1
Kerry Zhao
Professor Laury Oaks
Femst 20
January 25, 2020
Feminist Threshold Concepts in Marriage Story
How Social Constructs Factor Into Divorce Proceedings
A valuable piece of feminist media is one that accurately portrays the discrepancy between
the treatment of males and females. Such a piece of media allows the viewer to accurately discern
where differences in gender roles and expectations arise. One such text is Noah Baumbach’s 2019
film Marriage Story, starring Adam Driver and Scarlett Johansson as a married couple going through a
divorce. The film is raw and at times difficult to watch, highlighting both the difficulties of a divorce
and the double standards that arise when a child is involved. Part of analyzing a feminist piece of
work includes juxtaposing how males and females are treated differently. This is referenced in the
textbook via the threshold concept of the social construction of gender. (Launius and Hassel, 10) Using
this threshold concept as a lens, we see Marriage Story as a commentary on how contemporary
notions of marriage and divorce treat men and women differently, exemplifying the differences and
double standards between the two.
The threshold concept of the social construction of gender focuses on how the “ideas and
constructions of gender change across time, between and within cultures, and even within one’s
lifespan […] they also establish and perpetuate sexism; additionally, racial, ethnic, and cultural
identities frame expectations for appropriate gendered behavior, as does social class and sexuality.”
(Launius, 54) Marriage Story demonstrates how all these factors play out in a divorce. Nicole and
Charlie Barber are going through a divorce – Charlie is a successful New York City theatre director
and Nicole is a former teen actress who occasionally stars in Charlie’s plays. They have a young son,
and the film opens with the couple already in marriage counselling. Baumbach’s film proceeds to
2
follow the two as they navigate the trials and tribulations of divorce, made particularly difficult when
Nicole moves from their New York home to Los Angeles, in order for her to begin starring in a
television show. At times, the film is almost uncomfortable because how raw and real it is – typically,
films don’t allow their stars to appear so awkward and unlikeable. But Marriage Story is believable
because of how relatable its content is, particularly that of how Nicole and Charlie are held to
entirely different standards throughout their divorce.
Perhaps the best example of how social constructs play a role in such a situation is when
Laura Dern’s character – Nicole’s divorce lawyer Nora Fanshaw - monologues about how Nicole
will be portrayed in a trial versus how Charlie – Nicole’s soon-to-be ex-husband, will be portrayed:
“People don't accept mothers who drink too much wine and yell at their child and call him
an asshole. I get it. I do it too. We can accept an imperfect dad. .
The Help Movie Review By Rama - SandwichjohnfilmsCrystal Nelson
The document discusses how previous research has found that negative experiences with dissertation committee chairs can negatively impact late-stage doctoral student attrition. Specifically, problematic relationships where students' goals are not supported can lead to emotions like frustration and a decision to leave the program without completing the dissertation. The literature review examines studies on this topic and how attrition is influenced more by experiences than what stage of the doctoral program a student is in.
Why Databases Are Important to Businesses Essay Example | StudyHippo.com. An Electronic Database Essay Example | Topics and Well Written Essays .... 12 Free Essay Sample Databases to Get Inspired | Study Llama. 20 Best Free Essay Sample Databases—Handpicked by the Academic.Tips Experts. Developing a Database System Essay Example | Topics and Well Written .... Analysis of Relational Databases and Database Suitability Essay Example .... Implementing and Managing Large Databases Essay Example | Topics and .... ᐅ Essays On Database
Connor Walsh is a secondary character on the ABC drama How to Get Away with Murder who is portrayed as an openly gay man. This representation is groundbreaking because it depicts Connor as having graphic sex scenes, in contrast to more common desexualized portrayals of gay men on mainstream television. The paper analyzes Connor's portrayal through the lenses of homonormativity and disidentification. It argues that while Connor challenges homonormative representations through his hypersexualized femme fatale persona, he is also subjected to homonormative discourses by other characters. The paper examines the contradictions in Connor's narrative and how they allow for plural interpretations that are meaningful for audiences.
Fantastic How To Write A College Essay About YourSandra Long
The document provides a step-by-step guide for seeking writing help from HelpWriting.net. It outlines the 5 main steps: 1) Create an account; 2) Complete an order form providing instructions and deadline; 3) Review bids from writers and choose one; 4) Receive the paper and authorize payment if pleased; 5) Request revisions to ensure satisfaction and receive a refund for plagiarized work. The process aims to match clients with qualified writers and provide original, high-quality content through revisions.
Essay Writing About My Best Friend.pdfEbony Harris
My Best Friend Essay In English 150 Words | Essay on My Best Friend for .... My Best Friend Essay in 500 words for Students. My Best Friend Essay for Class 3 with PDF – VocabularyAN. My Best Friend Essay | Friedrich Engels | Karl Marx. Essay on A Good Friend | A Good Friend Essay for Students and Children .... How to Write an Essay About My Best Friend (With Example). My Best Friend Essays [ An Essay on True Best Friend ]. Short Essay On My Best Friend For Class 7 | Sitedoct.org. My Best Friend Essay in English with Quotations - Kips Notes - Ilmi Hub. My Best Friend Essay Examples | Sitedoct.org. Essay About My Best Friend by Professional Essay Writers - Issuu. 001 My Best Friend Essay In English ~ Thatsnotus. About my best friend essay | Order Custom Essays at littlechums.com.. My best friend essay. My Best Friend Essay in English 800 Words. Best essay about best friend. 014 Essay Example My Best Friend In English ~ Thatsnotus. 'My Best Friend' Essay // Essay on My Best Friend // My Best Friend .... Essay about my best friend - College Homework Help and Online Tutoring.. My Best Friend Essay || My Best Friend || Essay on My Best Friend .... Essay on MY BEST FRIEND // My Best Friend Essay // My friend essay .... write an essay on my best friend | essay on my best friend| paragraph .... Reflective essay: Write descriptive paragraph about my best friend. Best Essay on My Best Friend/My Best Friend Essay in English writing .... Write an essay on My best friend in english // essay handwriting .... Essay on My Best Friend// Short Essay on My best Friend// English Essay .... Essay About Best Friend / Essay On My Best Friend For High School .... Business paper: An essay on my best friend. Benefits Of Friendship Essay - Read «Benefits of Weight Lifting» Essay .... Value Of Friendship Essay In Hindi | Sitedoct.org. essay on my best friend | Sitedoct.org. HOW TO WRITE ESSAY ABOUT MY BEST FRIEND – SPACEPOL15. Descriptive essay on my best friend - The Writing Center.. Essays on my best friend essay writing service. Essay on My Best Friend || My best friend essay in English || Write an ... Essay Writing About My Best Friend
Name Ayat FathallaProfessor Rebecca LawsonCourse English 11.docxrosemarybdodson23141
Name: Ayat Fathalla
Professor: Rebecca Lawson
Course: English 113B
Date: Nov.13th , 14
Love is the life
Love is bigger and more than any social issues or circumstances. No matter the poorness, the ages, or any social situations break up the Love. At the end of most of the serious relationships The Love WIN! In some relations for some reasons couples break up; however, the true love that have a believe that the world will gather them if not now latter and the love inside them will never die.
“The Notebook” directed by Nick Cassavetes in 2004 tells the story of a couple’s fifty year long fallen in love with each other and passed in many experiences, trials and tribulations. The movie starts in a nursing home while an old man (Noah) reads a book for an old women (Allie) who suffers from Al-Zehaimer. Noah is a poor boy from the country, while Allie a rich girl from the city; they gather in Noah Village in the summer and fall in love with each other. Whereas Allie’s mother refused this love because the poor circumstances of Noah. She took Allie to New York to be far away from Noah, and to let Allie forget him. After some years Allie got engaged with a rich and educated guy from New York. At the day of their wedding, Allie saw the newspaper and noted that Noah Build up his home at the same way he promise her to do when they was together. Directly, she went to Seabrook (Noah Village) and saw him, and he was still that time and after all these years love her and waiting her. They prefer to stay with each other forever and Allie’s mother was in front of the reality and this time she can’t stop Allie from this Love. When Noah done with the book Allie waked up from Al-Zehaimar; they fall asleep holding hands and die peacefully.
This is the world gather people from different societies, homes, and even traditions. The chance that when you fall in live with one of them and face all the differences engaged between each other, between your culture, and between both of your life. “You and I were different. We came from different worlds, and yet you were the one how taught me the value of love. You showed me what it was like to care for another, and I am a better man because of it. I don't want you to ever forget that.”( Nicholas Sparks) No matter from where I came, or from where he/ she came. The matter is how he/ she loves me and what is he’ she doing for me to make me happy. Sometimes between the couples they build up some dreams and imagine a lot of things as home, children, business, or so on. By the strength of the love these dreams become true. For example, inTHE NOTEBOOK movie, Noah a poor man who loves Allie a rich girl and the poorness has forbidden Noah to marry Allie. Then Allie’s mother and the movement to New York after several years makes Allie marry other man, but Noah from his strong love to Allie and with his sticking in love with Allie; he worked hard on his self and build the home that she was dreaming.
In THE NOTEBOOK movie, I felt that.
300 words Building healthier cities and communities involves local.docxLyndonPelletier761
300 words
Building healthier cities and communities involves local people working together to transform the conditions and outcomes that matter to them. That civic work demands an array of core competencies, such as community assessment, planning, community mobilization, intervention, advocacy, evaluation, and marketing successful efforts. Supporting this local and global work requires widespread and easy access to these community-building skills. However, these skills are not always learned, nor are they commonly taught either in formal or informal education. The internet can provide an effective means for transmitting skill-building resources broadly and inexpensively. This section describes a free resource for building healthier communities called the
Community Tool Box
.
WHAT IS THE COMMUNITY TOOL BOX?
BACKGROUND.
In the early days of the World Wide Web (1995), we began work on an Internet-based resource for community change and improvement, the "Community Tool Box" (CTB). Our mission is to promote community health and development by connecting people, ideas, and resources.
We focused on developing practical information for community building that both professionals and ordinary citizens could use in everyday practice -- for example, leadership skills, program evaluation, and writing a grant application. The emphasis was on these core competencies of community building, transcending more categorical issues and concerns, such as promoting child health, reducing violence, or creating job opportunities.
We developed a broad and evolving Table of Contents and started writing, one section at a time. By mid-1999, there were over 160 how-to sections and over 3,500 pages of text available on the Community Tool Box. As of July 2000, there were over 200 sections online and more than 5,000 pages of text.
AUDIENCE.
The audiences or end users for this site include:
People doing the work of community change and improvement (community leaders and members)
People supporting it (intermediary organizations such as public agencies or university-based centers)
People funding it (governmental institutions, foundations, and others).
Use of the Community Tool Box grew nearly exponentially: over 100,000 hits in 1997, over 500,000 in 1998, and well over one million in 1999. Guestbook data confirm that users represent a wide variety of community-building settings and positions and come from all corners of the planet.
ATTRIBUTES.
Building healthier communities is hard work, requiring frequent adjustments to emerging opportunities and barriers. To be a resource for community work, a "tool box" would exemplify the following attributes:
Its content needs to be
comprehensive
. Since effective community members and practitioners need a variety of skills, sections of the Tool Box would have to reflect a broad array of core competencies (e.g., skills in conducting listening sessions, organizing focus groups, leading meetings, group facilitation and recording).
The inf.
300 words APA format, Select a current example of a policy issue t.docxLyndonPelletier761
300 words APA format,
Select a current example of a policy issue that has arisen under the umbrella of civil rights. “Health”
(1) Describe the issue briefly, including identifying specific constitutional protections and summarizing key policy changes over its history.
(2) What role have interest groups and the mass media played in keeping this issue on the policy agenda?
(3) Have individual rights eroded or been strengthened related to this specific policy?
Reference
Public Policy in the United States, 5th edition by Mark E. Rushefsky (2013)
.
