Introduction The depiction of historical events is a highly controversial issue since there is no possibility to check the reliability of the evidence and recorded available facts. Another problem is that history is multifaceted since every party writes it from its own point of view, which frequently leads to disputable statements. The history of Taiwan and its people belongs to such polemical questions since it was written both by aboriginal people and invaders. The present paper will investigate the relationship between Taiwanese people and their neighbors and invaders. The connections between aborigines and migrants will be outlined, and the effect of different rulers on these relationships will be analyzed. The Relationships Between Aboriginal People and Migrant Chinese in Taiwan It is frequently difficult to distinguish between reality and fiction when analyzing past events and their impact on the present. As Stainton remarks, the history of Taiwan language and people belongs to such cases when one should be particularly careful about what features to believe in and which ones to doubt.[1] The scholar even remarks that it is a “matter of debate” whether the peoples and languages of Taiwan might be recognized as separate categories.[2] Three models of the aboriginal origins of Taiwan are outlined by Stainton: the theory of southern origin, the theory of northern origin, and the theory of Taiwan as the Austronesian homeland.[3] According to the southern origin theory, there exists a historical and conceptual disconnection between Taiwan and China. Taiwan is considered as a home for aboriginal people who need support from other non-Chinese citizens against the “Chinese invaders.”[4] The northern origin theory regards China as the center and birthplace of all cultures across the Pacific.[5] The supporters of this model view Taiwan aborigines as a constituent part of the Chinese culture and nation and believe that Taiwan should be reunited with China.[6] Finally, the theory of Taiwan as an Austronesian homeland regards Taiwan as the “center and a place of origins.”[7] Thus, two out of three models demonstrate the relationships between aborigines and migrant Chinese people as rivalrous and unfriendly. If compared to southern and northern theories, the Taiwan origin theory views the connection between Taiwan and China as a rather remote link. Aboriginal people are considered as “contributors” to the world culture.[8] As Stainton notes, the third model has stolen the northern origin theory and then turned it into an argument against itself.[9] The approach is thus regarded as the Taiwanese nationalist discourse rather than the aboriginal one. In accordance with the Taiwan origin theory, there exists only a slight connection between the Taiwanese and migrant Chinese people. The gap between the aboriginal people and Chinese migrants in Taiwan can also be demonstrated through cultural traditions and moral values. Taiwanese people identify themselves as a community and emphasize that their culture and traditions are ingenious and have nothing to do with Chinese migrants.[10] There is a popular myth in Taiwanese culture that depicts the story of “two suns” and the way people managed the destructive power of nature to provide themselves with better living conditions.[11] This myth shows the community spirit of the Taiwanese as well as the readiness for self-sacrifice for their people. A variety of ceremonies and customs pertaining to the Taiwanese testifies to their ingenuity and independence from Chinese migrants in the formation of their culture. The disempowerment of Taiwanese people by a variety of rulers led to the rise in self-identity. Having been under pressure for many decades, Taiwan started emphasizing its own culture as soon as it became possible.