, and building materials. Children need to grow up aware of the nature around them. As human beings we have a responsibility to preserve the actual value of nature both for ourselves and for future generations. In recent decades, there has been a growing realization that the quality of our air, water, soil, and food affect the quality of our health and of our lives. This ranges from increased allergies, respiratory disease, and cancers to the disorder of the body’s hormone and fertility systems, and premature death. The causes of our various environment-health problems are numerous and include pollution from transport, agricultural activities, industrial processes, domestic waste matter and waste management. The scientific researches, conducted over centuries, show that the pollution of the atmosphere reached its top. The contaminants in the air have a negative impact on the health of children, as well as adults. Our respiratory organs, our vision, and our hearing are damaged because of the high amounts of contaminants in the air, water, and soil. A substantial number of people have conditions such as asthma, other respiratory problems or difficulties with additional organs of the bo dy.

Mark Sheet: Leading and motivating a team effectively Essay

INSTRUCTIONS FOR ASSESSMENT AND USE OF MARK SHEET Assessment must be conducted with reference to the assessment criteria (AC). In order to pass the unit, every AC must be met. Assessors will normally award marks for every AC and then total them into a percentage. However, for greater simplicity, there is the option to not use marks at all and merely indicate with a ‘Pass’ or ‘Referral’ in the box (below right). In order to pass the unit every AC must receive a ‘Pass’. Where marks are awarded according to the degree to which the learner’s evidence in the submission meets each AC, every AC must be met, i.e. receive at least half marks (e.g. min 10/20). Any AC awarded less than the minimum produces an automatic referral for the submission (regardless of the overall mark achieved). Sufficiency descriptors are provided as guidance. If 20 marks are available for an AC and the evidence in the submission approximates to the ‘pass’ descriptor, that indicates it should attract 10 mark s out of 20, if a ‘good pass’ then ca. 15 out of 20. The descriptors are not comprehensive, and cannot be, as there are many ways in which a submission can exceed or fall short of the requirements. 1.Learner named above confirms authenticity of submission. 2.ILM uses learners’ submissions – on an anonymous basis – for assessment standardisation. By submitting, I agree that ILM may use this script on condition that all information which may identify me is removed. However, if you are unwilling to allow ILM use your script, please refuse by ticking the box: Learning Outcome / Section 1: Know how to communicate the organisations vision and strategy to the team Assessment Criteria (AC) Sufficiency Descriptors [Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass result] Assessor feedback on AC AC 1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16] An explanation of the importance of the team having a common sense of purpose is not given or, if given, the supporting of the overall vision and strategy of the organisation is not included The importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation is merely stated, as opposed to explained or, if explained, is incorrect, inappropriate or minimal The importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation is correctly and appropriately explained although the explanation may be limited and the link to organisational vision may be more implicit than explicit A thorough and detailed explanation is given of the importance of the team having a common sense of purpose and its link to the overall vision and strategy of the organisation is made explicitly clear / 16 (min. of 8) Pass or Referral AC 1.2 Explain the role that communication plays in establishing a common sense of purpose Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16] Assessor feedback on AC The role that communication plays in establishing a common sense of purpose is not explained or is merely outlined as opposed to explained The role that communication plays in establishing a common sense of purpose is explained but the explanation is incorrect or minimal The role that communication plays in establishing a common sense of purpose is explained although the explanation may be limited A thorough and detailed explanation is given of the role that communication plays in establishing a common sense of purpose and an outline of how, in contrast, inappropriate communication may damage a common sense of purpose AC 1.3 Assess the effectiveness of own communication skills on the basis of the above Referral [ca. 3/12] Pass [6/12] Good Pass [ca. 9/12] Assessor feedback on AC Own communication skills in establishing a common sense of purpose are not assessed against appropriate criteria or are merely listed or described Own communication skills in establishing a common sense of purpose are assessed against appropriate criteria although the criteria may be limited Own communication skills in establishing a common sense of purpose are thoroughly assessed in detail against a range of appropriate criteria and a judgement on self is made / 12 (min. of 6) Pass or Referral Section comments (optional): Verification comments (optional): Learning Outcome / Section 2: Know how to motivate and develop the team Assessment Criteria (AC) Sufficiency Descriptors [Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass result] Assessor feedback on AC AC 2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16] The main motivational factors in a work context are merely stated as opposed to described The main motivational factors in a work context are described but the description does not apply to different situations and teams and individuals and/or the description is incorrect, inappropriate or minimal The main motivational factors in a work context are described, although the description may be limited, and the description applies to different situations and teams and individuals although the emphasis placed on each of these factors may be imbalanced A thorough and detailed description of a range of the main motivational factors in a work context is given which  clearly applies to different situations and teams and individuals