The Help Movie Review By Rama - SandwichjohnfilmsCrystal Nelson
The document discusses how previous research has found that negative experiences with dissertation committee chairs can negatively impact late-stage doctoral student attrition. Specifically, problematic relationships where students' goals are not supported can lead to emotions like frustration and a decision to leave the program without completing the dissertation. The literature review examines studies on this topic and how attrition is influenced more by experiences than what stage of the doctoral program a student is in.
Why Databases Are Important to Businesses Essay Example | StudyHippo.com. An Electronic Database Essay Example | Topics and Well Written Essays .... 12 Free Essay Sample Databases to Get Inspired | Study Llama. 20 Best Free Essay Sample Databases—Handpicked by the Academic.Tips Experts. Developing a Database System Essay Example | Topics and Well Written .... Analysis of Relational Databases and Database Suitability Essay Example .... Implementing and Managing Large Databases Essay Example | Topics and .... ᐅ Essays On Database
Connor Walsh is a secondary character on the ABC drama How to Get Away with Murder who is portrayed as an openly gay man. This representation is groundbreaking because it depicts Connor as having graphic sex scenes, in contrast to more common desexualized portrayals of gay men on mainstream television. The paper analyzes Connor's portrayal through the lenses of homonormativity and disidentification. It argues that while Connor challenges homonormative representations through his hypersexualized femme fatale persona, he is also subjected to homonormative discourses by other characters. The paper examines the contradictions in Connor's narrative and how they allow for plural interpretations that are meaningful for audiences.
Fantastic How To Write A College Essay About YourSandra Long
The document provides a step-by-step guide for seeking writing help from HelpWriting.net. It outlines the 5 main steps: 1) Create an account; 2) Complete an order form providing instructions and deadline; 3) Review bids from writers and choose one; 4) Receive the paper and authorize payment if pleased; 5) Request revisions to ensure satisfaction and receive a refund for plagiarized work. The process aims to match clients with qualified writers and provide original, high-quality content through revisions.
Essay Writing About My Best Friend.pdfEbony Harris
My Best Friend Essay In English 150 Words | Essay on My Best Friend for .... My Best Friend Essay in 500 words for Students. My Best Friend Essay for Class 3 with PDF – VocabularyAN. My Best Friend Essay | Friedrich Engels | Karl Marx. Essay on A Good Friend | A Good Friend Essay for Students and Children .... How to Write an Essay About My Best Friend (With Example). My Best Friend Essays [ An Essay on True Best Friend ]. Short Essay On My Best Friend For Class 7 | Sitedoct.org. My Best Friend Essay in English with Quotations - Kips Notes - Ilmi Hub. My Best Friend Essay Examples | Sitedoct.org. Essay About My Best Friend by Professional Essay Writers - Issuu. 001 My Best Friend Essay In English ~ Thatsnotus. About my best friend essay | Order Custom Essays at littlechums.com.. My best friend essay. My Best Friend Essay in English 800 Words. Best essay about best friend. 014 Essay Example My Best Friend In English ~ Thatsnotus. 'My Best Friend' Essay // Essay on My Best Friend // My Best Friend .... Essay about my best friend - College Homework Help and Online Tutoring.. My Best Friend Essay || My Best Friend || Essay on My Best Friend .... Essay on MY BEST FRIEND // My Best Friend Essay // My friend essay .... write an essay on my best friend | essay on my best friend| paragraph .... Reflective essay: Write descriptive paragraph about my best friend. Best Essay on My Best Friend/My Best Friend Essay in English writing .... Write an essay on My best friend in english // essay handwriting .... Essay on My Best Friend// Short Essay on My best Friend// English Essay .... Essay About Best Friend / Essay On My Best Friend For High School .... Business paper: An essay on my best friend. Benefits Of Friendship Essay - Read «Benefits of Weight Lifting» Essay .... Value Of Friendship Essay In Hindi | Sitedoct.org. essay on my best friend | Sitedoct.org. HOW TO WRITE ESSAY ABOUT MY BEST FRIEND – SPACEPOL15. Descriptive essay on my best friend - The Writing Center.. Essays on my best friend essay writing service. Essay on My Best Friend || My best friend essay in English || Write an ... Essay Writing About My Best Friend
Name Ayat FathallaProfessor Rebecca LawsonCourse English 11.docxrosemarybdodson23141
Name: Ayat Fathalla
Professor: Rebecca Lawson
Course: English 113B
Date: Nov.13th , 14
Love is the life
Love is bigger and more than any social issues or circumstances. No matter the poorness, the ages, or any social situations break up the Love. At the end of most of the serious relationships The Love WIN! In some relations for some reasons couples break up; however, the true love that have a believe that the world will gather them if not now latter and the love inside them will never die.
“The Notebook” directed by Nick Cassavetes in 2004 tells the story of a couple’s fifty year long fallen in love with each other and passed in many experiences, trials and tribulations. The movie starts in a nursing home while an old man (Noah) reads a book for an old women (Allie) who suffers from Al-Zehaimer. Noah is a poor boy from the country, while Allie a rich girl from the city; they gather in Noah Village in the summer and fall in love with each other. Whereas Allie’s mother refused this love because the poor circumstances of Noah. She took Allie to New York to be far away from Noah, and to let Allie forget him. After some years Allie got engaged with a rich and educated guy from New York. At the day of their wedding, Allie saw the newspaper and noted that Noah Build up his home at the same way he promise her to do when they was together. Directly, she went to Seabrook (Noah Village) and saw him, and he was still that time and after all these years love her and waiting her. They prefer to stay with each other forever and Allie’s mother was in front of the reality and this time she can’t stop Allie from this Love. When Noah done with the book Allie waked up from Al-Zehaimar; they fall asleep holding hands and die peacefully.
This is the world gather people from different societies, homes, and even traditions. The chance that when you fall in live with one of them and face all the differences engaged between each other, between your culture, and between both of your life. “You and I were different. We came from different worlds, and yet you were the one how taught me the value of love. You showed me what it was like to care for another, and I am a better man because of it. I don't want you to ever forget that.”( Nicholas Sparks) No matter from where I came, or from where he/ she came. The matter is how he/ she loves me and what is he’ she doing for me to make me happy. Sometimes between the couples they build up some dreams and imagine a lot of things as home, children, business, or so on. By the strength of the love these dreams become true. For example, inTHE NOTEBOOK movie, Noah a poor man who loves Allie a rich girl and the poorness has forbidden Noah to marry Allie. Then Allie’s mother and the movement to New York after several years makes Allie marry other man, but Noah from his strong love to Allie and with his sticking in love with Allie; he worked hard on his self and build the home that she was dreaming.
In THE NOTEBOOK movie, I felt that.
300 words Building healthier cities and communities involves local.docxLyndonPelletier761
300 words
Building healthier cities and communities involves local people working together to transform the conditions and outcomes that matter to them. That civic work demands an array of core competencies, such as community assessment, planning, community mobilization, intervention, advocacy, evaluation, and marketing successful efforts. Supporting this local and global work requires widespread and easy access to these community-building skills. However, these skills are not always learned, nor are they commonly taught either in formal or informal education. The internet can provide an effective means for transmitting skill-building resources broadly and inexpensively. This section describes a free resource for building healthier communities called the
Community Tool Box
.
WHAT IS THE COMMUNITY TOOL BOX?
BACKGROUND.
In the early days of the World Wide Web (1995), we began work on an Internet-based resource for community change and improvement, the "Community Tool Box" (CTB). Our mission is to promote community health and development by connecting people, ideas, and resources.
We focused on developing practical information for community building that both professionals and ordinary citizens could use in everyday practice -- for example, leadership skills, program evaluation, and writing a grant application. The emphasis was on these core competencies of community building, transcending more categorical issues and concerns, such as promoting child health, reducing violence, or creating job opportunities.
We developed a broad and evolving Table of Contents and started writing, one section at a time. By mid-1999, there were over 160 how-to sections and over 3,500 pages of text available on the Community Tool Box. As of July 2000, there were over 200 sections online and more than 5,000 pages of text.
AUDIENCE.
The audiences or end users for this site include:
People doing the work of community change and improvement (community leaders and members)
People supporting it (intermediary organizations such as public agencies or university-based centers)
People funding it (governmental institutions, foundations, and others).
Use of the Community Tool Box grew nearly exponentially: over 100,000 hits in 1997, over 500,000 in 1998, and well over one million in 1999. Guestbook data confirm that users represent a wide variety of community-building settings and positions and come from all corners of the planet.
ATTRIBUTES.
Building healthier communities is hard work, requiring frequent adjustments to emerging opportunities and barriers. To be a resource for community work, a "tool box" would exemplify the following attributes:
Its content needs to be
comprehensive
. Since effective community members and practitioners need a variety of skills, sections of the Tool Box would have to reflect a broad array of core competencies (e.g., skills in conducting listening sessions, organizing focus groups, leading meetings, group facilitation and recording).
The inf.
300 words APA format, Select a current example of a policy issue t.docxLyndonPelletier761
300 words APA format,
Select a current example of a policy issue that has arisen under the umbrella of civil rights. “Health”
(1) Describe the issue briefly, including identifying specific constitutional protections and summarizing key policy changes over its history.
(2) What role have interest groups and the mass media played in keeping this issue on the policy agenda?
(3) Have individual rights eroded or been strengthened related to this specific policy?
Reference
Public Policy in the United States, 5th edition by Mark E. Rushefsky (2013)
.
300-400 wordsClick here to access American Rhetorics Top 100 .docxLyndonPelletier761
300-400 words
Click
here
to access American Rhetoric's Top 100 speeches.
Select the link for the top 100 speeches.
Select and listen to 2 speeches.
While listening, critique the speeches using the following guidelines;
Speech #1
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
Speech #2
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
.
3. Describe one of the five major themes of Progressive Reform outli.docxLyndonPelletier761
3. Describe one of the five major themes of Progressive Reform outlined in chapter 20. Please include examples.
One of the five major themes for progressive reforms outlined in chapter 20 was election process. Specifically having individual states conduct primary’s for each political party’s candidates. This election process was enforced by the ratification of the 17
th
amendment in 1917.
This bold and desperately needed reform would help the working class more than some of the other reforms, as it would directly result in the people hand picking who they wanted to represent them and their local government verses having special interest group such as big corporations pay to have elected who they wanted. This was the start of true representation of the people by the people for the people.
Just as important in the early twentieth century was the adoption of the initiative and referendum, which allowed local state government the ability to empower local citizens more than just the right to vote a political appointee. This process allowed for private citizens the power to bring up time critical change by posting on a ballot a change or make a new law which would go up for a vote, if passed by public vote it would be law.
Without these two reforms such accidents like the triangle fire may have not resulted in new laws on work hours, child labor laws and other laws passed to protect pregnant women in the work place.
.
3. How do culture and business of Ireland compare with US culture an.docxLyndonPelletier761
3. How do culture and business of Ireland compare with US culture and business?
3.1 Compare/Contrast Ireland with the USA
3.2 Hofstede analysis
4. What are the implications for US businesses that wish to conduct business in that region?
4.1 Analysis of facts
4.2 SWOT Analysis
4.2.1 Strengths
4.2.2 Weaknesses
4.2.3 Opportunities
4.2.4 Threats
4.3 FDI Analysis
12 pages, 12 different SCHOLARLY sources, plagiarism free
.
3-page paper which you use the article from the below websites.docxLyndonPelletier761
3-page paper
which you use the article from the below websites:
Critically discuss and analyze where the line should be drawn between protecting student privacy rights and allowing school officials to take steps to ensure a safe environment.
Use the following outline to organize your paper:
1.
Introduction: Issues of violence and safety on the campus.
2.
The elements of a safe campus (identify and discuss).
3.
The role of the teacher/instructor and education leader in preventing violence.
4.
Issues related to campus crime reporting and student searches (discuss).