[12] Taiwanese people remark that they have always had unique beliefs and customs but could not respect them properly under the rule of numerous invaders. At present, Taiwanese people are doing everything possible to revive their traditions and dismiss the myth of their dependence on the migrant Chinese. Whereas in the past, the latter had an impact on the former, at present, Taiwanese people are trying to cooperate with Chinese migrants on an equal basis and demand respect towards their aboriginal culture. The changing relationships mean that Taiwan is becoming to be recognized by its neighbors and former invaders, which is a rather positive trend in this region’s development. The Impact of the Dutch and Japanese Rulers on the Aboriginal-Chinese Relationships Apart from the aborigines and Chinese, there were other parties that had a great effect on the aboriginal-Chinese relationships. One of such parties was the Dutch, whose arrival in Taiwan led to considerable changes both in the aboriginal people’s lives and their relations with the Chinese. As Wills mentions, the Dutch served as a catalyst for the invasion of Chinese people in Taiwan.[13] If before the arrival of the Dutch, the Chinese had only a slightly negative effect on the life of the aborigines, after the Dutch came, the Chinese could practice their barbaric behaviors to a greater extent. Get your 100% original paper on any topic done in as little as 3 hours Learn More Along with certain discomforts, the arrival of the Dutch also had some positive effects on Taiwan. For instance, the trade was initiated between the aborigines and the Dutch, while before the latter came, the Chinese had not engaged in such a relationship with the Taiwanese.[14] Thus, in the 17th century, the trade business in Taiwan started to be governed by the Dutch.[15] The majority of this group’s population was represented by missionaries, merchants, soldiers, and officials.[16] One of the effects of the Dutch on the aboriginal-Chinese relationships was the desire of the new invaders to inculcate their culture to the Taiwanese, which created a bigger gap between the former and the Chinese. Another party that had an influence on the aboriginal-Chinese relations was Japan. With the cession of Taiwan to Japan at the end of the 19th century, another series of changes occurred.[17] While modern scholars tend to criticize the alterations that Taiwan had to undergo with Japan’s annexation, initially, those changes were considered rather positive for the region. In particular, Chinese nationalism was ceased, and Taiwan was able to gain some achievements in its development under the colonial regime.[18] The Taiwanese were promised to be entitled to the advantages of “civilization and enlightenment” that Japan brought to their land.[19] Still, while the Japanese helped Taiwan to become free from China’s persistent intrusions, they soon made it clear that the Taiwanese were to lose their power over their own land again, surrendering to Japan at that time. Conclusion The history of Taiwan’s relationships with China is a complicated and controversial one. The Chinese tried to suppress the authenticity of the Taiwanese by inculcating their culture, language, and traditions. According to some theories, Taiwan’s culture and customs had always been the major ones on the territory. Other studies suggest that the Chinese had a prominent impact on this state. The relationships between the aborigines and the Chinese were rather strained due to the desire of the latter to make their culture dominant in Taiwan. In recent decades, the Taiwanese people have succeeded in constituting their own rules on their territory, which has led to more diplomatic communication with the Chinese. Bibliography Chang, Shu-Chun. “Evaluation of Taiwan’s Aboriginal Development Before Ching Dynasty.” Applied Economics 44, no. 34 (2012): 4409-4419. Lamley, Harry J. “Taiwan Under Japanese Rule, 1895-1945: The Vicissitudes of Colonialism.” In Taiwan: A New History, edited by Murray A. Rubinstein, 201-260. New York: Routledge, 2015. Stainton, Michael. “The Politics of Taiwan Aboriginal Origins.” In Taiwan: A New History, edited by Murray A. Rubinstein, 27-44. New York: Routledge, 2015. Wills, John E. “The Seventeenth-Century Transformation: Taiwan Under the Dutch and Cheng Regime.” In Taiwan: A New History, edited by Murray A. Rubinstein, 84-106. New York: Routledge, 2015. We will write a custom Essay on The Impact of the Relationship Between Aboriginal and Chinese People on Taiwan’s Development specifically for you! Get your first paper with 15% OFF Learn More Wu, Meiyao. “Moral Education and the Aboriginal Peoples of Taiwan: From Sino-Centrism to the Ethic of Multiculturalism.” Journal of Moral Education 46, no. 1 (2017): 69-78.
