In this paper you will discuss various elements of a pre-approved cultural study

In this paper you will discuss various elements of a pre-approved cultural study.
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Research Paper Content:
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Begin with an introduction with a thesis statement.
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Provide a brief history of your culture.
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Explain how your chosen culture is represented in the United States.
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Discuss whether your culture individualistic or collectivistic. Provide at least one example.
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Detail some of the artistic (art, music, architecture, dance) contributions of your culture.
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Explain some of the values of your culture. Provide at least three examples.
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Discuss your culture’s religion(s). Include name and basic belief system of at least one of the major faiths.
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Detail some of the sex and gender role differences in your culture (provide at least three examples)
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Discuss what we would need to know to acculturate into your culture. (If a past one, what would we need to do for preparing for our time machine to fit in). Provide at least one concrete suggestion.
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End with the conclusion.
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Specific Paper Requirements:
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Length of paper four to six pages in length (Times New Roman; One inch margins; Font 12; Double-spaced)
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Must contain in-text citations in current APA Style
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Check your spelling and grammar
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Include a minimum of three or more credible sources (books, journal articles, magazine/newspaper articles, etc.)
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Paper Outline:
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INTRODUCTION
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HISTORY
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CULTURAL CONTEXT
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Represented in US
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Individualistic/Collective
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Artistic
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Values
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Religion
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SEX AND GENDER ROLES
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ACCULTURATION
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CONCLUSION
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REFERENCES
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I. Introduction
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A. Hook: The Ottoman Empire was one of human history’s most potent and enduring dynasties.
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B. Background info: Mostly in the 16th century, Turkish tribe members in Anatolian (Asia Minor) founded the Ottoman Empire, becoming one of the most powerful nations in history.
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C. Thesis statement: The profitability of the empire was more attributable to its highly centralized environment than its size.
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Transition: Having introduced the topic ottoman empire, the paper now focuses on the different points that support the thesis statement.
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I. Body Paragraph 1
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A. The ottoman empire’s values Islam predominated in Ottoman society. However, non-Muslims also made up a sizable portion of the populace.
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B. Supporting point: Because the Turks were driven by a desire to expand their empire, the invasion was an action that helped shape Ottoman culture.
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1. Detail: Ottoman culture developed over many decades as the Turkish power elite assimilated, transformed, and adapted the indigenous cultures of the conquered territories and their inhabitants.
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2. Detail: The linguistics and traditions of Islamic countries had an impact, while the Seljuq Turks, the forerunners of the Ottomans, made a substantial contribution to Persian culture
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C. Supporting point: As the Ottoman Empire grew, it absorbed the cultures of many areas under its control and beyond, especially those of Turkic, Greco-Roman, Islamic, and Persian origin
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1. Detail: However, the Ottoman occupation was mostly confined to the major urban centers, and the many ethnic populations of the empire, including the Christians of the Balkans and Armenia and the influential Jewish and Greek business people of Istanbul, preserved their own local cultures.
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2. Detail: Coffee shops and the residences of elite families replaced formal institutions of education and religion as the new sites of shared culture in the towns and cities.
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Transition: Following the discussion of ottoman empire culture, the second paragraph concentrates on how that culture is portrayed in the United States.
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II. Body Paragraph 2
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A. The standing of the United States and Christian peoples inside that empire is still a matter of conversation.
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B. Supporting point: status was mainly determined by religious affiliation.
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1. Detail: It is possible that their acceptance of the Prophet Muhammad as the ultimate Prophet, a view that Christians and Jews did not aspire to, caused Muslims in the Ottoman Empire to having a superior attitude (Baycar, 2020).
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2. Detail: Between Muslims and non, there was a feeling of social division.
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C. Supporting point: The institution of marriage was almost widespread.
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1. Detail: Sultans of the Ottoman Empire frequently wed women from Anatolian kingdoms and entered political unions with the princess of Christian bordering powers. (Baycar, 2020).
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2. Detail: It was hoped that numerous babies would be born at the palace to ensure the survival of the empire.
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D. Supporting point: Taxes were sent to the government by provincial officials.
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1. Detail: The millet structure demonstrates the significance of distinct social group borders for Ottoman political power.
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2. Detail: Ottoman empire hired warriors for the imperialist wars. The sovereignty of the districts and the center depended on each other (Baycar, 2020).
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Transition: The third paragraph illustrates a collectivistic society after demonstrating how the culture of the Ottoman Empire is represented in the United States.