Healy, S. J. (2007). Best practices for making college campuses safe. International Association of Campus Law Enforcement Administrators (IACLEA). Retrieved August 2009 from
http://www.iaclea.org/visitors/PDFs/HouseTestimony_Final_13May07.pdf
Department of Justice. (2005, December). Sexual assault on campus: What colleges and universities are doing about it. Retrieved August 2009 from
http://www.ncjrs.gov/pdffiles1/nij/205521.pdf
.
3-page APA format reaction paper to the first four stages of develop.docxLyndonPelletier761
This 3-page paper summarizes the first four stages of development and parts of thinking from the textbook Critical Thinking, Tool for taking Charge of Your Professional and Personal Life. It includes an introduction, summary of information, critique, reaction, and conclusion on the key topics from the assigned reading. References the assigned textbook and two other sources.
350 words. Standard essay format- no sources needed1. Explain wh.docxLyndonPelletier761
350 words. Standard essay format- no sources needed
1. Explain what is meant by “nervousness” of the MRP schedule. Provide an example. Name two
tools that are particularly useful in reducing system nervousness in MRP systems.
2. What makes short-term scheduling of strategic importance?
3. Compare and contrast throughput with manufacturing cycle time.
.
300 - 500 words in APA format (in text citations) and refernce page..docxLyndonPelletier761
300 - 500 words in APA format (in text citations) and refernce page.
Part one:
Ethics in Research
Utilizing the internet
Summarize the research.
Explain why the research was unethical.
Explain what changes (if any) in research resulted.
Part two:
Select an organizational issue, problem, or topic that you would like to research. Write 1 research question or hypothesis regarding that.
.
300 words long addressing the following issues.its a discussion h.docxLyndonPelletier761
300 words long addressing the following issues.
it's a discussion homework
Case :missing artifact
For his own aesthetic purposes, Marcus Randolph had collected Pueblo Indian arts and crafts for many years before becoming an anthropologist. Randolph's fieldwork sites for ten years were located in Latin America. However, as a result of personal contacts, he was asked to conduct a brief ethnohistorical study in one of the Rio Grande pueblos. As his study progressed, he learned that an important item had been missing for about 20 years from the collection of paraphernalia used by one of the religious leaders in the community. According to this individual, ceremonies had never been complete since the item had disappeared. Crop failures and other community problems were partially attributed to this loss.
After obtaining a full description from the religious leader and checking this against information about the item with colleagues in local museums and universities, Randolph realized that there was a good chance that the item in question was at least similar to, if not identical to, one he had purchased 15 years previously from a trading post.
Randolph's Dilemma: Should he offer the item in his possession to the religious leader? Should he even show the item to the religious leader? Or, should he simply make a note regarding the missing religious piece and not disclose his personal possession to anyone in the community?
.
3. Creativity and AdvertisingFind two advertisements in a magazi.docxLyndonPelletier761
3. Creativity and Advertising
Find two advertisements in a magazine, on YouTube, or from some other source – one ad which you think is creative and one ad which you do not. Attach a copy of the ad, provide the web address, or otherwise describe the ads in sufficient detail.
For the ad that you feel is creative, reflect on why you think it’s so. Use the
creativity tactics
to frame your discussion. For the ad that you feel is not so creative, what could you suggest the advertiser do to make it more creative? To help facilitate your discussion, sketch out how you would recommend the ad be designed being sure to include both illustrations and copy. (You don’t have to be an exceptional artist on this last item but demonstrate to me that you can both verbally and visually communicate your ideas to a potential client.)
.
3-page APA format reaction paper to the standards of thinking and th.docxLyndonPelletier761
3-page APA format reaction paper to the standards of thinking and the art of making intelligent decision making. If possible please use the text Critical Thinking, Tool for taking Charge of Your Professional and Personal Life as one of the three references. Please be sure to add the following: Introduction, Information Summary, Critique, Reaction, and Conclusion in to the assignment
.
3-5 pagesThe patrol division of a police department is the l.docxLyndonPelletier761
3-5 pages
The patrol division of a police department is the lifeblood of how and where a majority of information flows into the organization. For police departments that either plan to or have already implemented a community policing program or project, one particular division that police officials address is
patrol
. The patrol officers of the department’s patrol division perform a battery of tasks while interacting with community members and business owners. Those tasks can and do include handling calls for service, writing crime reports, solving problems, and being visible. One area of patrol that community policing programs promotes is
foot patrols
.
Another form of patrol that police departments utilize is
bicycle patrols
. Bicycle patrols are typically popular in downtown areas, shopping malls, and business communities because of their ease in maneuverability but more so because of the closer interaction the officer has with the citizens that work and patronize the various businesses.
Assignment Guidelines:
Address the following in 3–5 pages:
Historically, what did a police patrol consist of? Explain.
What were the traditional policies regarding community relations? Explain.
Conduct a search, or contact your local law enforcement agency to find out if the department has a foot patrol, bicycle patrol, scooter patrol, horse patrol, etc.
Discuss the types of different patrol programs that the department has implemented. You will want to address at least 2 patrol programs, if possible.
Answer the following for each program:
Where is the patrol program typically implemented? Explain.
Is the program utilized year-round, or is it seasonal? Explain why.
What is the stated purpose of the program? Explain.
What is the public opinion of this program? Explain.
How effective is this program at fulfilling its intended purpose? Explain.
Generally speaking, how do the various patrol programs help to bring the police officers closer to the citizens? Explain.
Be sure to reference all sources using APA style.
.
3-5 pagesOfficer Landonio is now in the drug task force. H.docxLyndonPelletier761
3-5 pages
Officer Landonio is now in the drug task force. He and three other officers have been assigned to serve a search warrant regarding a stolen 50-inch plasma television set. He serves the search warrant and walks into the residence with the three officers. Sitting on the coffee table is a variety of narcotics, both prescription and illegal. What are his options at this time?
During the search, one officer opened a kitchen cabinet and found a kilogram of cocaine. Can Officer Landonio take this as evidence and arrest the residents? Why or why not? What would be the next step in this process?
Check the laws in a U.S. state of your choosing and the requirements of arrest warrants. Be sure to reference and use citations in your material.
Assignment Guidelines
Address the following in 3–5 pages:
Can Officer Landonio take the cocaine as evidence? Why or why not? Explain.
Assuming that the residents of the dwelling are present, what are Officer Landonio's options upon finding the prescribed and illegal narcotics on the table? Explain.
What actions will he be required to take by law? Explain.
You will need to fabricate the details or at least address multiple possibilities for this case.
How does discretion come into play in this case?
How can nonresidents present in the dwelling be handled? Explain.
With what can they be charged if arrested? Explain.
If the residents are arrested, what are the next steps in the process? Explain.
Can drug courts come into play regarding this case? Why or why not?
Typically, when will drug law offenders be fined, and when will they be incarcerated? Explain.
Be sure to reference all sources using APA style.
.
3-4 paragraphs
Assignment Details
Contemporary criminal justice administrators must have familiarity with the rapidly growing issue of undocumented or illegal aliens in the United States.
Focus your discussion on the following:
What are the primary problems faced by law enforcement in protecting the U.S. borders?
What is law enforcement currently doing to staunch the flow of illegal aliens into the United States?
What ideas do you have that would be effective in reducing this growing problem?
.
3-4 paragraphsYou have received a complaint that someone in the .docxLyndonPelletier761
3-4 paragraphs
You have received a complaint that someone in the fee collection department may be looting the agency because she has an elaborate lifestyle. You have received other reports that customers have been complaining of errors in their accounts balances regarding properly crediting payments made.
Investigators use the fraud triangle in planning and conducting their investigations. Include the following in your posting:
Describe how you would use the fraud triangle in the above situation.
Include a listing of factors you would look for and what type of evidence you would need to follow up on the fraud triangle items identified.
.
3-4 pagesAPA STYLEThe U.S. has long been seen by many around t.docxLyndonPelletier761
3-4 pages
APA STYLE
The U.S. has long been seen by many around the world as a bastion of freedom and liberty. But what does this mean? How can individual choice be promoted and protected when members of society have different views of how things should be organized and how their own interests can be preserved? The interests of an individual in his or her own freedom and liberty to act must be balanced against the interests of society as a whole, and sometimes these interests collide. Societies need to have laws to promote order. The larger, more diverse, and more complex a society is, the more regulated that society must be. At the same time, people have differing opinions about what choices should be allowed on many controversial subjects, about what the government itself should be allowed to do, and about whose interests should prevail.
Assignment Guidelines
Address the following in 3–4 pages:
With respect to the making, enforcement, and interpretation of laws, what are the roles of the executive, legislative, and judicial branches of the U.S. government?
Who does what? In other words, are these roles really separate and distinct, or are there ways in which these roles overlap?
As society changes, how does this impact the making and interpretation of laws?
What are your conclusions about the need to balance individual choice and liberty with the needs of U.S. society as a whole? Incorporate an example of a law or an issue or area of particular interest to you. Ideas could include: civil rights, domestic and/or child abuse, or detention of suspected terrorists.
To illustrate your position on these questions, refer to your text, the supplemental course materials, or pertinent outside sources (library, Web, other resources) to support your responses. You may choose a law or policy that you are interested in to illustrate your conclusions.
.
3-5 pagesCommunity-oriented policing (COP) does involve th.docxLyndonPelletier761
3-5 pages
Community-oriented policing (COP) does involve the need for information technology. Such information technology that COP programs and projects could utilize are databases, computer software for crime analysis, and records management systems. Police officials find the use of these systems to be helpful in compiling data about criminal statistics and analyses that can aid in how patrol officers are organized, research for new programs that involve the police department officials and community members, and crime prevention and criminal investigations.
PART 1 ( 1 page)
The FBI’s Uniform Crime Report database
Computer-Aided Dispatch
Live Scan
How are your selected technologies used by law enforcement agencies within a community policing program? Explain in detail
PART 2
address the following in 3–4 pages:
What drawbacks do the technologies selected by the group have on law enforcement operations? Explain in detail.
What specific problems do these technologies directly address? Explain.
Responsibilities must be divided evenly amongst all group members.
Be sure to reference all sources using APA style.
.
3 to 4 line answers only each.No Plagarism.$25Need by 109201.docxLyndonPelletier761
3 to 4 line answers only each.
No Plagarism.
$25
Need by 10/9/2016 - 10:00 AM
1.
Distinguish between vulnerability, threat, and control.
2.
Theft usually results in some kind of harm. For example, if someone steals
your car, you may suffer financial loss, inconvenience (by losing your mode of
transportation), and emotional upset (because of invasion of your personal
property and space). List three kinds of harm a company might experience from
theft of computer equipment.
3.
List at least three kinds of harm a company could experience from electronic
espionage or unauthorized viewing of confidential company materials.
4.
List at least three kinds of damage a company could suffer when the integrity
of a program or company data is compromised.
5.
List at least three kinds of harm a company could encounter from loss of
service, that is, failure of availability. List the product or capability to which
access is lost, and explain how this loss hurts the company.
6.
Describe each of the following four kinds of access control mechanisms in
terms of (a) ease of determining authorized access during execution, (b) ease of
adding access for a new subject, (c) ease of deleting access by a subject, and (d)
ease of creating a new object to which all subjects by default have access.
• per-subject access control list (that is, one list for each subject tells
all the objects to which that subject has access)
• per-object access control list (that is, one list for each object tells all
the subjects who have access to that object)
• access control matrix
• capability
7.
Suppose a per-subject access control list is used. Deleting an object in such a
system is inconvenient because all changes must be made to the control lists of
all subjects who did have access to the object. Suggest an alternative, less costly
means of handling deletion.
8.
File access control relates largely to the secrecy dimension of security. What
is the relationship between an access control matrix and the integrity of the
objects to which access is being controlled?
9.
One feature of a capability-based protection system is the ability of one
process to transfer a copy of a capability to another process. Describe a situation
in which one process should be able to transfer a capability to another.
10.
Suggest an efficient scheme for maintaining a per-user protection scheme.