ABSTRACT The current focus with all the educationists is to ensure that technology is used effectively to address various issues with – problems related to student motivation, participation, absenteeism, drop-outs and gender bias, performance to name a few. Using technology in Science education is no exception to this. In fact nurturing an inquiring mind and a scientific temper in students has always been the aim of education across the world. This paper is to review the different e-learning techniques and their impact on professional education Keywords: Technology and e-learning 1 Introduction: Online data has revolutionized many of the ways we receive and use information these days. The availability of online resources has changed everything from finding a new house to reading the newspaper to purchasing plane tickets, and as a result has disrupted established structures. Internet technologies have also present challenge to established telecommunications companies. Lots of blogs, social networking sites, and interactive online games have created new modes for interaction between students and teachers. Digital technology makes informative content easier to find, to access, to manipulate and remix. Virtual web based environments for teachers now enable them to seek help from other teachers, locally, nationally, or globally in solving their day to day educational issues classroom problems, sharing lesson plans and materials, interacting with experts in particular fields, planning collaborative curriculum development projects. 2 E-learning – an introduction To infuse technology into learning, in the early years of the program, the institutions have focused on getting teachers ready for an environment where every student has at least one technology device at their fingertips. Between cell phones, laptops and slates, students are coming to school already equipped to learn differently. The digital tools are engaging and motivating to students and teachers are excited about the changes they are seeing. The one-to-one computing environment actually personalizes the educational experience for students. Teachers are able to customize learning, designing targeted activities focused on a child’s strengths and weaknesses. The virtual environment lends itself to a blended approach to teaching and the ability to collaborate with other teachers to create assignments that connect curriculums so that learning is more meaningful and relevant. 2.1 The Significance of E-learning : In today’s times there is an important view that organizations form on the investments in human capital and enterprise IT systems with enterprise success metrics such as revenue, profitability, knowledge measurement, retention, and talent attraction. Therefore, there is no doubt that e-learning provides a foundation for performance monitoring that makes those correlations between people and learning technologies possible. The benefits of e-learning are as follows One focused on the needs and interests of individuals who are linked to competency and accomplishment. The other more closely aligned with the needs of the enterprise, tied to true business results. Learning is a deeply personal act that is facilitated when learning experiences are relevant, reliable, and engaging. During those early days of e-learning, we learned the hard way that simply building a learning system that could be accessed over the Internet did not guarantee that people would have much need for, or interest in, the courses and programs, regardless of the provider. We learned that shoveling courseware online did not provide anyone faculty, students, or administrators with an online experience that was much more than tedious electronic page-turning. Sometimes we learned the hard way that doing learning unto others could quickly de-motivate and disengage the very people we had hoped to serve. Therefore, technology engages learners by structuring and organizing information, by displaying and demonstrating procedures and operations. It can help make a learning experience more memorable and can help relate new information to that which is already known. 2.2 Education for everyone: When technology and learning will be together, it will solve many of the problems faced by India by creating a complete education system for every student, young or old, rich or poor, urban or rural. Because of the following reasons • Technology and Learning can enable education that is not anymore limited to a particular region or age group. • It will be learning anything, anytime, and anywhere from multiple authorities from the comfort of your home, village, town, city from any web-enabled device. • It will lend a helping hand in the process of identification of brilliant global students living in villages of India, based on their ability to interact within an intelligent e-learning environment. 2.3 Internet usage and web-based education: Web-based courseware is not merely an electronic duplicate of the original course material. It represents a new type of educational materials which takes full advantage of the emerging Web and multimedia technologies in order to achieve an effective yet enjoyable learning process. These, complex concepts are introduced in innovative ways. Full linking to vast resources available worldwide introduces new levels of value to the courseware. A Web-based course is envisioned as a dynamically-evolving resource that will prove beneficial to both students and instructors alike. That is, a Web-based course is developed through the efforts of a team of professionals with a complementary range of skills, as opposed to classical course design, which is typically developed by faculty alone. 