Counterculture of Gypsies

Counterculture of Gypsies A counterculture is a subculture that rejects the major values of the larger society, and replaces them with a new set of cultural patterns (Thomas). The Gypsies are just one example of a counterculture. Gypsies generally rejected the bourgeois values; They rejected private property, materialism, and moral values. Gypsies had no long-lasting residency and survived on little material wealth. The Gypsies pursued detached lives that included use of drugs, alcohol, and they also believed in open sexual freedom. They lived merely for the arts and bliss (Mtholyoke.edu). In the nineteenth century the bohemian gypsies became recognized for representing a counterculture of artists, musicians, poets and writers (Turman). The history of the gypsies persisted to be unknown for years. A huge reason for the uncertainty of this culture was because of their lack of written linguistic, and their lack of understanding of their origin. The name Gypsy was derived from Egypt, which was where they commonl y claimed to originate from. It was finally revealed that the Romani language was closely correlated to dialects of the Indian language (Watkins). The Gypsies, or Romani people originated in Northern India and migrated into the Middle East and eventually spread across Europe (scottishgypsies.co.uk). The sociological perspective is the viewing of a groups behavior in a systemic way, rather than depending on common-sense explanations (Thomas 4). The three main sociological perspectives are the functionalist perspective, the interactionist perspective, and the conflict perspective. The functionalist perspective views society as a set of interrelated parts that work together to produce a stable social system (Thomas 14). Using the functionalist perspective, it can be perceived that the gypsies detached, private lives and rebellion against the bourgeois values identifies the culture as a dysfunction. If the gypsies norms were labeled as dysfunctional, it would mean that they have a negative consequence on the stability of the social system (Thomas 14). The interactionist perspective focuses solely on how individuals interact with one another in society and how individuals attach meanings to their actions (Thomas 17). Using the interactionist perspective, sociologists look at certain aspects such as marriage rituals and child development. The gypsies after marriage are expected to live with the parents of the husband for at least a year and are expected to have three or four children; it is very unusual for a couple to have only two children. Once they move in, the bori or wife, takes on most of the household tasks. Once the children arrive, the women are in charge of child care, but it is not strange for them to turn to relatives for assistance. Men and women are both affectionate towards children and the children are brought up in loving environments. Children begin to help their parents at a young age. They begin to train in whatever the family chooses for their kids to pursue whether it be singing, dancing, or woodwork. Girls learn household tasks and they marry by the time they reach mid-teens (Christobel). The conflict perspective focuses on the forces in society that promote competition and change. Conflict sociologists research includes decision-making i n the family and relationships among racial groups (Thomas 16). Using the conflict perspective, sociologists will see that the Gypsies are observed by outsiders as coming from a low social status and they are categorized as different for their carefree lifestyle. Sociological imagination is the ability to see the connection between the larger world and our personal lives (Thomas 5). Due to the gypsies different lifestyle and their practices not being accepted, they focused a lot of their attention on the arts. The original collection of the theater was moralistic and was created by Gypsies (Christobel). The Gypsies also are well known for their fortune-telling, which was an important part of their belief. Gypsy women sold fortunes by reading palms and tarot cards (Christobel). The Roma gypsies have impacted American culture directly with their mysticism and creative abilities. The Gypsies are also most well-known for their musical contributions. The Gypsies have contributed to curre nt American music, and are also accredited for their creation of the Flamenco, in Spain. Possibly one of the best jazz guitarists, Django Rheinhardt, who is a renowned Gypsy, also contributed to American culture (Heimlich). The gypsies have also influenced fashion in this generation. Today there are bohemian trends or boho, which are rustic and carefree. Ethnocentrism is the tendency to see ones own culture and group as superior (Thomas 35). If you have ever heard the saying when someone is to con another person, they gyp them, this is derived from the stereotype created by non-Gypsies. This saying is not accurate because the Gypsies generally had a lower crime rate than other ethnicities (Heimlich). In 1939 through 1945 there was the genocide of the Roma gypsies, which was when the Nazis decided that the Gypsies were racially inferior. The Nazis were against those who lived the gypsy lifestyle. The Nazis established these people as culturally undesirable and as a result, they mistreated them. The Nazis had no way to categorize and determine gypsies from a desirable individual, so they turned to racial hygiene and began to try and figure who the gypsies were, based on physical appearance. It was estimated that approximately 90 percent of all of the Roma in Germany, had contaminated blood, meaning they were mixed and were carriers of degenerate blood and unlawful characteristics (Ushmm.org). The Germans in this time period believed any other culture or race other than pure Germans could possibly pose as a threat to society. As a result, the Nazi Germans exterminated nearly one million Gypsies. Discrimination is still an issue today for Gypsies, along with marginalization. The European Gypsies today are still without sufficient medical aid and they do not receive the same job opportunities. They are deprived from certain privileges due to their culture and ethnic background (Padden). Cultural Relativism is the belief that cultures should be judged on their own standard rather than applying the standards of another culture (Thomas 36). There are the Romungro, The Boyash, and the Roma Gypsies all of which have different locations in Hungary and their standards vary based on their settlement. The Romungro are Gypsies that have lost their language and associate with middle class in society. These Gypsies have higher education expectations, but are still proud of their gypsy origin. The Boyash Gypsies are despised by the Roma Gypsies, due to their integration. They are nonviolent and hard-working. Music, dancing, and language remain important elements in the Boyash Gypsies culture. The Romas are the real Gypsies. They have continued to save their traditional culture which include their language, clothing, music, and dancing (Katalin, Forray R.;Beck Zoltà ¡n). All of these subcultures of gypsies have continued to keep the certain values of their culture and not comple tely conform to the standards of the of a larger culture. Today you can still find Roma Gypsies who continue to practice their cultural beliefs and standards in a society with different expected norms. I feel as if in todays society, the original Roma Gypsies would still be considered a counterculture. Despite having lost most of their original Romani language, they still preserve cultural identity and selectiveness (Heimlich). Their culture differs too much from todays social norms and would still be considered different or odd. After lots of research, I have discovered that there are many Gypsy subcultures that have adapted to certain norms and that do not follow the Roma Gypsy standards completely. I feel as if some of the Gypsy subcultures would be accepted in todays society. References   Christobel, Maya. The-Gypsy-Life.com. 19 May 2015. Web. 10 March 2017. Heimlich, Evan. Everyculture.com. 26 February 2015. Web. 10 March 2017. Katalin, Forray R.;Beck Zoltà ¡n. Gypsy Studies. University of Pà ©cs, 2008. Book. 10 March 2017. Mtholyoke.edu. n.d. Web. 10 March 2017. Padden, Kathy. Todayifoundout.com. 4 June 2014. Web. 10 March 2017. scottishgypsies.co.uk. 2004. Web. 10 March 2017. Thomas, W. LaVerne. Sociology: The Study of Human Relationships. Austin: Holt, Rinehart Winston, 2003. 39. Textbook. Turman, Karen. BOHEMIAN ARTISTS AND REAL BOHEMIANS. . 2015. infona.pl. Journal. 10 March 2017. Ushmm.org. 2017. Web. 10 March 2017. Watkins, James A. Owlcation.com. 27 December 2016. Web. 10 March 2017.