That is, the system maintains one directory per user, and that directory lists all
the objects to which the user is allowed access. Your design should address the
needs of a system with 1000 users, of whom no more than 20 are active at any
time. Each user has an average of 200 permitted objects; there are 50,000 total
objects in the system.
11.
Give an example of the use of physical separation for security in a computing
environment.
12.
Give an example of the use of temporal separation for security in a computing
environment.
13.
Give an example of an object whose sensitivity may change during ex.
3 page paper, double spaced, apa formatThis paper is technically.docxLyndonPelletier761
3 page paper, double spaced, apa format
This paper is technically an opinion based paper but should be backed up with facts from the case.
View point on David..
Resonable reliance
Back up your opinion
Contracts
Please utilize some law vocabs that is neccesary to this case
.
3 pages You could write a Literacy Narrative” about the influence.docxLyndonPelletier761
3 pages
You could write a “Literacy Narrative” about the influence that a particular social and/or cultural environment had on your literate practices and how those practices may or may not have fit in with the environment. In other words, you will examine the way you had to change your communication practices to fit into a new environment (whether it was a different school; a new neighborhood, state, or country; or a new workplace, for instance) and how successful you were in fitting in to that new environment.
Literate practices
may include speaking, writing, reading, and interpretation, and you may write about these practices in terms of communication conventions, the expectations for behavior or performance, an understanding and acceptance of roles and responsibilities, etc., in a particular setting.
.
3 pages plus 3 original photographsPart 1Art criticism is the .docxLyndonPelletier761
3 pages plus 3 original photographs
Part 1
Art criticism is the process of gathering facts and information about a work of art and the artist to describe, analyze, interpret, and evaluate art. For this assignment, you will choose one work of art from the following artists to critique.
Select ONE (1) work of art by one of the following artists:
Mary Cassatt
Pierre-Auguste Renoir
Claude Monet
Edgar Degas
Berthe Morisot
Gustave Caillebotte
Complete the following:
Identify the artist, the title of the artwork, the date it was completed, and the size of the art piece in the first paragraph.
Paste an image of the painting in your paper. (The images in the textbook are copyright-protected and cannot be copied. To find the exact painting, search the Internet by the artist’s name and the title of the work. Right-click and copy the image. Open a Word document and right-click and paste. If the image does not paste into your paper, try another image. Sometimes images are protected and cannot be copied. Wherever you do find the image, make sure to cite your source in APA style. If you are unsure how to cite an image,
this resource can help you
.)
Develop a critique of the work. Be sure that you write a well-developed paragraph on each of the four areas indicating specific areas in the painting in your explanation:
Description
Analysis
Interpretation
Evaluation
Explain how art can be "aesthetically pleasing" even if it isn't beautiful?
How did viewers of the selected work of art respond to the work at the time it was created?
Part 2
Using a camera or cell phone, take THREE (3) of your own, uniquely different, photographs from your immediate environment that exemplify each of the following styles of art (be creative!):
Realism
Impressionism
Post-Impressionism
You can manipulate your photographs with any software effects to achieve the appropriate results. For example, you can take a photo of a friend or family member, and using software, blur the image to represent impressionism.
Include your 3 original photographs in your paper. (Save the photos to your desktop. If you use your phone camera, you can e-mail them to yourself. Open the image and right-click and copy. Open a Word document and right-click and paste.)
Include the following information in paragraph style:
Number each photo and identify the style it closely resembles.
Explain the characteristics of each style that you tried to emulate.
What style of art would best be used to communicate a direct message? Explain
What style of art would evoke an emotional response? Explain.
Identify 3 examples of Realism in art or design that you see on a daily basis.
Describe a situation in which the style of Impressionism might best be used in art and/or design today?
In-text citations and a list of references are required when including or paraphrasing any idea, fact, date, or other information from the textbook or other references.
Please use APA format and references.
.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
300-400 wordsClick here to access American Rhetorics Top 100 .docxLyndonPelletier761
300-400 words
Click
here
to access American Rhetoric's Top 100 speeches.
Select the link for the top 100 speeches.
Select and listen to 2 speeches.
While listening, critique the speeches using the following guidelines;
Speech #1
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
Speech #2
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
.
3. Describe one of the five major themes of Progressive Reform outli.docxLyndonPelletier761
3. Describe one of the five major themes of Progressive Reform outlined in chapter 20. Please include examples.
One of the five major themes for progressive reforms outlined in chapter 20 was election process. Specifically having individual states conduct primary’s for each political party’s candidates. This election process was enforced by the ratification of the 17
th
amendment in 1917.
This bold and desperately needed reform would help the working class more than some of the other reforms, as it would directly result in the people hand picking who they wanted to represent them and their local government verses having special interest group such as big corporations pay to have elected who they wanted. This was the start of true representation of the people by the people for the people.
Just as important in the early twentieth century was the adoption of the initiative and referendum, which allowed local state government the ability to empower local citizens more than just the right to vote a political appointee. This process allowed for private citizens the power to bring up time critical change by posting on a ballot a change or make a new law which would go up for a vote, if passed by public vote it would be law.
Without these two reforms such accidents like the triangle fire may have not resulted in new laws on work hours, child labor laws and other laws passed to protect pregnant women in the work place.
.
3. How do culture and business of Ireland compare with US culture an.docxLyndonPelletier761
3. How do culture and business of Ireland compare with US culture and business?
3.1 Compare/Contrast Ireland with the USA
3.2 Hofstede analysis
4. What are the implications for US businesses that wish to conduct business in that region?
4.1 Analysis of facts
4.2 SWOT Analysis
4.2.1 Strengths
4.2.2 Weaknesses
4.2.3 Opportunities
4.2.4 Threats
4.3 FDI Analysis
12 pages, 12 different SCHOLARLY sources, plagiarism free
.
3-page paper which you use the article from the below websites.docxLyndonPelletier761
3-page paper
which you use the article from the below websites:
Critically discuss and analyze where the line should be drawn between protecting student privacy rights and allowing school officials to take steps to ensure a safe environment.
Use the following outline to organize your paper:
1.
Introduction: Issues of violence and safety on the campus.
2.
The elements of a safe campus (identify and discuss).
3.
The role of the teacher/instructor and education leader in preventing violence.
4.
Issues related to campus crime reporting and student searches (discuss).
Healy, S. J. (2007). Best practices for making college campuses safe. International Association of Campus Law Enforcement Administrators (IACLEA). Retrieved August 2009 from
http://www.iaclea.org/visitors/PDFs/HouseTestimony_Final_13May07.pdf
Department of Justice. (2005, December). Sexual assault on campus: What colleges and universities are doing about it. Retrieved August 2009 from
http://www.ncjrs.gov/pdffiles1/nij/205521.pdf
.
3-page APA format reaction paper to the first four stages of develop.docxLyndonPelletier761
This 3-page paper summarizes the first four stages of development and parts of thinking from the textbook Critical Thinking, Tool for taking Charge of Your Professional and Personal Life. It includes an introduction, summary of information, critique, reaction, and conclusion on the key topics from the assigned reading. References the assigned textbook and two other sources.
350 words. Standard essay format- no sources needed1. Explain wh.docxLyndonPelletier761
350 words. Standard essay format- no sources needed
1. Explain what is meant by “nervousness” of the MRP schedule. Provide an example. Name two
tools that are particularly useful in reducing system nervousness in MRP systems.
2. What makes short-term scheduling of strategic importance?
3. Compare and contrast throughput with manufacturing cycle time.
.
300 - 500 words in APA format (in text citations) and refernce page..docxLyndonPelletier761
300 - 500 words in APA format (in text citations) and refernce page.
Part one:
Ethics in Research
Utilizing the internet
Summarize the research.
Explain why the research was unethical.
Explain what changes (if any) in research resulted.
Part two:
Select an organizational issue, problem, or topic that you would like to research. Write 1 research question or hypothesis regarding that.
.
300 words long addressing the following issues.its a discussion h.docxLyndonPelletier761
300 words long addressing the following issues.
it's a discussion homework
Case :missing artifact
For his own aesthetic purposes, Marcus Randolph had collected Pueblo Indian arts and crafts for many years before becoming an anthropologist. Randolph's fieldwork sites for ten years were located in Latin America. However, as a result of personal contacts, he was asked to conduct a brief ethnohistorical study in one of the Rio Grande pueblos. As his study progressed, he learned that an important item had been missing for about 20 years from the collection of paraphernalia used by one of the religious leaders in the community. According to this individual, ceremonies had never been complete since the item had disappeared. Crop failures and other community problems were partially attributed to this loss.
After obtaining a full description from the religious leader and checking this against information about the item with colleagues in local museums and universities, Randolph realized that there was a good chance that the item in question was at least similar to, if not identical to, one he had purchased 15 years previously from a trading post.
Randolph's Dilemma: Should he offer the item in his possession to the religious leader? Should he even show the item to the religious leader? Or, should he simply make a note regarding the missing religious piece and not disclose his personal possession to anyone in the community?
.
3. Creativity and AdvertisingFind two advertisements in a magazi.docxLyndonPelletier761
3. Creativity and Advertising
Find two advertisements in a magazine, on YouTube, or from some other source – one ad which you think is creative and one ad which you do not. Attach a copy of the ad, provide the web address, or otherwise describe the ads in sufficient detail.
For the ad that you feel is creative, reflect on why you think it’s so. Use the
creativity tactics
to frame your discussion. For the ad that you feel is not so creative, what could you suggest the advertiser do to make it more creative? To help facilitate your discussion, sketch out how you would recommend the ad be designed being sure to include both illustrations and copy. (You don’t have to be an exceptional artist on this last item but demonstrate to me that you can both verbally and visually communicate your ideas to a potential client.)
.
3-page APA format reaction paper to the standards of thinking and th.docxLyndonPelletier761
3-page APA format reaction paper to the standards of thinking and the art of making intelligent decision making. If possible please use the text Critical Thinking, Tool for taking Charge of Your Professional and Personal Life as one of the three references. Please be sure to add the following: Introduction, Information Summary, Critique, Reaction, and Conclusion in to the assignment
.
3-5 pagesThe patrol division of a police department is the l.docxLyndonPelletier761
3-5 pages
The patrol division of a police department is the lifeblood of how and where a majority of information flows into the organization. For police departments that either plan to or have already implemented a community policing program or project, one particular division that police officials address is
patrol
. The patrol officers of the department’s patrol division perform a battery of tasks while interacting with community members and business owners. Those tasks can and do include handling calls for service, writing crime reports, solving problems, and being visible. One area of patrol that community policing programs promotes is
foot patrols
.
Another form of patrol that police departments utilize is
bicycle patrols
. Bicycle patrols are typically popular in downtown areas, shopping malls, and business communities because of their ease in maneuverability but more so because of the closer interaction the officer has with the citizens that work and patronize the various businesses.
Assignment Guidelines:
Address the following in 3–5 pages:
Historically, what did a police patrol consist of? Explain.
What were the traditional policies regarding community relations? Explain.
Conduct a search, or contact your local law enforcement agency to find out if the department has a foot patrol, bicycle patrol, scooter patrol, horse patrol, etc.
Discuss the types of different patrol programs that the department has implemented. You will want to address at least 2 patrol programs, if possible.
Answer the following for each program:
Where is the patrol program typically implemented? Explain.
Is the program utilized year-round, or is it seasonal? Explain why.
What is the stated purpose of the program? Explain.
What is the public opinion of this program? Explain.
How effective is this program at fulfilling its intended purpose? Explain.
Generally speaking, how do the various patrol programs help to bring the police officers closer to the citizens? Explain.
Be sure to reference all sources using APA style.
.
3-5 pagesOfficer Landonio is now in the drug task force. H.docxLyndonPelletier761
3-5 pages
Officer Landonio is now in the drug task force. He and three other officers have been assigned to serve a search warrant regarding a stolen 50-inch plasma television set. He serves the search warrant and walks into the residence with the three officers. Sitting on the coffee table is a variety of narcotics, both prescription and illegal. What are his options at this time?
