How does ethnnocentricity cause conflict?

On Jan 26th of year 1788, the British arrived to a place which is today known as Sydney, only to find that someone was already there. The British could not have found a more different group of people. Unlike the British, the 'First Australians' were black in skin tone, and were armed differently and believed in different belief systems. The British's objective was to now, interact with these natives, and try to connect with them. Eventually, the attempt was unsuccessful due to the British people's bias and prejudice perspectives of the natives, caused by ethnocentrism. Even though relations seemed to be smooth and easy, many of the new comers could not stop think that the natives were, in some aspects, savage, and wild. Soon the British had to devise a method to co-exist with the land, and the native Australians. Their methods soon turned out to involve digging up the native crops such as yam, and replacing them with familiar crops like corn and potatoes. Clearly the British were not comfortable with change in their lifestyle and decided to show there ethnocentric views. In effect, the ethnocentric views of the British people seemed to have formed a deluded idea in their heads that their lifestyle is right and unquestionable, thus the only logical thing to do is to fit this new land to meet their demands. The actions caused by the British's views later caused a conflict which could not be ignored. Enraged by the fact that their land was taken the that his people were starving, a man called Pemulwuy set fire to strategic points of the corn farms to burn a large portion of the British people's food supply. As this continued, what was supposed to be a conflict, later evolved to look more like a war. Eventually Pemulwuy's head was taken and transported to England in a jar of alcohol. The act of beheading a man and taking it is much more than a sigh of victory, it is also an insult to those who were close to him, because with no head to go with the body, Pemulwuy cannot be given a proper burial, which the First Australians strongly believed in. A short while after Pemulwuy was silenced, Bennelong, who has set sail to England to experience their world, has returned to find that his land has changed in a way that he has never expected. His wife has left him, his people were starving and in peril, and he has lost his powerful position within his people. While Bennelong kept to the British culture, the rest of the British people were satisfied. However, when he developed an addiction towards alcohol, he was made a drunk. He was not wanted among the whites. As soon as Bennelong decided to go back to his own people, the British regarded him as a savage. The British had thought that they had finally succeeded in helping Bennelong shift from his wild and savage ways and be a civilized man, but their tendency to see issues based on their own belief, has stopped them from ever wondering, nor understanding how Bennelong himself felt about his situation. This again shows the British people’s ethnocentric ways. All in all, the British new comers were bias, selfish, and inconsiderate to the culture of the First Australians, and all caused events that could have been prevented, had they ignored their ethnocentric views and accepted the different lifestyle of the First Australians.

Solo/Duet Performance Preparation

Context: In a public area, Brutus and Cassius is having a conversation. Cassius is trying to convince Brutus to turn against Caesar.

The significance of this passage is that the conspiritors need Brutus most of all, because Brutus will serve as figurehead of the conspirators, and that way, the conspirator's deed will seem more noble and honourable. Brutus is a patriot who has always loved Rome, and the people of Rome knows this about him. It is also significant because Brutus later on as he acts as the leader of the conspirators, makes a few crucial decisions that will alter the flow of the play. As far as Brutus id concerned, The reason he killed Caesar is just, and the people of Rome will understand that, if Brutus explained it to them. This makes him careless, and also goes to the point where he shows a bit of hubris, which causes him to make carless mistakes. Such mistakes as assuming Antony is but a limb of Caesar, and cannot do anything without him.

(Aaron: Cassius, Ragav: Brutus)
ACT I

SCENE II
(Lines 25-88)

CASSIUS
Will you go see the order of the course?

BRUTUS
Not I.

CASSIUS
I pray you, do.

BRUTUS
I am not gamesome: I do lack some partOf that quick spirit that is in Antony.Let me not hinder, Cassius, your desires;I'll leave you.

CASSIUS
Brutus, I do observe you now of late:I have not from your eyes that gentlenessAnd show of love as I was wont to have:You bear too stubborn and too strange a handOver your friend that loves you.

BRUTUS
Cassius,Be not deceived: if I have veil'd my look,I turn the trouble of my countenanceMerely upon myself. Vexed I amOf late with passions of some difference,Conceptions only proper to myself,Which give some soil perhaps to my behaviors;But let not therefore my good friends be grieved--Among which number, Cassius, be you one--Nor construe any further my neglect,Than that poor Brutus, with himself at war,Forgets the shows of love to other men.

CASSIUS
Then, Brutus, I have much mistook your passion;By means whereof this breast of mine hath buriedThoughts of great value, worthy cogitations.Tell me, good Brutus, can you see your face?

BRUTUS
No, Cassius; for the eye sees not itself,But by reflection, by some other things.

CASSIUS
'Tis just:And it is very much lamented, Brutus,That you have no such mirrors as will turnYour hidden worthiness into your eye,That you might see your shadow. I have heard,Where many of the best respect in Rome,Except immortal Caesar, speaking of BrutusAnd groaning underneath this age's yoke,Have wish'd that noble Brutus had his eyes.