Nutrition for Infants, Children, and Adolescents Essay -- Papers Healt

Nutrition for Infants, Children, and Adolescents Works Cited Not INcluded Each child is a unique individual whose heredity and environment shape the course of his or her life. Woven into the daily life are aspects of food and nutrition. What childhood memories of food do you have? Are these memories healthy or unhealthy? Foods and their nutrients are essential to life. In the beginning years of life an infant’s nutritional health depends on the family unit. Parents must have knowledge of the changing food needs of the child and must also have sufficient resources to provide food, shelter, and clothing for the family. Equally important, parents create the cultural and psychological environment that influences the development of food habits, setting the patterns for later years. During the preschool years some children depend solely on family caregivers for their nutritional needs. For other preschooler children the responsibility for meeting nutritional needs is shared by the family and others, such as caregivers in child-care centers and babysitters. The child entering school becomes influenced by teachers and peers, and learns to broaden his or her experiences with food. For many people, the adolescent years often are turbulent as the teenager seeks independence and freedom from adult rules and standards. In this research, I will focus on nutrition, in retrospect to growth and development in infants, preschoolers, school children and adolescents. Infants Infants vary widely in their growth patterns, so it would be unwise to compare one infant with another. Yet there is value in being familiar with typical patterns of growth and development. At birth, the fetus makes an abrupt transition to... ...oisoning can be harmful, obesity occurs, and hyperactivity can result. †¦Ã¢â‚¬ ¦. Preadolescents and Adolescents A third and final period of rapid growth and metabolism occurs during this stage. At this stage, teenagers have many interest in their physical and emotional development. For example, important topics are the size and shape of their bodies; their complexion, their overall appearance; and physical activity. Girls express a particular need for a good figure, healthy skin, and beautiful hair. Boys are more likely to be interested in tall stature, muscular development, and athletic vigor and stamina. The RDA’s for adolescents are somewhat higher than those for adults men and women, with corresponding higher allowances for most vitamins and minerals. These increases are to satisfy the increased nutrient needs caused by their adolescent growth spurt.