2.4 learning in a group : An online lecture or presentation of teaching material published on the Net becomes accessible to many learners. The most common technology for this communications was the electronic bulletin board (BBS) and electronic mail discussion lists where course notes were given with read-only access for students. Since the extensive implementation of interactive WWW technologies in the distribution of educational information, various forms of courses on the WWW have become common. WWW technologies have made it possible for materials on the Net to be published with ease. Other learners can thus become the source of information for the learner. 2.3 Creating a new educational platform: One of the first areas that requires change is education perception of technology as it relates to its mission. For the past decade, most attempts to use technology in higher education have been very haphazard: systems have been designed only to automate existing processes, computers have been thought of as strictly computational devices, and desktop workstations have not accomplished much more than replacing the typewriter and the adding machine. Today, however, technology is creating a new educational platform and is reconfiguring the way a student learns. It can be Interaction between the students and professors in the educational process Interaction between the students and professors while searching for information on the Net Joint activities of professors and administration. Students joint research projects. 3 Types of E-learning: E-learning is emerging as a solution for delivering online, hybrid, and synchronous learning regardless of physical location, time of day, or choice of digital reception/distribution device. E-learning programs are implemented in the following ways: 3.1 Virtual classroom: This model of e-learning continues to be the most familiar analogue for building e-learning programs. The intention of virtual classrooms is to extend the structure and services that accompany formal education programs from the campus or learning center to learners, wherever they are located. The virtual classroom is for learners who may be pursuing a distance education degree made up entirely of online lessons, and it may include campus-based courses, where students join in from a variety of on- and off-campus locations-in a real-time class session via the Internet. 3.2 Online learning: This model of e-learning revolves around its dependence on courseware, delivered over the Internet to learners at a variety of locations where the primary interaction between the learner and the experiences of their learning occur via Networked Computer Technology. 3.3 Rapid e-learning: This is a direct response to e-learning products that made it hard for nontechnical subject matter experts and learners to contribute and make use of multimedia learning content to the knowledge base. 3.4 Mobile learning: This type of learning builds on the availability of ubiquitous networks and portable digital devices, including laptop computers, PDAs, game consoles, MP3 players, and mobile phones, and it takes advantage of place-independent flexibility that comes from working away from the desktop. Mobile learning provides the opportunity to connect informal learning experiences that occur naturally throughout the day with formal learning experiences. Common tools for producing mobile learning content include Flash Professional, Flash Media Server, and Flash Lite. 3.5 Interactive group learning: The key premise for science education has been to involve young minds in activities that arouse curiosity, generate interest in research, invention and innovation. Learning based on understanding is essential to innovation and creativity. Finding answers to the question ‘WHY’ leads to ‘WHAT’ and ‘HOW’, which takes one on a path of discovery and understanding. Interactive Group Learning provides immense possibilities for achieving this. Observing, Discussing, Exploring, Problem Solving, Doing and Creating with your peers, not only makes the process fun but also nurtures teamwork and collaboration. Building hypothesis and validating them as a team ensures that children can handle all types of real-life situations as well. 4 Fundamental Ingredients 4.1 For Building Virtual Learning Solutions: In the Adobe world, common tools used for constructing virtual classrooms include such applications as Adobe Acrobat® 8, Adobe Acrobat Connect Professional (formerly known as Macromedia® Breeze® Meeting), Adobe Presenter 6 (formerly Breeze Presenter), and Adobe Captivate 2. 4.2 For Building Online Learning Solutions: Adobe tools, which have long been the de facto standard for creating interactive digital learning content, include such familiar products as Flash®, Dreamweaver®, Photoshop®, Illustrator®, Adobe Premiere®, Adobe Contribute™ and Adobe Captivate, to name a few. The rising trend of integrating dynamic, modular learning content-learning objects-in face-to-face and e-learning programs alike is expected to drive greater demand for solutions built on Adobe Flex® and Adobe LiveCycle® platforms. Greater interoperability with industry leading LMS platforms extends integration of Acrobat Connect Professional. 