During the search, one officer opened a kitchen cabinet and found a kilogram of cocaine. Can Officer Landonio take this as evidence and arrest the residents? Why or why not? What would be the next step in this process?
Check the laws in a U.S. state of your choosing and the requirements of arrest warrants. Be sure to reference and use citations in your material.
Assignment Guidelines
Address the following in 3–5 pages:
Can Officer Landonio take the cocaine as evidence? Why or why not? Explain.
Assuming that the residents of the dwelling are present, what are Officer Landonio's options upon finding the prescribed and illegal narcotics on the table? Explain.
What actions will he be required to take by law? Explain.
You will need to fabricate the details or at least address multiple possibilities for this case.
How does discretion come into play in this case?
How can nonresidents present in the dwelling be handled? Explain.
With what can they be charged if arrested? Explain.
If the residents are arrested, what are the next steps in the process? Explain.
Can drug courts come into play regarding this case? Why or why not?
Typically, when will drug law offenders be fined, and when will they be incarcerated? Explain.
Be sure to reference all sources using APA style.
.
3-4 paragraphs
Assignment Details
Contemporary criminal justice administrators must have familiarity with the rapidly growing issue of undocumented or illegal aliens in the United States.
Focus your discussion on the following:
What are the primary problems faced by law enforcement in protecting the U.S. borders?
What is law enforcement currently doing to staunch the flow of illegal aliens into the United States?
What ideas do you have that would be effective in reducing this growing problem?
.
3-4 paragraphsYou have received a complaint that someone in the .docxLyndonPelletier761
3-4 paragraphs
You have received a complaint that someone in the fee collection department may be looting the agency because she has an elaborate lifestyle. You have received other reports that customers have been complaining of errors in their accounts balances regarding properly crediting payments made.
Investigators use the fraud triangle in planning and conducting their investigations. Include the following in your posting:
Describe how you would use the fraud triangle in the above situation.
Include a listing of factors you would look for and what type of evidence you would need to follow up on the fraud triangle items identified.
.
3-4 pagesAPA STYLEThe U.S. has long been seen by many around t.docxLyndonPelletier761
3-4 pages
APA STYLE
The U.S. has long been seen by many around the world as a bastion of freedom and liberty. But what does this mean? How can individual choice be promoted and protected when members of society have different views of how things should be organized and how their own interests can be preserved? The interests of an individual in his or her own freedom and liberty to act must be balanced against the interests of society as a whole, and sometimes these interests collide. Societies need to have laws to promote order. The larger, more diverse, and more complex a society is, the more regulated that society must be. At the same time, people have differing opinions about what choices should be allowed on many controversial subjects, about what the government itself should be allowed to do, and about whose interests should prevail.
Assignment Guidelines
Address the following in 3–4 pages:
With respect to the making, enforcement, and interpretation of laws, what are the roles of the executive, legislative, and judicial branches of the U.S. government?
Who does what? In other words, are these roles really separate and distinct, or are there ways in which these roles overlap?
As society changes, how does this impact the making and interpretation of laws?
What are your conclusions about the need to balance individual choice and liberty with the needs of U.S. society as a whole? Incorporate an example of a law or an issue or area of particular interest to you. Ideas could include: civil rights, domestic and/or child abuse, or detention of suspected terrorists.
To illustrate your position on these questions, refer to your text, the supplemental course materials, or pertinent outside sources (library, Web, other resources) to support your responses. You may choose a law or policy that you are interested in to illustrate your conclusions.
.
3-5 pagesCommunity-oriented policing (COP) does involve th.docxLyndonPelletier761
3-5 pages
Community-oriented policing (COP) does involve the need for information technology. Such information technology that COP programs and projects could utilize are databases, computer software for crime analysis, and records management systems. Police officials find the use of these systems to be helpful in compiling data about criminal statistics and analyses that can aid in how patrol officers are organized, research for new programs that involve the police department officials and community members, and crime prevention and criminal investigations.
PART 1 ( 1 page)
The FBI’s Uniform Crime Report database
Computer-Aided Dispatch
Live Scan
How are your selected technologies used by law enforcement agencies within a community policing program? Explain in detail
PART 2
address the following in 3–4 pages:
What drawbacks do the technologies selected by the group have on law enforcement operations? Explain in detail.
What specific problems do these technologies directly address? Explain.
Responsibilities must be divided evenly amongst all group members.
Be sure to reference all sources using APA style.
.
3 to 4 line answers only each.No Plagarism.$25Need by 109201.docxLyndonPelletier761
3 to 4 line answers only each.
No Plagarism.
$25
Need by 10/9/2016 - 10:00 AM
1.
Distinguish between vulnerability, threat, and control.
2.
Theft usually results in some kind of harm. For example, if someone steals
your car, you may suffer financial loss, inconvenience (by losing your mode of
transportation), and emotional upset (because of invasion of your personal
property and space). List three kinds of harm a company might experience from
theft of computer equipment.
3.
List at least three kinds of harm a company could experience from electronic
espionage or unauthorized viewing of confidential company materials.
4.
List at least three kinds of damage a company could suffer when the integrity
of a program or company data is compromised.
5.
List at least three kinds of harm a company could encounter from loss of
service, that is, failure of availability. List the product or capability to which
access is lost, and explain how this loss hurts the company.
6.
Describe each of the following four kinds of access control mechanisms in
terms of (a) ease of determining authorized access during execution, (b) ease of
adding access for a new subject, (c) ease of deleting access by a subject, and (d)
ease of creating a new object to which all subjects by default have access.
• per-subject access control list (that is, one list for each subject tells
all the objects to which that subject has access)
• per-object access control list (that is, one list for each object tells all
the subjects who have access to that object)
• access control matrix
• capability
7.
Suppose a per-subject access control list is used. Deleting an object in such a
system is inconvenient because all changes must be made to the control lists of
all subjects who did have access to the object. Suggest an alternative, less costly
means of handling deletion.
8.
File access control relates largely to the secrecy dimension of security. What
is the relationship between an access control matrix and the integrity of the
objects to which access is being controlled?
9.
One feature of a capability-based protection system is the ability of one
process to transfer a copy of a capability to another process. Describe a situation
in which one process should be able to transfer a capability to another.
10.
Suggest an efficient scheme for maintaining a per-user protection scheme.
That is, the system maintains one directory per user, and that directory lists all
the objects to which the user is allowed access. Your design should address the
needs of a system with 1000 users, of whom no more than 20 are active at any
time. Each user has an average of 200 permitted objects; there are 50,000 total
objects in the system.
11.
Give an example of the use of physical separation for security in a computing
environment.
12.
Give an example of the use of temporal separation for security in a computing
environment.
13.
Give an example of an object whose sensitivity may change during ex.
3 page paper, double spaced, apa formatThis paper is technically.docxLyndonPelletier761
3 page paper, double spaced, apa format
This paper is technically an opinion based paper but should be backed up with facts from the case.
View point on David..
Resonable reliance
Back up your opinion
Contracts
Please utilize some law vocabs that is neccesary to this case
.
3 pages You could write a Literacy Narrative” about the influence.docxLyndonPelletier761
3 pages
You could write a “Literacy Narrative” about the influence that a particular social and/or cultural environment had on your literate practices and how those practices may or may not have fit in with the environment. In other words, you will examine the way you had to change your communication practices to fit into a new environment (whether it was a different school; a new neighborhood, state, or country; or a new workplace, for instance) and how successful you were in fitting in to that new environment.
Literate practices
may include speaking, writing, reading, and interpretation, and you may write about these practices in terms of communication conventions, the expectations for behavior or performance, an understanding and acceptance of roles and responsibilities, etc., in a particular setting.
.
3 pages plus 3 original photographsPart 1Art criticism is the .docxLyndonPelletier761
3 pages plus 3 original photographs
Part 1
Art criticism is the process of gathering facts and information about a work of art and the artist to describe, analyze, interpret, and evaluate art. For this assignment, you will choose one work of art from the following artists to critique.
Select ONE (1) work of art by one of the following artists:
Mary Cassatt
Pierre-Auguste Renoir
Claude Monet
Edgar Degas
Berthe Morisot
Gustave Caillebotte
Complete the following:
Identify the artist, the title of the artwork, the date it was completed, and the size of the art piece in the first paragraph.
Paste an image of the painting in your paper. (The images in the textbook are copyright-protected and cannot be copied. To find the exact painting, search the Internet by the artist’s name and the title of the work. Right-click and copy the image. Open a Word document and right-click and paste. If the image does not paste into your paper, try another image. Sometimes images are protected and cannot be copied. Wherever you do find the image, make sure to cite your source in APA style. If you are unsure how to cite an image,
this resource can help you
.)
Develop a critique of the work. Be sure that you write a well-developed paragraph on each of the four areas indicating specific areas in the painting in your explanation:
Description
Analysis
Interpretation
Evaluation
Explain how art can be "aesthetically pleasing" even if it isn't beautiful?
How did viewers of the selected work of art respond to the work at the time it was created?
Part 2
Using a camera or cell phone, take THREE (3) of your own, uniquely different, photographs from your immediate environment that exemplify each of the following styles of art (be creative!):
Realism
Impressionism
Post-Impressionism
You can manipulate your photographs with any software effects to achieve the appropriate results. For example, you can take a photo of a friend or family member, and using software, blur the image to represent impressionism.
Include your 3 original photographs in your paper. (Save the photos to your desktop. If you use your phone camera, you can e-mail them to yourself. Open the image and right-click and copy. Open a Word document and right-click and paste.)
Include the following information in paragraph style:
Number each photo and identify the style it closely resembles.
Explain the characteristics of each style that you tried to emulate.
What style of art would best be used to communicate a direct message? Explain
What style of art would evoke an emotional response? Explain.
Identify 3 examples of Realism in art or design that you see on a daily basis.
Describe a situation in which the style of Impressionism might best be used in art and/or design today?
In-text citations and a list of references are required when including or paraphrasing any idea, fact, date, or other information from the textbook or other references.
Please use APA format and references.
.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. 1
Kerry Zhao
Professor Laury Oaks
Femst 20
January 25, 2020
Feminist Threshold Concepts in Marriage Story
How Social Constructs Factor Into Divorce Proceedings
A valuable piece of feminist media is one that accurately
portrays the discrepancy between
the treatment of males and females. Such a piece of media
allows the viewer to accurately discern
where differences in gender roles and expectations arise. One
such text is Noah Baumbach’s 2019
film Marriage Story, starring Adam Driver and Scarlett
Johansson as a married couple going through a
divorce. The film is raw and at times difficult to watch,
highlighting both the difficulties of a divorce
and the double standards that arise when a child is involved.
Part of analyzing a feminist piece of
2. work includes juxtaposing how males and females are treated
differently. This is referenced in the
textbook via the threshold concept of the social construction of
gender. (Launius and Hassel, 10) Using
this threshold concept as a lens, we see Marriage Story as a
commentary on how contemporary
notions of marriage and divorce treat men and women
differently, exemplifying the differences and
double standards between the two.
The threshold concept of the social construction of gender
focuses on how the “ideas and
constructions of gender change across time, between and within
cultures, and even within one’s
lifespan […] they also establish and perpetuate sexism;
additionally, racial, ethnic, and cultural
identities frame expectations for appropriate gendered behavior,
as does social class and sexuality.”
(Launius, 54) Marriage Story demonstrates how all these factors
play out in a divorce. Nicole and
Charlie Barber are going through a divorce – Charlie is a
successful New York City theatre director
and Nicole is a former teen actress who occasionally stars in
Charlie’s plays. They have a young son,
and the film opens with the couple already in marriage
3. counselling. Baumbach’s film proceeds to
2
follow the two as they navigate the trials and tribulations of
divorce, made particularly difficult when
Nicole moves from their New York home to Los Angeles, in
order for her to begin starring in a
television show. At times, the film is almost uncomfortable
because how raw and real it is – typically,
films don’t allow their stars to appear so awkward and
unlikeable. But Marriage Story is believable
because of how relatable its content is, particularly that of how
Nicole and Charlie are held to
entirely different standards throughout their divorce.