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III. Body Paragraph 3
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A. In Ottoman values, collectivism was valued more highly than individualism.
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B. Supporting point: Eastern cultures prioritized unity over individualism and impacted Ottoman society.
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1. Detail: Individualism was viewed as depravity throughout the Ottoman era, and the state and its subdivisions developed exaggerated sensitivities against it (Jasielska et al., 2018).
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2. Detail: The individual was of no significance or worth to the actual category (Jasielska et al., 2018).
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C. Supporting point: Ottoman empire granted the minority rights and benefits.
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1. Detail: Because many individuals in the Ottoman Empire belonged to many ethnicities and cultures, talked different languages, and followed various religions, the Ottoman Empire granted privileges and rights to the minority by treating everyone equally (Jasielska et al., 2018).
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2. Detail: They took advantage of diversity for the Civilization’s profit, allowing them to increase their territory and prolong their existence (Jasielska et al., 2018).
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D. Supporting point: In the collectivist culture of the Ottoman Empire, people had a great sense of loyalty to their families and social networks.
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1. Detail: People’s political connections to their neighbors and communities are more robust than those many in the English-speaking Western have (Jasielska et al., 2018).
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2. Detail: Ottoman empire society is very gregarious. Thus, there was little privacy or isolation available (Jasielska et al., 2018).
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Transition: Having discussed the collectivistic society, the following paragraph concentrates on ottoman architecture.
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IV. Body Paragraph 4
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A. Ottoman architecture combined Seljuk classical architecture and its component peoples’ music and dancing traditions.
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B. Supporting point: The construction combined “Seljuk architectural traditions.”
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1. Detail: Ottoman building was a combination of “Seljuk, Mamluk, and Byzantine architectural traditions, as shown in the Konya structures” (Karadagli, 2020).
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2. Detail: The most powerful person in the area, Mimar Sinan, an engineer and mathematician from the Middle Ages who had previously served in the Soldiers, converted to Islam, and designed the Blue Mosque, which is regarded as the final outstanding example of classical Ottoman architecture, in the 17th century.
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C. Supporting point: Music traditions were relevant in Ottoman Empire.
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1. Detail: Ottoman soundtrack is a unique form of palace music that the Ottoman Empire developed independently of the musical traditions of its constituent persons (Karadagli, 2020).
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2. Detail: The mehterân, paramilitary bands utilized by the Vassals and in the retinues of prominent officials, was another distinguishing element of Ottoman music (Karadagli, 2020).
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D. Supporting point: The dancing traditions.
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1. Detail: Ottoman culture, which included the traditional dancing customs of several nations and areas on three continents, “from the Balkan peninsula and the Black Sea regions to the Caucasus, the Middle East, and North Africa, placed a high value on dance.” (Karadagli, 2020).
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2. Detail: Most female belly dancers, known as “engi,” came from the Roma population.
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Transition: Discussing Ottoman architecture, the following paragraph demonstrates the culture’s ideals.
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V. Body Paragraph 5
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A. Membership in the Ottoman ruling class required three qualities (A??r,2019).
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B. Supporting point: Professional loyalty to his government.
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1. Detail: Besides going up the social ladder, one needs to possess these measurable and achievable qualities (A??r,2019).
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2. Detail: According to Ottoman ideology, the sultan’s sovereignty consisted primarily of the power to own and utilize all the empire’s financial resources (A??r,2019).
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C. Supporting point: Adoption and observance of Islam and its underpinning philosophy
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1. Detail: The Ottoman Empire established its power through Islam. In the Muslim religion, the first fighter grew the empire. Sultans asserted their succession to the Islamic Prophet Muhammad as caliphs. (A??r, 2019).
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2. Detail: The structure was defined mainly by religious and occupational divides as a natural outgrowth of Middle Eastern Civilization.
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Transition: Having detailed the fundamental beliefs of an ottoman culture, the following paragraph focuses on its values.
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VI. Body Paragraph 6
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A. Its government was Sunni Muslim, as were the institutions it finally valued in terms of education and culture (Jianu & Barbu, 2018).
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B. Supporting point: Islamic as a religion.
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1. Detail: Muslims, who adhere to Islam, hold that there is only one God, Allah and that Muhammad was the messenger.
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2. Detail: Muslims constitute secular humanists who consider one supreme being, Allah in Arabs, to be the only divinity.
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Transition: Having discussed the fundamental values of ottoman culture, the seventh paragraph emphasizes the distinctions in sex and gender roles within this society.