4.2 For Building Rapid Learning Solutions: Rapid e-learning uses tools such as Adobe Captivate 2 and Adobe Presenter 6 to reduce the time it takes to produce rich, engaging Flash learning content, while allowing more non-technical contributors, including subject matter experts (SMEs) and students, to share their SCORM and AICC conformant Adobe Captivate learning objects as a stand-alone Flash movie or as an element of a multimedia portfolio that can be securely shared within an Adobe PDF document. 4.3 For Building Mobile Learning Solutions: From specialized content creation tools such as FrameMaker® to Adobe Acrobat and all of the Adobe Creative Suite® and Adobe Studio tools, to server products such as ColdFusion® and those for creating rich Internet applications with Flex and LiveCycle, Adobe tools are a fundamental ingredient for building e-learning solutions that respond to any and all e-learning deployment models. It is important to understand that all solutions for e-learning are all based upon creating and extending rich, retentive, engaging learning experiences that connect learners with instructors, other learners, and rich learning content assets regardless of physical location. Therefore, e-learning and technology mediation, play a significant role and we need to stand up and realize the value that rich, engaging content creation, distribution, and management tools contribute to the experience of rich, effective e-learning programs enables new levels of engagement and participation among all learning stakeholders 5 E-learning Contents 5.1 Content which enables active and constructive learning: Content that enables active and constructive learning focuses on exploration. The user interacts with the content, explores objects in the defined environment, observes effects of the exploration and concludes from the experience. For example, explaining phenomena like ‘Eclipses’. What is the basic concept behind eclipses, how do they occur, are some of the questions that fascinate every student. Imagine, getting an interactive learning aid, where you can form shadows and explain the formation of eclipses. Simulations like these will not only explain but prove to be a powerful teaching aid. Relate this to the real life coverage in television and the understanding is complete. 5.2 Content which redefines ‘interactivity’ : Interactivity is not about clicking the mouse and exploring data on the computer screen, but is about making a meaningful learning experience for the user and class. Content can be explored with the help of a mouse, but it also has to bring context to learning. It has to provide for observation, correlation and conclusion. Presentation and design of the content should ensure that by viewing and exploring it, the class gets ‘interactive’. 5.3 Concept based content versus syllabus-mapped content: Computer based instruction is a reality all over the world and India is no exception. Governments across are keen to create and develop content mapped to their syllabus. There are two important considerations here: a) whether the content covers all the concepts and b) whether the content is culture specific. 5.4 Designing computer-based teaching learning aids: A variety of teaching-learning strategies can be used while designing content. Listed below are a few key ones: Active Learning – These strategies focus on exploration. Users can explore content and construct interpretations. Constructive Learning – Strategies that bring context to learning as students begin from a point of already existing personal experience, knowledge or interests. Cooperative Learning – Strategies that take advantage of and build upon shared individual knowledge. The possibilities of using technology and computer-based teaching learning materials in the science classroom are immense. The need is for professional educators to be actively involved with instructional designers and multimedia experts in the creation of this content. The need is for teachers to participate in the process and act as facilitators. This will ensure that we expand the resources for teaching and learning in the science classroom beyond imagination. 6 Challenges and opportunities: Major changes have occurred in the world economy, in particular with regard to the information-bearing technologies. These demand the attention of governments for education and for human resource development. While the last two decades have seen considerable growth in education and training, the world still suffers from intolerable inequalities at the international level and sometimes within nations. Low quality and insufficient relevance are other concerns. At the root is often the problem of financing adequate provision, and of outdated structures for education and training. This is giving rise to contradictory situations where those who have the greatest need of them like rural communities, illiterate populations or even entire countries who do not have access to the tools which would enable them to become full-fledged members of the knowledge society. For the student/learner digital learning means increased access and flexibility as well as the combination of work and education. It may also mean a more learner-centered approach, enrichment, higher quality and new ways of interaction. For employers it offers high quality and usually cost effective professional development in the workplace. It allows upgrading of skills, increased productivity and development of a new learning culture. In addition, it means sharing of costs, of training time, and increased portability of training. 