Perhaps the best example of how social constructs play a role in
such a situation is when
Laura Dern’s character – Nicole’s divorce lawyer Nora Fanshaw
- monologues about how Nicole
will be portrayed in a trial versus how Charlie – Nicole’s soon-
to-be ex-husband, will be portrayed:
“People don't accept mothers who drink too much wine and yell
at their child and call him
an asshole. I get it. I do it too. We can accept an imperfect dad.
4. […] God is the father and
God didn't show up. So, you have to be perfect, and Charlie can
be a fuck up and it doesn't
matter. You will always be held to a different, higher standard.
And it's fucked up, but that's
the way it is.
- Marriage Story, dir. Noah Baumbach (2019)
This quote perfectly exemplifies how social constructs define
how Nicole must navigate her
divorce as opposed to Charlie, who faces challenges that are
just as difficult, albeit different.
Charlie’s lawyer encourages him to fight dirty, exacerbating all
of Nicole’s minor flaws and making
her out to be a terrible mother in court, despite Charlie not fully
believing such accusations himself.
Ultimately, it is clear how this divorce favored Nicole,
regardless of what Charlie did to demonstrate
his devotion to his child. This further exemplifies how the
social construct of gender is not only sexist
towards females in divorce cases, but potentially unfair towards
men too. Nicole’s abrupt move to
3
5. Los Angeles leaves Charlie struggling to find a divorce lawyer
in the city and forcing him to look
negligent as he attempts to continue his career in New York.
Marriage Story demonstrates something unique in how it treats
both its male and female
protagonists evenly, which is an excellent tool through which
we can critique and analyze the social
construct of gender as a threshold concept. I choose this
threshold concept paired with this
particular text because it is vital to highlight the differences
between how men and women are
treated in situations as common and human as divorce.
Analyzing how Nicole and Charlie are
portrayed differently is crucial to understanding how this
threshold concept applies in such cases.
4
Works Cited
Baumbach, Noah. Marriage Story. Netflix, 2019.
Launius, Christie and Holly Hassel. Threshold Concepts in
Women’s and Gender Studies: Ways of Seeing,
Thinking, and Knowing, 2nd ed. Routledge: New York, 2018.
6. Print.
1
Kerry Zhao
Professor Laury Oaks
Femst 20
January 25, 2020
Feminist Threshold Concepts in Marriage Story
How Social Constructs Factor Into Divorce Proceedings
A valuable piece of feminist media is one that accurately
portrays the discrepancy between
the treatment of males and females. Such a piece of media
allows the viewer to accurately discern
where differences in gender roles and expectations arise. One
such text is Noah Baumbach’s 2019
film Marriage Story, starring Adam Driver and Scarlett
Johansson as a married couple going through a
divorce. The film is raw and at times difficult to watch,
highlighting both the difficulties of a divorce
and the double standards that arise when a child is involved.
Part of analyzing a feminist piece of
7. work includes juxtaposing how males and females are treated
differently. This is referenced in the
textbook via the threshold concept of the social construction of
gender. (Launius and Hassel, 10) Using
this threshold concept as a lens, we see Marriage Story as a
commentary on how contemporary
notions of marriage and divorce treat men and women
differently, exemplifying the differences and
double standards between the two.
The threshold concept of the social construction of gender
focuses on how the “ideas and
constructions of gender change across time, between and within
cultures, and even within one’s
lifespan […] they also establish and perpetuate sexism;
additionally, racial, ethnic, and cultural
identities frame expectations for appropriate gendered behavior,
as does social class and sexuality.”
(Launius, 54) Marriage Story demonstrates how all these factors
play out in a divorce. Nicole and
Charlie Barber are going through a divorce – Charlie is a
successful New York City theatre director
and Nicole is a former teen actress who occasionally stars in
Charlie’s plays. They have a young son,
8. and the film opens with the couple already in marriage
counselling. Baumbach’s film proceeds to
2
follow the two as they navigate the trials and tribulations of
divorce, made particularly difficult when
Nicole moves from their New York home to Los Angeles, in
order for her to begin starring in a
television show. At times, the film is almost uncomfortable
because how raw and real it is – typically,
films don’t allow their stars to appear so awkward and
unlikeable. But Marriage Story is believable
because of how relatable its content is, particularly that of how
Nicole and Charlie are held to
entirely different standards throughout their divorce.
Perhaps the best example of how social constructs play a role in
such a situation is when
Laura Dern’s character – Nicole’s divorce lawyer Nora Fanshaw
- monologues about how Nicole
will be portrayed in a trial versus how Charlie – Nicole’s soon-
to-be ex-husband, will be portrayed:
“People don't accept mothers who drink too much wine and yell
at their child and call him
9. an asshole. I get it. I do it too. We can accept an imperfect dad.
[…] God is the father and
God didn't show up. So, you have to be perfect, and Charlie can
be a fuck up and it doesn't
matter. You will always be held to a different, higher standard.
And it's fucked up, but that's
the way it is.
- Marriage Story, dir. Noah Baumbach (2019)
This quote perfectly exemplifies how social constructs define
how Nicole must navigate her
divorce as opposed to Charlie, who faces challenges that are
just as difficult, albeit different.
Charlie’s lawyer encourages him to fight dirty, exacerbating all
of Nicole’s minor flaws and making
her out to be a terrible mother in court, despite Charlie not fully
believing such accusations himself.
Ultimately, it is clear how this divorce favored Nicole,
regardless of what Charlie did to demonstrate
his devotion to his child. This further exemplifies how the
social construct of gender is not only sexist
towards females in divorce cases, but potentially unfair towards
men too. Nicole’s abrupt move to
10. 3
Los Angeles leaves Charlie struggling to find a divorce lawyer
in the city and forcing him to look
negligent as he attempts to continue his career in New York.
Marriage Story demonstrates something unique in how it treats
both its male and female
protagonists evenly, which is an excellent tool through which
we can critique and analyze the social
construct of gender as a threshold concept. I choose this
threshold concept paired with this
particular text because it is vital to highlight the differences
between how men and women are
treated in situations as common and human as divorce.
Analyzing how Nicole and Charlie are
portrayed differently is crucial to understanding how this
threshold concept applies in such cases.
4
Works Cited
Baumbach, Noah. Marriage Story. Netflix, 2019.
Launius, Christie and Holly Hassel. Threshold Concepts in
Women’s and Gender Studies: Ways of Seeing,
11. Thinking, and Knowing, 2nd ed. Routledge: New York, 2018.
Print.
White Privilege: Unpacking the Invisible
Knapsack
by Peggy McIntosh
Through work to bring materials
from Women’s Studies into the rest of
the curriculum, I have often noticed
men’s unwillingness to grant that they
are over-privileged, even though they
may grant that women are
disadvantaged. They may say that they
will work to improve women’s status,
in the society, the university, or the
curriculum, but they can’t or won’t
support the idea of lessening men’s.
Denials which amount to taboos
surround the subject of advantages
which men gain from women’s
disadvantages. These denials protect
male privilege from being fully
acknowledged, lessened or ended.
Thinking through unacknowledged
male privilege as a phenomenon, I
realized that since hierarchies in our
society are interlocking, there was
most likely a phenomenon of white
privilege which was similarly denied
and protected. As a white person, I
13. package of unearned assets which I can
count on cashing in each day, but about
which I was ‘meant’ to remain
oblivious. White privilege is like an
invisible weightless knapsack of
special provisions, maps, passports,
codebooks, visas, clothes, tools and
blank checks.
Describing white privilege makes
one newly accountable. As we in
Women’s Studies work to reveal male
privilege and ask men to give up some
of their power, so one who writes
about having white privilege must ask,
“Having described it, what will I do to
lessen or end it?”
After I realized the extent to which
men work from a base of
unacknowledged privilege, I
understood that much of their
oppressiveness was unconscious. Then
I remembered the frequent charges
from women of color that white
women whom they encounter are
oppressive. I began to understand why
we are justly seen as oppressive, even
when we don’t see ourselves that way.
I began to count the ways in which I
enjoy unearned skin privilege and have
been conditioned into oblivion about
its existence.
My schooling gave me no training in
seeing myself as an oppressor, as an
unfairly advantaged person, or as a
participant in a damaged culture. I was
taught to see myself as an individual
14. whose moral state depended on her
individual moral will. My schooling
followed the pattern my colleague
Elizabeth Minnich has pointed out:
whites are taught to think of their lives
as morally neutral, normative, and
average, and also ideal, so that when
we work to benefit others, this is seen
as work which will allow “them” to be
more like “us.”
I decided to try to work on myself at
least by identifying some of the daily
I was taught to see racism
only in individual acts of
meanness, not in invisible
systems conferring dominance
on my group.
effects of white privilege in my life. I
have chosen those conditions which I
think in my case attach somewhat
more to skin-color privilege than to
class, religion, ethnic status, or
geographical location, though of
course all these other factors are
intricately intertwined. As far as I can
see, my African American co[workers,
friends and acquaintances with whom I
come into daily or frequent contact in
this particular time, place, and line of
work cannot count on most of these
conditions.
1. I can if I wish arrange to be in the
15. company of people of my race most of
the time.
2. If I should need to move, I can be
pretty sure of renting or purchasing
housing in an area which I can afford
and in which I want to live.
3. I can be pretty sure that my
neighbors in such a location will be
neutral or pleasant to me.
4. I can go shopping alone most of the
time, pretty well assured that I will not
be followed or harassed.
5. I can turn on the television or open
to the front page of the paper and see
people of my race widely represented.
6. When I am told about our national
heritage or about “civilization,” I am
shown that people of my color made it
what it is.
7. I can be sure that my children will
be given curricular materials that
testify to the existence of their race.
8. If I want to, I can be pretty sure of
finding a publisher for this piece on
white privilege.
9. I can go into a music shop and
16. count on finding the music of my race
represented, into a supermarket and
find the staple foods which fit with my
cultural traditions, into a hairdresser’s
shop and find someone who can cut
my hair.
10. Whether I use checks, credit cards,
or cash, I can count on my skin color
not to work against the appearance of
financial reliability.
11. I can arrange to protect my
children most of the time from people
who might not like them.
12. I can sear, or dress in second hand
clothes, or not answer letters, without
having people attribute these choices to
the bad morals, the poverty, or the
illiteracy of my race.
13. I can speak in public to a powerful
male group without putting my race on
trial.
14. I can do well in a challenging
situation without being called a credit
to my race.
15. I am never asked to speak for all
the people of my racial group.
16. I can remain oblivious of the
language and customs of persons of
color who constitute the world’s
17. majority without feeling in my culture
any penalty for such oblivion.
17. I can criticize our government and
talk about how much I fear its policies
and behavior without being seen as a
cultural outsider.
18. I can be pretty sure that if I ask to
talk to “the person in charge,” I will be
facing a person of my race.
19. If a traffic cop pulls me over or if
the IRS audits my tax return, I can be
sure I haven’t been singled out because
of my race
20. I can easily buy posters, postcards,
picture books, greeting cards, dolls,
toys, and children’s magazines
featuring people of my race.
21. I can go home from most meetings
of organizations I belong to feeling
somewhat tied in, rather than isolated,
out-of-place, outnumbered, unheard,
held at a distance, or feared.
22. I can take a job with an affirmative
action employer without having co-
workers on the job suspect that I got it
because of race.
23. I can choose public
accommodation without fearing that
18. people of my race cannot get in or will
be mistreated in the places I have
chosen.
24. I can be sure that if I need legal or
medical help, my race will not work
against me.
25. If my day, week, or year is going
badly, I need not ask of each negative
episode or situation whether it has
racial overtones.
26. I can choose blemish cover or
bandages in “flesh” color and have
them more or less match my skin.