German social life between 1933 and 1939 Essay

Using all Sources and your own knowledge, assess the view that the Nazis successfully managed to control all aspects of German social life between 1933 and 1939 [70] The Nazis tried to control all aspects of German social life so that they would support the Nazi party thus giving them more power. This meant they wanted to control who the followers spoke to and who they were friends with. They did this with many different techniques; the main one being propaganda. The Nazis used propaganda to control the beliefs of the German people. The used many different ways to control aspects of a person’s social life to gain popularity and power. These included: radio, music, literature, art, film and festivals. Most of these are aspects of a German’s social life. They also tried to control who the German’s interacted with and who they had relationships with. For example they would portray Jews as ‘bad’ people to stop others from socialising with them, thus pushing them out of society. They did this by showing the Jews as evil and influential to others on posters and other propaganda documents. But some people were not influenced by these techniques and if they didn’t up rise against the Nazi takeover, they just carried with their lives as usual. This is shown in Hitler Youth organisations, many of the children who joined didn’t actually ‘love’ the Furher like they were meant to and did not hope to serve the country; they joined purely because they wanted to have fun and join in with activities they couldn’t do at school. However, once they had joined most of them were indoctrinated and sucked into the Nazi lifestyle. The Nazis knew that a majority of Germans listen to the radio and so gained control over it. In 1934 regional radio stations were removed from the control of the lander and the Reich Radio Company took over. This meant that any music or anything that was played on the radio had been accepted by the Nazis and so was probably Nazi-related. For example the radio was used to transmit Hitler speeches to everyone across the country. This is shown in source B where a journalist reports on the response of Germans to a Hitler speech in a Berlin cafà ¯Ã‚ ¿Ã‚ ½. This implies that important things like this were played in local places so that everyone could hear. This is an aspect of a German’s social life because they used cafà ¯Ã‚ ¿Ã‚ ½s to socialise with people. The Nazis managed to control this by installing radios and loudspeakers so things such as the speech could be heard. This was successful because Hitler was a very good public speaker and managed to win over masses of supporters with his inspirational talks. In spite of this, source B suggests that this was not very successful. ‘No one else in the crowded cafà ¯Ã‚ ¿Ã‚ ½ listened to Adolf Hitler’. This shows that although Hitler was an extremely good speaker, some people did not react to this and so this part of their social life remained uncontrolled. Moreover, to gain control over the German people, the Nazis tried to get through their sub-consciousness. This meant using propaganda through things such as music and film. These were things that the Germans would watch or listen to and take in whatever information that was played, but this was done sub-consciously, as they were not aware of the information they were actually taking in. Source D shows this ‘National Socialist doctrine’ was in ‘every painting, film, stamp†¦, public building†¦, toys†¦, people’s houses, in tales and costumes†¦, songs†¦, poems†¦, in schools’ and ‘even in household goods.’ This source shows that this propaganda was literally everywhere , people could not get away from it. Therefore because it was everywhere the Germans would have sub-consciously taken in all of these things, and started to believe and support the Nazis. Source D also suggests how successfully they did this ‘ everyone played a part. Discipline, obedience, self-sacrifice, loyalty, duty†¦ The penetration of Nazi culture into every sphere of social life never ceased.’ This suggests that this technique worked; everyone was ‘indoctrinated’ by the Nazis and supported them. They did whatever they could for their country and Furher. However this source could be questioned as it was written in 1992, therefore the author: P. Adam, was not there at the time and the information he may have gathered may be false. In contrast to this as it is a book purely on the Nazis: ‘The Arts of the Third Reich’ the author would’ve researched for the book a lot. He would have made sure that all information was from a reliable source and that it was a true as possible. Both source B and D speak about the response to the Nazi propaganda. Yet, they contradict each other; source B talks about how the public showed no response to the speech that was being played in the cafà ¯Ã‚ ¿Ã‚ ½. Whereas source D says that the Nazis successfully managed to win over everybody, and these people sacrificed everything for them and their country. Another part of a German’s social life the Nazis took over was a child’s education. Source D talks about how ‘National Socialist doctrine’ was in ‘the songs and poems taught in schools,’ this shows how the Nazis tried to indoctrinate children while they were young. When they are young they are more vulnerable and more influential. This means the Nazis have more chance of making the children support them. This was successful because most children, when they finished school, were true Nazis. The boys became soldiers for their country and were willing to die for it. The girls became the perfect housewives and mothers. Nonetheless most of the children joined groups like the Hitler Youth because they thought it was fun; they could do activities that they wouldn’t usually do at school. This is another example of the Nazis controlling another aspect of a German’s social life. However, the real question is whether this actually impacted on the German population. Source C shows it did; as it shows in the provenance that ‘99% of the 48 million votes cast in Germany and Austria voted in favour’ of the union of Germany with Austria. This shows that the Nazis had successfully completed the task of making people follow them; almost the whole population. However, many of these votes may have just voted for to follow the rest of the country. Moreover, the voters may have felt pressurised into voting which is also shown in Source C. The poster shows a lot of soldiers in uniform saluting. This would make people feel intimidated because of the power the soldiers have over them; if instructed, they have the authority to take away anybody’s life. People may feel pressurised into following them, just to keep peace with the Nazis and just because everyone else is. This shows that although the Nazis were successful in controlling German social life, they were unsuccessful in gaining true followers. In contrast to Source C, Source B speaks how ‘No one else in the cafà ¯Ã‚ ¿Ã‚ ½ listened to Adolf Hitler’ when his speech was played on a loud speaker. This shows the Nazis successfully controlling this part of the population’s social life. But it also suggests that some of the public were not swayed but this, and they just chose to go on with their lives a usual, and ignoring the changes around them. In conclusion, Nazis did control almost all aspects of a German’s social life. They did this to gain popularity and more followers. Through controlling a German’s social life they were able to indoctrinate them, with the thought that the Nazi party was the best for the country, and to make them become a follower of them. Furthermore, the more fans they gained the more of the German population would follow their example. Overall the Nazis were successful in controlling all aspects of a German’s social life, which is shown in source D. In which a modern historian describes how ‘National Socialist doctrine’ was in literally every part of German social life. Although this shows they were successful in controlling the social life, it does not show whether this domination actually swayed the public into following the Nazis.