7 Impression on Student Learning: How does one evaluate the nature and depth of the learning that takes place in any environment? Students’ performances provide some clues. A complex chain of thinking skills fuels the process of presenting a science project. These skills include mastering fair-testing concepts, applying them in order to craft new hypotheses, and designing ways to test them. Students use prior knowledge and then interpret, implement, analyze, and evaluate it to create a new product. We can share the learning experiences by taking the following steps • Video interviews with the early-adopter teachers regarding their experiences • Video clips of student-teacher interactions • Screenshots and multimedia submissions of student work, including e-portfolios • Text documents delineating the rationale for using a technology-enhanced methodology • Footage of teachers relating how they overcame initial resistance to technology-rich learning environments. 8 Future Trends of Learning object: An interesting future trend could be the use of ‘Learning Objects’ in school education. Creating computer-based learning materials iscostly and time consuming. Syllabi are updated and upgraded every five years. Learning objects will not only prove to be cost effective, but will empower the teacher totally, giving them total independence to create multimedia content of their own choice. Learning Objects in this context are digital entities in the form of animations and graphics supported with voice-over and text. Traditional multimedia gave the teacher a pre-structured sequence of frames within the unit. In this solution the lesson is divided into different components of animations with voice-overs and text, graphics with voice-over and text and only text. 9 Conclusion: It has been shown that the use of the Internet in the sphere of organization and management of education leads to the increase of education accessibility on a global scale, and may lead to the growth of economic efficiency of an educational institutions activity. Taking the huge scale of the Internet into account, the creation of mechanisms designed for effective navigation of the Internet, and the collection, analysis, exchange and distribution of information for the specific use of education acquires great importance. Therefore it is suggested that we should Integrate Digital Learning Objects in the Classroom if we want to be the leaders in education industry because it is the need of the hour. We can recommend the following point for effective classroom learning Create an e-learning course. Use technology to revolutionizing your teaching. Give your institute a digital Identity. Implement new age education methodology.
BUS 250 UArizona Global Eco Friendly Products Ad by Coca Cola Company Discussion.
I’m working on a business discussion question and need a sample draft to help me understand better.
Prior to beginning work on this discussion, read Chapter 5 and Chapter 8 of your textbook as well as the Week 3 Weekly Lecture. Select an ad (print or video) that highlights a product or service with a positive environmental impact or one that contains greenwashing. Share the link and explain the positive factors and/or the greenwashing. (Hint: sometimes even the good can be hyperbolic, resulting in some greenwashing.) In a minimum of 200 words, supported by textbook evidence and other research, explain if this ad is effective (even if somewhat misleading)? What could the company do to make the ad more accurate or credible?
BUS 250 UArizona Global Eco Friendly Products Ad by Coca Cola Company Discussion
Interviewing Presentation Assignment Instructions Overview As we have learned in this course, the clinical interview is a core component of a psychological assessment or evaluation. For this Inte
For this Interviewing Presentation Assignment, you will create a PowerPoint presentation that overviews how to properly conduct a clinical psychological interview. Integrate into your Interviewing Presentation Assignment course content and information from your own research and review of academic sources. Include the key principles of clinical interviewing, including but not limited to, client interview and history, behavioral observation, mental status exam, and multicultural considerations. Instructions 8-10 slides, excluding title and references slides At least 3 reference citations in current APA format Sources must be scholarly and within the last 5 years
BA 633 Ohio University Mobile Computing In Business Research Paper
assignment writer BA 633 Ohio University Mobile Computing In Business Research Paper.
Research paper basics: 8-10 pages in length APA formatted Minimum six (6) sources – at least two (2) from peer reviewed journals Include an abstract, introduction, and conclusion See rubric for more detailed grading criteria. Attached.Some good questions to ask yourself before turning in your research paper: Is the paper of optimal length? Is the paper well organized? Is the paper clear and concise? Is the title appropriate? Does the abstract summarize well? Are individual ideas assimilated well? Are wording, punctuation, etc. correct? Is the paper well motivated? Is interesting problem/issue addressed? Is knowledge of the area demonstrated? Have all key reference been cited? Are conclusions valid and appropriate?