I repeatedly forgot each of the
realizations on this list until I wrote it
down. For me white privilege has
turned out to be an elusive and fugitive
subject. The pressure to avoid it is
great, for in facing it I must give up the
myth of meritocracy. If these things
are true, this is not such a free country;
one’s life is not what one makes it;
many doors open for certain people
through no virtues of their own.
In unpacking this invisible knapsack
of white privilege, I have listed
conditions of daily experience which I
once took for granted. Nor did I think
of any of these prerequisites as bad for
the holder. I now think that we need a
more finely differentiated taxonomy of
19. privilege, for some of these varieties
are only what one would want for
everyone in a just society, and others
give license to be ignorant, oblivious,
arrogant and destructive.
I see a pattern running through the
matrix of white privilege, a pattern of
assumptions which were passed on to
me as a white person. There was one
main piece of cultural turf; it was my
own turf, and I was among those who
could control the turf. My skin color
was an asset for any move I was
educated to want to make. I could
think of myself as belonging in major
ways, and of making social systems
work for me. I could freely disparage,
fear, neglect, or be oblivious to
anything outside of the dominant
cultural forms. Being of the main
culture, I could also criticize it fairly
freely.
In proportion as my racial group was
being made confident, comfortable,
and oblivious, other groups were likely
being made unconfident,
uncomfortable, and alienated.
Whiteness protected me from many
kinds of hostility, distress and
violence, which I was being subtly
trained to visit in turn upon people of
color.
For this reason, the word “privilege”
now seems to me misleading. We
usually think of privilege as being a
favored state, whether earned or
20. conferred by birth or luck. Yes some
of the conditions I have described here
work to systematically over empower
certain groups. Such privilege simply
confers dominance because of one’s
race or sex.
I want, then, to distinguish between
earned strength and unearned power
conferred systemically. Power from
unearned privilege can look like
strength when it is in fact permission to
escape or to dominate. But not all of
the privileges on my list are inevitably
damaging. Some, like the expectation
that neighbors will be decent to you, or
that your race will not count against
you in court, should be the norm in a
just society. Others, like the privilege
to ignore less powerful people, distort
the humanity of the holders as well as
the ignored groups.
Peace and Freedom July/August 1989
Peace and Freedom July/August 1989
We might at least start by
distinguishing between positive
advantages which we can work to
spread, and negative types of
advantages which unless rejected will
always reinforce our present
21. hierarchies. For example, the feeling
that one belongs within the human
circle, as Native Americans say, should
not be seen as privilege for a few.
Ideally it is an unearned entitlement.
At present, since only a few have it, it
is an unearned advantage for them.
This paper results from a process of
coming to see that some of the power
which I originally saw as attendant on
being a human being in the U.S.
consisted in unearned advantage and
conferred dominance.
I have met very few men who are
truly distressed about systemic,
unearned male advantage and
conferred dominance. And so one
question for me and others like me is
whether we will get truly distressed,
even outraged about unearned race
advantage and conferred dominance
and if so, what we will do to lessen
them. In any case, we need to do more
work in identifying how they actually
affect our daily lives. Many, perhaps
most, of our white students in the U.S.
think that racism doesn’t affect them
because they are not people of color;
they do not see “whiteness” as a racial
identity. In addition, since race and
sex are not the only advantaging
systems at work, we need similarly to
examine the daily experience of having
age advantage, or ethnic advantage, or
physical ability, or advantage related to
nationality, religion, or sexual
22. orientation.
Difficulties and dangers surrounding
the task of finding parallels are many.
Since racism, sexism, and
heterosexism are not the same, the
advantaging associated with them
should not be seen as the same. In
addition, it is hard to disentangle
aspects of unearned advantage which
rest more on social class, economic
class, race, religion, sex and ethnic
identity than on other factors. Still, all
of the oppressions are interlocking, as
the Combahee River Collective
Statement of 1977 continues to remind
us eloquently.
One factor seems clear about all of
the interlocking oppressions. They
take both active forms which we can
see and embedded forms which as a
member of the dominant group one is
taught not to see. In my class and
place, I did not see myself as a racist
because I was taught to recognize
racism only in individual acts of
meanness by members of my group,
never in invisible systems conferring
unsought racial dominance on my
group from birth.
Disapproving of the systems won’t
be enough to change them. I was
taught to think that racism could end if
white individuals hanged their
attitudes. [But] a “white” skin in the
United States opens many doors for
23. whites whether or not we approve of
the way dominance has been conferred
on us. Individual acts can palliate, but
cannot end, these problems.
To redesign social systems we need
first to acknowledge their colossal
unseen dimensions. The silences and
denials surrounding privilege are the
key political tool here. They keep the
thinking about equality or equity
incomplete, protecting unearned
advantage and conferred dominance by
making these taboo subjects. Most talk
by whites about equal opportunity
seems to me now to be about equal
opportunity to try to get into a position
of dominance while denying that
systems of dominance exist.
It seems to me that obliviousness
about white advantage, like
obliviousness about male advantage, is
kept strongly inculturated in the United
States so as to maintain the myth of
meritocracy, the myth that all
democratic choice is equally available
to all. Keeping most people unaware
that freedom of confident action is
there for just a small number of people
props up those in power, and serves to
keep power in the hands of the same
groups that have most of it already.
Though systematic change takes
many decades, there are pressing
questions for me and I imagine for
some others like me if we raise our
daily consciousness on the perquisites
24. of being light-skinned. What will we
do with such knowledge? As we know
from watching men, it is an open
The question is: “Having
described white privilege,
what will I do to end it?”
question whether we will choose to use
unearned advantage to weaken hidden
systems of advantage, and whether we
will use any of our arbitrarily-awarded
power to try to reconstruct power
systems on a broader base.
25. KISHONNA L. GRAY
Masculinity Studies
KEYWORDS feminism, hegemony, masculinity, media,
narrative
One of the significant contributions of feminist theory is the
critical examina-
tion of masculinity and heterosexual oppression. For example,
lesbian and radical
feminists examine women’s subordination to men in a
heterosexual hierarchy
and highlight the problem of male domination over women in
challenging the
institution of heterosexuality.1 From this perspective, male
26. domination over
women is the fundamental problem and the fundamental
injustice within the
system of heterosexuality, and a particular focus is placed on
men as being core
arbiters of this structure. Recent work in masculinity studies has
criticized this
essentialist thinking, arguing that masculinity takes on a
multiplicity of forms
and arises out of social interaction, not biology, and focuses on
the role of mar-
ginalized groups in perpetuating oppression.2 This focus moves
the discussion of
masculinity and heterosexuality from unspoken and accepted
assumptions to the
social arena, where the gender order is fluid, and where
masculinity is, according
to R. W. Connell, “simultaneously a place in gender relations,
the practices
through which men and women engage that place in gender, and
the effects of
these practices in bodily experience, personality and culture.”3
Connell clarifies
how masculinities are configurations of practice within gender
relations, and that
this structure includes large-scale institutions, economic
relationships, and sexu-
ality. This complexity must extend beyond men’s bodies and
biology, and must
also incorporate a focus on objects, symbols, gestures, places,
and spaces. For
example, masculinity may evoke images of maleness, but
masculinity can also be
attributed to women. Feminist contributions examine this binary
thinking to
better capture the diversity and complexity of masculinity.
27. Feminists indicate that masculinity is a politically, socially,
physically, and
emotionally charged identity experience. Feminist scholarship
conceptualizes
masculine identity as being both constructed and subjective, a
place where
107
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tension, negotiation, resistance, and reform can occur.
Masculinity studies,
being informed by feminist contributions, has reframed
narratives of power,
control, and hierarchies, and rightfully critiques images of
marginalized popula-
tions, limiting stories, and gendered dynamics that continuously
bind us within
rigid structures.
Sociologist Michael Kimmel rightfully claims that masculinity
studies is a
significant outgrowth of feminist studies.4 Media scholar Steve
28. Craig adds that
men’s studies is clearly the offspring of not only feminist
theory, but also the
social awareness brought on by the women’s movement.5 As a
result, men’s
studies is largely pro-feminist in its approach. The successes
and subsequent
backlashes of the women’s movement ushered in a critical
examination of mas-
culinity and men’s identities, and a reexamination of women’s
roles within fam-
ilies, workplaces, and society.6 This cultural shift in gendered
expectations
garnered the necessary attention from men who are in particular
solidarity with
feminist critiques of patriarchy and sexism. This radical
revisioning represents
the core of what guides men’s studies.
Television programs provide useful context for imagining the
intellectual
contributions of men’s studies. Take for example the dramatic
transformation
of white masculinity in the television series Breaking Bad
–
The show’s complex portrayal suggests that men are not merely
experiencing
a crisis of their masculinity in contemporary society, but that
there is a problem
with uniformly white, heteronormative representations of
masculinity on TV,
and that these representational complexities have always been
present. Walter
White, Breaking Bad’s antihero, behaves in a “masculine”
manner because the
culture in which he lives constructs his identity through certain
29. expectations of
manly behavior (breadwinner, limited emotional connection,
dominating a
subordinate wife). He is a dispossessed character who engages
in criminal behav-
ior (drug dealing) to help with his family’s struggling finances.
His battle into
darkness and struggle with cancer become what Edward Simon
refers to as a
“grotesque magnification of the American ethos of self-
actualization.”7 White’s
initial portrayal of a disgruntled, working-class patriarch soon
transforms, as his
character does not perpetually uphold hegemonic masculinity. It
serves as a nec-
essary reminder that not every white man in the United States
has equal access to
the most prized forms of masculinity (political power, wealth,
social esteem).
The kinds of gendered performances in Breaking Bad are central
to the de-
velopment of masculinity studies and highlight the contributions
of feminist
media studies to men’s studies—specifically, analytical tools to
better under-
stand these narratives. For example, Judith Butler examines how
the concept of
108 FEMINIST MEDIA HISTORIES SPRING 2018
a true or stable gender is illusory because gender identity is a
social construction
attained through repeated performances of specific, expected
30. behaviors.8 She
explores how acts, gestures, and desires are all produced and
performed through
gendered lenses and are often used to express fabricated and
manufactured real-
ities. In simpler terms, the actions that men take in relation to
others, including
aggressive gestures, controlling conversations, problematic
interactions with
women, et cetera, are not based on a static, unchanging
masculine essence, but
upon a role that is continually constructed by the individual’s
desires and the
influences of a dominant culture.
Media has been a significant site where masculinity is
performed in exagger-
ated ways; Walter White highlights this trend but he is only one
example. The
work by historian Joan W. Scott is useful to understand the
mediated trend to
make men’s lives complicated. Gender, she notes, “provides a
way to decode
meaning and to understand the complex connections among
various forms of
human interactions.”9 The coding of masculinity establishes a
gendered hierar-
chy of power, especially in the myriad ways that masculinity is
depicted. But all
men are not created equal within the masculine order. This
becomes pro-
nounced at the intersection of masculinity, class, and race and
ethnicity. Take
for example the delimiting imagery of Asian masculinity. In the
United
States, the image of the sexually deviant Asian man underwent a
31. transformation
soon after World War II, shifting from the cunning, devious
enemy to the de-
feated and weak. The emasculating effects of the immigration
that banned married Asians from entering the United States and
prohibited
Asian men from marrying white women were soon replicated in
the media,
with the image of the Asian man shifting from sexual predator
to someone de-
void of any sexuality whatsoever.10 The evil Fu Manchu
character who exempli-
fied the Yellow Peril evolved into images of Bruce Lee and
Charlie Chan.11 Yen
Le Espiritu describes the images of Asian American men “as
alternatively infe-
rior, threatening, or praiseworthy.”12 Racist images collapsed
gender and sexual-
ity so that Asian American men appeared to be both
hypermasculine and
effeminate. But both images continue to symbolize the advent of
the “domesti-
cated” Asian man whose lack of sexual prowess and threat aided
the ease of
assimilation in the United States (in addition to other concerns
surrounding la-
bor exploitation).13 And this imagery continues to shift based
on global eco-
nomics and political situations between the United States and
Asian countries.