Origins Of The Cold War - 1465 Words

18.1- Origins of the Cold War †¢ Allies Clash o After World War II finally came to an end, the United States and Soviet Union had conflicting ideas of how to restore the world back to normal. ï‚ § Stalin wanted complete and ultimate control over the countries that were within the borders of the Soviet Union, spreading communist regimes. ï‚ § Meanwhile, the United States wished for all these states that were under Nazi rule to have self-determination. o This essentially formed a rivalry between the ideals of capitalism versus the beliefs of communism. o Yet, Stalin and Truman were very skeptical of each other and for good reasons too. ï‚ § The United States knew Stalin was not trustworthy as he turned for American aid only after Hitler invaded†¦show more content†¦o Due to his inexperience and being successor to someone as great as FDR, the people had much doubt in him and waited to see if Truman could prove himself as a worthy president. o Tensions between Truman and Stalin would begin to unveil at the Potsdam Conference, months after the Yalta Conference in which FDR was at. ï‚ § Stalin took advantage of the situation and made it clear he would not keep his promise of allowing Eastern Europe to be free, as he banned democratic parties and elections. o In addition, both the Soviet Union and the United States were enduring boom of industry, requiring more natural resources from other parts of the world. o This caused Stalin to tighten his rule over Eastern Europe, as he felt he deserved it as reparations due to the damage of World War II. ï‚ § The Cold War, a conflict in which Capitalism and Communism indirectly fought each other, had begun and would continue for almost a century. †¢ Fight Against Communism o Stalin began to build several communist regimes all throughout Eastern Europe in countries such as: Albania, Bulgaria, Czechoslovakia, Romania, and Poland. ï‚ § This region became known as satellite nations in which Stalin announced that capitalism and communism cannot exist in peace together. o The United States responded with the policy of containment, which meant to take any measure to prevent communism from further spreading. ï‚ § Europe was