Examples may be provided to enhance the description given. / 16 (min. of 8) Pass or Referral AC 2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives Referral [ca. 5/20] Pass [10/20] Good Pass [ca. 15/20] Assessor feedback on AC The importance of a leader being able to motivate teams and individuals is merely stated as opposed to explained An explanation of the importance of a leader being able to motivate teams and individuals is given but does not explain how their commitment to objectives might be gained and/or the explanation is incorrect or minimal The importance of a leader being able to motivate teams and individuals and gain their commitment to objectives is explained although the explanation may be limited A thorough and detailed explanation of the importance of a leader being able to motivate both teams and individuals, outlining the different approach to teams and individuals, and gain their commitment to objectives is given and an outline of how, in contrast, a leader’s disregard of the importance motivation could undermine the gaining of team or individual commitment to objectives / 20 (min. of 10) Pass or Referral AC 2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary Referral [ca. 5/20] Pass [10/20] Good Pass [ca. 15/20] Assessor feedback on AC An explanation of the role that the leader plays in both supporting and developing the team and its members is merely stated as opposed to explained, or if explained, is incorrect, inappropriate or minimal No more than one practical example of when this will be necessary is given A correct and appropriate explanation of the role that the leader plays in both supporting and developing the team and its members is given although the explanation may be limited At least two practical examples of when this will be necessary is are given A thorough and detailed explanation of the role that the leader plays in both supporting and developing both the team and its members is given and is supported by several practical and relevant examples of when this will be necessary / 20 (min. of 10) Pass or Referral Section comments (optional): Verification comments (optional): / 100 TOTAL MARKS Assessor’s Decision Quality Assurance Use Outcome (delete as applicable): PASS / REFERRAL Signature of Assessor: Date: Outcome (delete as applicable): PASS / REFERRAL Signature of QA: Date of QA check:

Zitkala-Sa’s Influence on the Fight Against Native American Maltreatment Professor Ramos Blog

Zitkala-Sa’s Influence on the Fight Against Native American Maltreatment Although the maltreatment and oppression of Native Americans is not to the same extent as before, it is still a prevalent issue in modern times. Timeless writing enables people to experience and further understand the context of the issues the Native Americans are fighting against. Going back to the 1800’s where settlers have come and conquered Native American land, people such as Gertrude Simmons Bonnin (also known as Zitkala-Sa) helped stand up for Native American rights and fight against the oppression. As a young girl, Zitkala-Sa was taken from her tribe and sent to a â€Å"assimilative boarding school system† where she became educated and used her education to help Native Americans (Hafen 199). She was a very active member of the Indian Service, the Society of American Indians, and the National Council of American Indians. Through her work and her writings, she was able to express the pain and confusion that Native Americans experienced during the times dealing with the assimilation. Her work, Impressions of an Indian Childhood recounts her personal experience growing up watching the pain and sorrow from her mother as she still grieves the loss of a child and husband from the war. As well as her recount on the bribery and confusion on being taken away from her tribe to attend a boarding school. Zitkala-Sa also wrote a short story called The Soft-Hearted Sioux told from a boy’s perspective. The narrator is, again, taken from his home to attend an assimilative school and comes back years later to his father ill and dying. Having lost touch with his tribal roots, he is untrusting of the medicine-men and in return, the medicine men are untrusting of him and his faith in God and belief in Christianity. The tribe abandons him and he struggles to hunt for food for his starving parents. He ends up stealing meat from a white mans farm and kills the white man as he is desperately trying to make it home to save his father from starvation. He returns home to his father already dead. He is sent to die and ultimately, questions his beliefs as he is confused and torn between the culture he grew up in and the culture forced upon him. Zitkala-Sa’s Impressions of an Indian Childhood and The Soft-Hearted Sioux both embody the still relevant cultural conflict of Native Americans being taken away at a young age to become more Americanized, questioning their beliefs and culture, and being distrusted by their tribe. During the 1800’s it was common for young Native American children to be taken from their homes and brought to boarding schools in order to educate them formally and culturally. Zitkala-Sa describes her experience being taken away at eight years old in Impressions of an Indian Childhood. Zitkala-Sa explains how they would bribe the young children into believing that going away was something they wanted to do. They played on the idea of a fantasy for a child even using the term â€Å"iron horse† instead of train (659). She recalls the â€Å"lure of the red apples in the boarding school† as well (Hefan 212). To a child who is innocent and especially one from a tribe who is unable to experience luxuries of countless apples or riding a train, given the opportunity was tempting. This is where the confusion between the rift of cultures begins for the Native Americans growing up in this time period. Although Zitkala-Sa begged to be able to go and when her mother finally caved (against her will), as soon as she was taken from her mother the excitement vanished. Instead, she felt feelings of regret and sadness. She explains how she was â€Å"trembling with fear and distrust of the palefaces† and explains how their â€Å"first step, parting [her] from [her] mother, was taken† (660). She was initially excited to go to a new place of endless red apples but when she was taken away from her tribe she realizes the truth of what was happening. She was taken from her mother