BA 633 Ohio University Mobile Computing In Business Research Paper
Chemistry homework help
Chemistry homework help. Assignment 5: VoIP Part 3 (Quality)Due 02/ 26/2017 at 11:00PMSuppose the VoIP project sponsor wants you to present the project to the board of directors. Particularly, the sponsor would like you to discuss the quality of the project. It is worth noting that during the deployment of the VoIP system the quality control team tracked forty (40) of the deployments. The following problems were documented:Five (5) of the deployments experienced delays due to the unique configuration of the office space which required modification to install the proper wiring.Twelve (12) of the users called the help desk to get additional training on the new system.ÿTwo (2) of the new devices were defective.Prepare a fifteen to twenty (15-20) slide digital presentation with the software of your choice (e.g., PowerPoint, Google slides, Prezi, etc.) in which you:Explain quality and its importance to project success.Explain quality management planning.Contrast quality assurance and quality control.Describe the different quality activities involved in this project and each of their outcomes.Describe Pareto diagrams and their use in project management.Present the data in the provided scenario using a Pareto diagram (Use the software of your choosing to prepare the diagram).Use appropriate key points and / or graphics to professionally convey the information.Include presenter notes to explain each slide.Use at least two (2) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.Your assignment must follow these formatting requirements:Include the title of the assignment, the student?s name, the professor?s name, the course title, and the date in the presentation.Include the references used in the assignment in the presentation.Import charts, graphs, and / or the Pareto diagram into the presentation. The completed works must be imported into the presentation.The specific course learning outcomes associated with this assignment are:Explain and defend the various quality factors in project quality.Use technology and information resources to research issues in IT project management.Write clearly and concisely about issues in IT project management using proper writing mechanics and technical style conventions.Chemistry homework help
Literature Studies: “Erasure” a Novel by P. Everett Essay
Literature Studies: “Erasure” a Novel by P. Everett Essay. Percival Everett is a unique writer. He differentiates himself from the other African-American writers by focusing his work on commercialization of literary culture. The book challenges the shibboleths of American culture and literature. It calls for an alternative to the commercialization of literary literature. The novel is funny. It engages readers through its playful jokes and references, making them feel like reading it many times. For instance, the author pokes playful fun at the publishing scene of America when he talks about the mutual back-scratching of the award judges. He also mentions the despicable promotions of junk novels. However, the subject of the novel is sensitive. The writer focuses on how race and political issues affect the black people in America. He looks at the stereotyped depictions of the black cultures and how the whites perceive them. For instance, blacks are perceived as drug dealers, sportsmen, or musicians, but not good authors. From his novel, it can be judged that Everett is a genius novelist, but a poor, or an average storyteller. He differentiates his writing skills from the other authors, and hence stands on a creative plane. I like the way he tackles complicated issues that people go through in their day-to-day lives. For instance, the author provides readers with a damning critique about racial attitudes, or discriminations in the literary culture and the publishing industry. He explains how the work of the black authors is measured in his country. Instead of looking at the capabilities of these marginalized authors, judges look at how well the authors present their racial ideas. The author lacks the skills to connect storytelling and writing. A good author should possess skills and knowledge in both fields. Everett lacks a complex meta-narrative to help him tie his narrative strands of the novel together. In some parts of the novel, the author uses a vague language that may not please all readers, especially the people from other cultures. For instance, he uses such words as ‘fuck talk, nigger, and bullshit’ among others. I like the way the author captures readers’ attention with the way he links the title of the novel with the contents in it. The novel provides a series of erasures, which contribute a lot to the novel’s title, ‘Erasure.’ For instance, he talks about several forms of erasures such as his sister working in an abortion clinic, and his brother turning out as a gay and getting thrown out by his family. The author also talks about how his to alter ego erases him, and how the mind of Monk’s mother, who has Alzheimer is slowly being erased. This way, readers have a clear view of all the fault-lines of the current American society. Everett offers a great humanist response to these fault-lines. For instance, he quotes, “Take me as I am, he says. Reward ability. Do not judge by appearances. Do not take a binary, yes-no, black-white approach to life”. The author discloses information to the literary culture and the publishing industry that even the marginalized groups can do great in art. Therefore, they should not be discriminated. Most of them have talents and skills but are looked down upon in the publishing industry. The book leaves readers with suspense making them think about the way ‘Monk’ will turn. However, one can tell that he will turn to the good and moral way because despite featuring himself as a flawed character, he is indeed a good man. Bibliography Everett, Percival L. Erasure: A Novel. Hanover: University Press of New England, 2001. Literature Studies: “Erasure” a Novel by P. Everett Essay