… how past immigration policies and laws in the United States might have impacted his community. Yet he completely understands…[break]…his family’s experience. Finally, segmented assimilation takes socioeconomic class into account. Yet even the social network or social organization framework Massey (1986) puts forth could qualify as a form … class into account. Yet even the social network or social organization framework Massey (1986) puts forth could qualify as a form of segmented assimilation because of paisanaje (Massey, n.d., p. 105).
Finally, Juan talks about being “brown,” which is the new colloquialism for a blurred ethnic boundary. ……
Fox, C. & Guglielmo, T.A. (2012). Defining America’s racial boundaries: Blacks, Mexicans, and European Immigrants, 1890–1945. American Journal of Sociology 118(2) (September 2012): 327-379.
Gonzales, R. G. (2011). Learning to be illegal: Undocumented youth and shifting legal contexts in the transition to adulthood. American Sociological Review 76(4) (AUGUST 2011): 602-619
Huntington, S.P. (2009). The Hispanic challenge. Foreign Policy, 28 Oct, 2009.
Jones-Correa, M. (2012). Contested ground. Transatlantic Council on Migration. July 2012.
Massey, D. S. (1986). The social organization of Mexican Migration to the United States.” The Annals of the American Academy of Political and Social Science 48(7):, Vol. 487, Immigration and American Public Policy (Sep., 1986): 102-113?
Massey, D. S. (n.d.). What were the paradoxical consequences of militarizing the border with Mexico?
… just as an individual can learn about their culture, they can also learn about other cultures. This is common through such aspects as assimilation. However, the concept of adaptation is not to be confused with the original culture of an individual. For example, just as an individual … an individual can be bicultural, just as they are bilingual (2004, 13). However, in this essay, it will be argued that the typical assimilation is characterized by a minority learning and becoming encultured to the culture of the majority. The typical case in point is the relation ……
Renteln, A. D. (2004). The cultural defense. Oxford University Press.
… them to maintain their customs so long as they demonstrated submission to the authority of the Empire. Stability was the end goal, not assimilation. Economically, the Empire was able to keep it together thanks to trade routes that obliged the East and West to go through Empire’s ……
Anderson, Scott. 2014. Lawrence in Arabia: War, Deceit, Imperial Folly and the Making of the Modern Middle East. Atlantic Books.
Faroqhi, Suraiya. 1994. Pilgrims and Sultans: The Hajj under the Ottomans 1517–1683. London: I. B. Tauris.
Faroqhi, Suraiya. 2004. The Ottoman Empire and the World Around It. London: IB Tauris.
Khaled Fahmy. 2009. Mehmed Ali: From Ottoman Governor to Ruler of Egypt (Oxford:Oneworld Publications.
Murphy, David. 2008. The Arab Revolt 1916–18 Lawrence sets Arabia Ablaze. Osprey: London.
Wilson, Mary C. 'The Hashemites, the Arab Revolt, and Arab Nationalism' in The Origins of Arab Nationalism (1991), ed. Rashid Khalidi, pp. 204–24. Columbia University Press.
...Assimilation Contact in Canadian Literature: The Use of Gothic Elements in the Negotiation of Cultural Differences between Settlers and Indigenous Nations
Common elements of gothic literature include mystery, fear, omens, curses, preternatural settings, gloomy atmospheres with a hint of being haunted, some dimension of the supernatural, romance, an arch-villain, nightmare situations, anti-heroes and ladies in distress (Mulvey-Roberts; Smith). Popular examples on both sides of the Atlantic include works by the Bronte sisters, works by Poe, and Shelley’s Frankenstein. The gothic was a popular genre form in the 19th century. It was romantic, vibrant, dark, brooding, frightening, exciting, and visceral. It resonated with readers because after a century of Enlightenment (hyper-emphasis on reason and naturalism), the romantic era had ushered in something desperately needed: feeling. Thus, authors of the 19th century, like Duncan Campbell Scott and Pauline Johnson, found elements of the gothic genre to be a useful way to explore……
Gray, Charlotte, and Clara Thomas. "Flint and feather: the life and times of E Pauline Johnson, Tekahionwake." Canadian Woman Studies 23.1 (2003): 183.
Johnson, E. Pauline. “Pagan in St. Paul’s Cathedral.” http://fullonlinebook.com/essays/a-pagan-in-st-paul-s-cathedral/jhfy.html
Mulvey-Roberts, Marie, ed. The Handbook to Gothic literature. NYU Press, 1998.
Salem-Wiseman, Lisa. ""Verily, the White Man's Ways Were the Best": Duncan Campbell Scott, Native Culture, and Assimilation." Studies in Canadian Literature/Études en littérature canadienne (1996): 121-144.
Scott, D. C. “The Onondaga Madonna.”
Smith, Andrew. Gothic Literature. Edinburgh University Press, 2007.
...Assimilation Education Law Policy and Social Justice Mother Tongue Instruction
The population of students receiving their instruction in another language apart from their mother tongue is increasing as a consequence of the increased migration. Indeed, as Bingol (2012) points out, “migration and language are clearly linked issues…. because the language of instruction in the schools is different from the language spoken at home, some arrangements must be done for these children in these bilingual situations” (1016). Quite a number of research studies conducted in the past indicate that learners could have better comprehension of curriculum in those instances whereby learning is firmly rooted in their mother tongue. This is particular the case in early learning. In one such study, it was found out that in early childhood classroom education, mother tongue was a key factor in the further advancement of the learning abilities of children (Awopetu, 2016). To a large extent,……
Awopetu, A.V. (2016). Impact of Mother Tongue on Children’s Learning Abilities in Early Childhood Classroom. Procedia - Social and Behavioral Sciences, 23, 58-63.
Busse, V., Cenoz, J., Dalmann, N. & Rogge, F. (2019). Addressing Linguistic Diversity in the Language Classroom in a Resource?Oriented Way: An Intervention Study with Primary School Children. Language Learning.
Bingol, A.S. (2012). Mother tongue instruction policies towards Turkish migrant children in Europe. Procedia - Social and Behavioral Sciences, 70, 1016-1023.
Mcmahon, T., Griese, E.R. & Kenyon, D.B. (2019). Cultivating Native American scientists: An application of an Indigenous model to an undergraduate research experience. Cultural Studies of Science Education, 14, 77-110.
Ozfidan, B. (2017). Right of Knowing and Using Mother Tongue: A Mixed Method Study. English Language Teaching; 10(12), 15-23.
Peyton, J.K. (2015). Language of Instruction: Research Findings and Program and Instructional Implications. Reconsidering Development, 4(1), 71-79.
Philips, J.S. (2015). The rights of indigenous peoples under international law. Global Bioethics, 26(2), 75-82.
Sahin, I. (2018). A look at mother tongue education in the context of the right to education. Educational Research and Reviews, 13(9), 343-353.
...Assimilation 1. Introduction
The United States Congress has for many years been directly involved in ensuring that the country has a fully equipped standing military force that is capable of dealing with any external or internal threat. One of the ways it does this is to make laws that influence how the different branches of the United States military recruit and retain soldiers. For example, the Congress has the power to set the maximum number of men and women a branch of the military can have. This will have a direct influence on the branch’s recruitment policies (Kapp, 2014; 2012). The Congress can also set compensation levels e.g. separation incentives, educational benefits, recruitment bonuses, retention bonuses, and salary. The Congress can also set the eligibility criteria for recruitment and retention i.e. the qualifications that one must meet to serve in any branch of the United States Armed Forces. Some of the……
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