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VII. Body Paragraph 7
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A. In addition to providing entertainment for the sultan, the harem’s female residents also assisted with household management and even participated in Ottoman empire administration
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B. Supporting point: The Ottoman Empire’s Sharia law applied to Muslim women (Toprak, 2019).
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1. Detail: There were severe restrictions on the role of women in the “Public Sphere,” but a lady of means might get around these limitations by deftly using middlemen (Toprak, 2019).
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2. Detail: According to Islamic law, women in the Ottoman Empire had several unusual for the time rights.
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C. Supporting point: Children and women play an essential role in the history of the Ottoman Empire.
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1. Detail: The content creators examine presentism and normative ideas about gender and presumptions about the past while highlighting the part played by women and children as players in the history of the Ottoman Empire and the Middle East (Toprak, 2019).
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2. Detail: Women’s history, as well as the antiquity of gender and sexual practice in the territory and elsewhere, are combined in the audio series “Women, Gender, and Sex in the Ottoman World (Toprak, 2019).”
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Transition: Having discussed the sex and gender role of the Ottoman, the eighth paragraph emphasizes the influence of Christianity on Jew religions.
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VIII. Body Paragraph 8
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A. The Jewish people have always been a marginalized minority. Outside influences, such as Christianity, have heavily impacted their art since they are a minority group.
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B. Supporting point: the Christian and Jews religions.
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1. Detail: Following the millet system of the Ottoman Empire, Christians and Jews were given the status of dhimmi (meaning “protected”) under Ottoman law in return for their allegiance to the government and submission of a jizya levy. (Jianu & Barbu, 2018).
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2. Detail: Christians and Jews both adhere to the monotheistic belief that there is only one God who created the heavens and the earth.
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Transition: Now that the paper has presented several points supporting the Ottoman culture, the following is a conclusion of the entire article.
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Conclusion
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A. Restatement of thesis: Conclusively, the Ottoman Empire was one of human history’s most powerful and enduring dynasties.
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B. So what? Other cultures look up to the culture of the Ottoman Empire.
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References
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A??r, S. (2019). Institutions And Business Organizations in The Late Ottoman Empire and the Early Turkish Republic. In Business, Ethics, and Institutions (pp. 23-50). Routledge.
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Baycar, K. (2020). Between The Sublime Porte and Uncle Sam: The Ottoman-Syrian Immigration to The United States, 1880–1914. American Nineteenth Century History, 21(1), 1-23.
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Jasielska, D., Stolarski, M., & Bilewicz, M. (2018). Biased, Therefore Unhappy: Disentangling The Collectivism-Happiness Relationship Globally. Journal Of Cross-Cultural Psychology, 49(8), 1227-1246.
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Jianu, A., & Barbu, V. (2018). Earthly Delights: Economies and Cultures Of Food In Ottoman And Danubian Europe, C. 1500-1900. Brill.
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Karadagli, O. (2020). Western Performing Arts In The Late Ottoman Empire: Accommodation And Formation. Context: A Journal of Music Research, (46), 17-33.
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Toprak, B. (2019). Women And Fundamentalism: The Case of Turkey. In Identity Politics and Women (Pp. 293-306). Routledge.
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Essay Instructions for Chapters 1-4 of The Absolutely True Diary of a

Essay Instructions for Chapters 1-4 of
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The Absolutely True Diary of a Part-time Indian
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Create an essay, illustrating how Junior’s struggles represent the struggles average American Indians undergo on contemporary reservations. Do so by looking at the first four chapters of the novel, as well as the article “13 Issues Facing Native People Beyond Mascots And Casinos (Links to an external site.) and Native American tribes’ pandemic response is hamstrung by many iniquities.” (Links to an external site.) Make sure you write in Times New Roman font, Double-spaced, indent your paragraphs by tabbing over, include page numbers, and pay attention to punctuation, grammar, and coherence. This should be 750 words minimum.
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Outline:
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Introduction
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Introductory line explaining who the author is and how successful the book has been.
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Brief summary of the first four chapters
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Thesis: explaining three ways Junior’s struggles represent struggles average American Indians undergo on contemporary reservations.
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One struggle Junior has that many other American Indians have, citing the book and the article.
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III. A second struggle Junior has that many other American Indians have, citing the book and the article.
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A third struggle Junior has that many other American Indians have, citing the book and the article.
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Conclusion: Use at least one concluding strategy and relate Junior’s struggles to those in your own community.