BRUTUS
Into what dangers would you lead me, Cassius,That you would have me seek into myselfFor that which is not in me?

CASSIUS
Therefore, good Brutus, be prepared to hear:And since you know you cannot see yourselfSo well as by reflection, I, your glass,Will modestly discover to yourselfThat of yourself which you yet know not of.And be not jealous on me, gentle Brutus:Were I a common laugher, or did useTo stale with ordinary oaths my loveTo every new protester; if you knowThat I do fawn on men and hug them hardAnd after scandal them, or if you knowThat I profess myself in banquetingTo all the rout, then hold me dangerous.

BRUTUS
What means this shouting? I do fear, the peopleChoose Caesar for their king.

CASSIUS
Ay, do you fear it?Then must I think you would not have it so.

BRUTUS
I would not, Cassius; yet I love him well.But wherefore do you hold me here so long?What is it that you would impart to me?If it be aught toward the general good,Set honour in one eye and death i' the other,And I will look on both indifferently,For let the gods so speed me as I loveThe name of honour more than I fear death.

My Learning Profile

I am a logic thinker with an 'A' profile. Referring to the learning profile sheet for the 'A' profile, apparantly I learn best when I focus on the details, and I tend to plan out my actions before I act. Personally, I didn't notice these things about me before I saw the bullet points on the sheet. However, now that I think about my past experiences, I noticed that I was always the one to start typing last, whenever I had to start a paper on the computer. I suppose, that plotting and organizing comes naturally to me, and that is what I started to do, right off the bat the moment I had the laptop sitting on my lap. Since plotting and organizing comes so easily to me, I do perfer step-by-step instructions, as apose to a simple 'here's what I want, do it'. I am able to retreave information through my my eyes and ears even under stress, with that in mind, I believe that I learn best when I sit on the left side of the class so I can use my right ear more efficiently.

My left brain is totally dominant because I use my right hand, my right eye, my ear and so on and so forth, because of this, I would definately have difficulty connecting to emotional information. In this case, participating in positive and enjoyable sensory motion experiences will help me with that. Unfortunately, even as I typed that down, I have no clue what-so-ever, about what 'positive and enjoyable sensory motion' is. The profile sheet tells me that art and music will help me, and I am agreeing with the music, but not the art, because I enjoy playing musical insturments (especially string instruments such as the violin, and the guitar), and I am very picky about the songs I like to play, I am not sure how to explain it, but some songs simply appeal more to me than others. Meanwhile, in terms of art, I do not seem to use my right brain as much as I would while playing music, that is probably because, arts and crafts look good when they are 'processed correctly' and to me, a good piece of art is has more to skill than emotion. All in all, I need to play more music, to connect to my right brain.

A good strategy to help me with my learning would be to set me up on the left side of the room where I can see and hear more efficiently (since my right eye and ear is more dominant). I have already mentioned this before, but I understand and easily take in stey-by-step instructions, so it will be enormous help if this step-by-step instruction is apparant when I am given instrucions, that way, I won't have to waste my time doing it myself. When I don't understand the bigger idea of the topic, it would be huge help to list out key pointers and main ideas, to understand the bigger picture, in a way that appeals to me. Although I am saying this right now, I don't think the teachers should change what they are doing currently.

A few things that the teachers may want to know about me is that I do like sitting with my friends, but I know better, and thus I do not mind sitting with a complete stranger (unless the person in question is annoying and naturally noisy), I realize that, whenever the teachers use a presentation, I have a habit of glancing at the screen once to read through it, then I would stare at the ground or stare into the distance while the teacher is talking about what is on the screen. I would like to note that whenever I do that it basically means I'm in deep thought, but I am also listening in to what the teacher is saying. Also, whenever I ask for a comment, I would like teachers to be strict, because to me, 8th grade is a chance for me to get ready for high school, and a chance to see where I am weak, and improve upon it (apparantly high school is much harder to get by, as Melissa has often showed me). I have experienced a lot of different schools (including public and international) to know that teachers have different expectations from their students, and thus the way they teach could differ greatly, and since school life another life stlye in itself, it is hard to adapt to certain people. For example, my mandarin teacher expects us to be quiet and to pay attention, on the other hand my math teacher like us to constantly ask questions so that he can tell us what we don't know, I would like teachers to know, that it is hard for students to give everyone what they expect, because some student could be quiet, or reluctant to share ideas, and some could be out-going, or has a tendency to talk with out considering what comes out of his or her mouth, and so on, and so forth. All in all, I prefer to learn in an environment where everyone is focused and is on task, and I like to follow step-by-step instructions. I am not the type to stand up in class and willingly share my thoughts to the class (I prefer to go to the teacher and ask them questions personally if I have a problem, so it would help me greatly when teachers are willing to lend a hand and help me whenever I need it). This post has helped me figure out things about me that not even I knew before, and I hope it will help me be a more constructive learner.