and was alone with the â€Å"palefaces† who she cannot trust. She was unfamiliar with their language or culture, which further makes her feel alone, scared and lost between the two cultures. Furthermore, the assimilation that was forced upon the Native Americans caused them to question their beliefs and disassociate with their culture. She describes how her older brother had already spent couple of years in the boarding school and when he came back, their mother was influenced to â€Å"take a farther step from her native living† (658). Their mother slowly started to adapt and change their home into a more â€Å"Americanized† version of a home, replacing â€Å"buffalo skin to the white man’s canvas† (658). Although her mother was never taken as a child and forced to assimilate into American culture, she still conformed to the American culture through the knowledge that her son would bring back from the boarding school. In The Soft-Hearted Sioux Zitkala-Sa uses this short story to further emphasize how they were made to question their beliefs and disassociate from their culture. The narrator of the story explains how he was taken from his home for ten years where he was taught to believe in Christianity and instead of growing up to be the traditional â€Å"warrior, huntsman, and husband† from the Sioux tribe, he was taught that those parts of his culture were wrong (661). In essence, forcing him to disassociate with his Sioux tribe culture. Another instance where Zitkala-Sa exemplifies this issue is when the narrator kicks the medicine-man out of their home because he believes it will â€Å"ensnare† his fathers soul (662). Medicine-men are an important part of the Native American culture and beliefs, where they come and help heal the sick. The narrator has a change of belief in his culture believing the medicine-man is a entity of evil that will damn him fathers soul from Heaven. The narrators change of beliefs comes from the forced education of the Christian religion and being convinced that his culture is wrong and evil, causing a drift between the elders in his tribe (such as the medicine-man and his parents) and himself. Adopting aspects of the American culture and leaving behind their old Native American culture caused tension and distrust between Native Americans. Zitkala-Sa and her husband opted to stick with their religious beliefs. This resulted in their son Ohiya being â€Å"turned away from a Christmas party social on the basis of his Catholicism† (Hefan 201). This lack of trust and tension between the Native Americans came to light as more of them began to gear away from their traditional beliefs and accept and incorporate the new American traditions that were taught to them. This topic is also discussed in The Soft-Hearted Sioux when the narrator tries to preach the word of God to his tribe. The medicine-man recognizes him and convinces everyone that he is a â€Å"traitor to his people† so that night, the tribe abandons the narrator and his family (663). A clear divide arises as the narrator is viewed as untrustworthy and a traitor to his tribe as he has fallen victim to the white mans teachings. The story ends with the narrator awaiting his sentence of death and he questions whether he will see â€Å"the loving Jesus† or his â€Å"warrior father† greeting him when he dies (665). This brings forth a personal cultural conflict as well between deciding what the people of the tribe expect and what has been taught at the boarding schools. The narrator begins to question his beliefs between both cultures and he is torn between them. Although a majority of the assimilation occurred many years ago, the issue of oppression for Native Americans is still prevalent today and writings such as those of Zitkala-Sa provide context for the continuing fight for their rights. According to Barbra Perry and Linda Robyn, their study of the Chippewa’s tribe of Northern Wisconsin show â€Å"Native Americans across the country continue to experience myriad and interrelated forms of economic, political, and social oppression† (590). Although many of the issues regarding Native Americans have advanced a significant amount, there are still more issues to be addressed such as the violence geared toward them in certain areas as well fighting for their treaty rights. This can be seen between 1960 and 1980 when the government tried to take away the Chippewa’s right to fish (592). The government would try to restrict them from being able to fish by doing a treaty abrogation. This was a huge set back considering they are dependent on fishing â€Å"financially† and â€Å"culturally† as their â€Å"cultural forms and religion and diet, and the entire culture is based around it† (592). This oppression not only strips them of their financial needs to live but also of their culture, similar to the experiences Zitkala-Sa expresses through her forced assimilation into a more â€Å"Americanized† person. Although it is it not common to hear, in present times, of Native American children being forcefully taken away and stripped of their culture, their culture is still vulnerable and being taken away with other forms of oppression and assimilation. In conclusion, Native Americans have dealt with and still are dealing with very traumatic oppression. It is important that people like Zitkala-Sa have written of their experiences because their writings are still relevant in present time issues and bring forth context needed to understand the fight that Native Americans are still fighting. Hafen, P. Jane. â€Å"‘Help Indians Help Themselves.’† American Indian Quarterly, vol. 37, no. 3, Summer 2013, pp. 198–218. EBSCOhost, doi:10.1353/aiq.2013.0041. â€Å"Miss Robertsons Scholars at the Mission School at Mus-Ko-Gee Indian Territory.† Photographs Western History, digital.denverlibrary.org/cdm/ref/collection/p15330coll22/id/24093. Perry, Barbara, and Linda Robyn. â€Å"Putting Anti-Indian Violence in Context: The Case of the Great Lakes Chippewas of Wisconsin.† American Indian Quarterly, vol. 29, no. 3/4, Summer/Fall2005 2005, pp. 590–625. EBSCOhost, doi:10.1353/aiq.2005.0102. Simmons Bonnin, Gertrude. â€Å"Impressions of An Indian Childhood.† The Norton Anthology of American Literature, by Robert S. Levine, 9th ed., W. W. Norton Company, 2017, pp. 655–660. Simmons Bonnin, Gertrude. â€Å"The Soft-Hearted Sioux.† The Norton Anthology of American Literature, by Robert S. Levine, 9th ed., W. W. Norton Company, 2017, pp. 660–665.