The media has played a pivotal role in othering Black
masculinity as well.
From slave narratives, to minstrel performances during Jim
Crow, to Black
32. Power iterations during the civil rights movement, Black
masculinity continues
Gray | Masculinity Studies 109
to evolve even as mediated representations continue to be
regressive. The cultur-
ally bounded framing of Black masculinity within mainstream
media can be cat-
egorized, according to Joshua K. Wright, into four major
paradigms of (mis)
representation: the resistant masculinity paradigm; the self-
made masculinity
paradigm; the Black rage paradigm; and the plantation
patriarchy paradigm.14
Resistant masculinity is the first theme that has been
popularized in the media.
Scholars define it as an attempt by Black men to resist
oppression and assert
their masculinity in a society that sought to strip away any
sense of manhood.
Self-made masculinity discusses the standard of manhood
situated in the new
standard of individual achievement. Although Black men were
excluded from
being considered self-made men, a concept mostly associated
with the privileges
of white masculinity, many historical and contemporary Black
men achieve de-
spite impossible odds. However, the media has popularized
greed, extreme ma-
terialism, and capitalism as core tenets of self-made men within
Black media.
33. Black rage is “a response to black suffering and failure, which
is exacerbated by
irresistible temptation to attribute African-American problems
to a history of
white racist oppression.”15 Historically and in contemporary
media, Black men
have been portrayed as innately violent beasts. Lastly,
plantation patriarchy re-
fers to the model of manhood demonstrated by white men on
Southern plan-
tations during slavery. As bell hooks reveals, plantation
patriarchy is situated in
white supremacy and white men’s need to dominate anyone that
they con-
sider inferior.16 hooks also dubs this paradigm patriarchal
masculinity.17
These paradigms continue the demarcation of Black masculinity
as inferior,
violent, and aggressive. Black masculinity studies rightfully
suggests that
these mediated representations are damaging and intended to
sustain white
masculine supremacy.18
Why has it taken so long to begin to critically examine
masculinity? In their
landmark study on female masculinities, Jack Halberstam argues
that “mascu-
linity . . . becomes legible as masculinity where and when it
leaves the white male
middle-class body,” such that the study of male masculinity is
not the best
means to uncover the ideological constructions of
masculinity.19 Moreover,
Halberstam argues, the normalization of maleness has been an
34. important tech-
nique by which normative—straight white male—masculinity
has evaded anal-
ysis and allowed a narrow range of men to define masculinity.
Halberstam also
points to the racial and sexual work accomplished by the fiction
of hetero-
masculinity’s assumed norm. Racialized and sexualized “others”
are delegiti-
mated and denaturalized through performative work: women
“talk with their
hands”; Black men exhibit “exaggerated” or “hyper”
masculinity; gay men are
110 FEMINIST MEDIA HISTORIES SPRING 2018
“drama queens,” and so on.20 A means to challenge this
ideology is analyzing
nonnormative masculine performances enacted by those
performing and resid-
ing at marginalized masculinity. Research on genderqueer
identities presents
particular strengths, along with intellectual and practical power,
as it is a cate-
gory encompassing gender identities that are not exclusively
masculine or femi-
nine. This resistance to normative identities does not necessary
signify
homosexual, transsexual, or even heterosexual identities, but
rather identities
that resist normative constructions. Feminist media studies
provides the inno-
vative ability to situate contemporary moments within historical
discourse to
35. account for and make retrospective comparisons with current
developments.
We have a plethora of mediated examples portraying men within
hegemonic
masculinity and femininity in compliance with hegemonic
masculinity.
Feminist media studies encourages a broadened understanding
of these por-
trayals to complicate men’s lives.
KISHONNA L. GRAY is an assistant professor in the School of
Social and Behavioral Sciences at Arizona
State University. She is also a faculty associate at the Berkman
Klein Center for Internet and Society at
Harvard University. Her work broadly intersects identity and
new media, with a particular focus on
gaming. She is working on a monograph tentatively titled On
Being Black and . . . The Journey to
Intersectionality in Digital Gaming Culture, currently under
contract with Louisiana State University
Press. Follow her on Twitter @KishonnaGray.
NOTES
Theory,” in Sexualizing
the Social: Power and the Organization of Sexuality, ed. Lisa
Adkins and Vicki Merchant
–
Handbook of Studies on
h
Gardiner, ed., Masculinity Studies
and Feminist Theory (New York: Columbia University Press,
36. Real Cool: Black Men and Masculinity (New York: Routledge,
-Made Man,” in The
Masculinity Studies
Reader, ed. Rachel Adams and David Savran (Malden, MA:
di Gardiner, Backlash: The Undeclared War
against American Women
“‘Mobilizing Masculinities’:
–
nocks’: Milton’s Lucifer
and the American
Tragic Character,” in The Hermeneutics of Hell, ed. Gregor
Thuswaldner and Daniel
of Identity (New York:
Gray | Masculinity Studies 111
37. York: Columbia University
History of Asian Americans
(Bost
Institutions and Identities
Images of Color: Images of
Crime, ed. C. R. Mann and M. S. Zatz (Los Angeles: Roxbury,
–
Rappers: Black Masculinity,
Bad Men, and the Struggle for Power (Washington, DC: Howard
University Pres
and Racist Acts:
Examining the Experiences of African-American Gamers in
Xbox Live,” New Review of
–
Kishonna L. Gray, “‘They’re Just
Too Urban’: Black Gamers Streaming on Twitch,” Digital
–
Bryant K. Alexander, Performing Black Masculinity: Race,
Culture, and Queer Identity
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Critical Resistance-Incite! Statement on Gender Violence And
the Prison-Industrial
Complex
Author(s): Critical Resistance and Incite!
Source: Social Justice, Vol. 30, No. 3 (93), The Intersection of
Ideologies of Violence (2003),
pp. 141-150
Published by: Social Justice/Global Options
Stable URL: https://www.jstor.org/stable/29768215
Accessed: 24-01-2020 00:35 UTC
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Your use of the JSTOR archive indicates your acceptance of the
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https://about.jstor.org/terms
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digitize, preserve and extend
access to Social Justice
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Critical Resistance-Incite!
Statement on Gender Violence
And the Prison-Industrial Complex
Critical Resistance and Incite!
WE CALL ON SOCIAL JUSTICE MOVEMENTS TO
DEVELOP STRATEGIES AND ANALY?
SIS that address both state and interpersonal violence,
particularly
55. violence against women.1 Currently, activists/movements that
address
state violence (such as anti-prison, anti-police brutality groups)
often work in
isolation from activists/movements that address domestic and
sexual violence.
The result is that women of color, who suffer
disproportionately from both state
and interpersonal violence, have become marginalized within
these movements.
It is critical for us to develop responses to gender violence that
do not depend on
a sexist, racist, classist, and homophobic criminal justice
system. It is also
important that we develop strategies that challenge the criminal
justice system,
while providing safety for survivors of sexual and domestic
violence. To live
violence-free lives, we must develop holistic strategies for
addressing violence
that speak to the intersection of all forms of oppression.
The anti-violence movement has been critically important in
breaking the
silence around violence against women and providing much-
needed services to
survivors. However, the mainstream anti-violence movement
has increasingly
relied on the criminal justice system as the front-line approach
toward ending
violence against women of color. It is important to assess the
impact of this
strategy.
56. (1) Law enforcement approaches to violence against women
may deter some
acts of violence in the short term. However, as an overall
strategy for ending
violence, criminalization has not worked. In fact, mandatory
arrest laws for
domestic violence have led to decreases in the number of
battered women who kill
their partners in self-defense, but they have not led to a
decrease in the number of
batterers who kill their partners.2 Thus, the law protects
batterers more than it
protects survivors.
(2) The criminalization approach has also brought many women
into conflict
with the law, particularly women of color, poor women,
lesbians, sex workers,
Critical Resistance and Incite! Women of Color Against
Violence are U.S .-based organizations.
To sign on to the Critical Resistance-Incite statement as an
organization or individual, e-mail
[email protected] or phone (415) 553-3837.
Social Justice Vol. 30, No. 3 (2003) 141
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2020 00:35:43 UTC
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57. 142 Critical Resistance and Incite!
immigrant women, women with disabilities, and other
marginalized women. For
instance, under mandatory arrest laws, there have been
numerous occasions in
which police officers called to domestic incidents have arrested
the woman being
battered.3 Many undocumented women have reported cases of
sexual and domes?
tic violence, only to find themselves deported.4 A tough law-
and-order agenda also
leads to long punitive sentences for women convicted of killing
their batterers.5
Finally, when public funding is channeled into policing and
prisons, budget cuts
for social programs, including women's shelters, welfare, and
public housing, are
the inevitable side effect.6 These cutbacks leave women less
able to escape violent
relationships.
(3) Prisons don't work. Despite an exponential increase in the
number of men
in prisons, women are not any safer and the rates of sexual
assault and domestic
violence have not decreased.7 In calling for greater police
responses to, and
harsher sentences for, perpetrators of gender violence, the anti-
violence move?
ment has fueled the proliferation of prisons. The U.S. now
locks up more people
per capita than does any other country.8 During the past 15
years, the number of
women in prison, especially women of color, has skyrocketed.9
Prisons also inflict
58. violence on the growing numbers of women behind bars.
Slashing, suicide, the
proliferation of HIV, strip searches, medical neglect, and rape
of prisoners has
largely been ignored by anti-violence activists.10 The criminal
justice system, an
institution of violence, domination, and control, has increased
the level of violence
in society.
(4) Reliance on state funding to support anti-violence programs
has increased
the professionalization of the anti-violence movement and
alienated it from its
community-organizing, social justice roots.11 Such reliance
has isolated the anti
violence movement from other social justice movements that
seek to eradicate
state violence, such that it acts in conflict rather than in
collaboration with these
movements.
(5) Reliance on the criminal justice system has taken power
away from
women's ability to organize collectively to stop violence and
has invested this
power within the state. The result is that women who seek
redress in the criminal
justice system feel disempowered and alienated.12 It has also
promoted an
individualistic approach toward ending violence, such that the
only way people
think they can intervene to stop violence is to call the police.
This reliance has
59. shifted our focus away from developing ways communities can
collectively
respond to violence.
In recent years, the mainstream anti-prison movement has
called attention to
the negative impact of criminalization and to the build-up of
the prison-industrial
complex. Because activists seeking to reverse the tide of mass
incarceration and
criminalization of poor communities and communities of color
have not consis?
tently made gender and sexuality central to their analysis or
organizing, they have
not always responded adequately to the needs of survivors of
domestic and sexual
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Gender Violence and the Prison-Industrial Complex 143
violence. We need to analyze the limitations of anti-prison and
police accountabil?
ity activism.
(1) Prison and police accountability activists have generally
organized around
and conceptualized men of color as the primary victims of state
violence. Female
prisoners and victims of police brutality have been made
invisible by a focus on
the war on our brothers and sons. This emphasis fails to
60. consider that state violence
affects women as severely as it does men.13 The plight of
women who are raped
by INS officers or prison guards, for instance, has not received
sufficient attention.
In addition, women carry the burden of caring for extended
family when family
and community members are criminalized and warehoused.14
Several organiza?
tions have been established to advocate for women prisoners;15
however, these
groups have frequently been marginalized within the
mainstream anti-prison
movement.
(2) The anti-prison movement has not addressed strategies for
addressing the
rampant forms of violence women face in their everyday lives,
including street
harassment, sexual harassment at work, rape, and intimate
partner abuse. Until
these strategies are developed, many women will feel
shortchanged by the
movement. In addition, the anti-prison movement's failure to
seek alliances with
the anti-violence movement has sent the message that it is
possible to liberate
communities without guaranteeing the well-being and safety of
women.
(3) The anti-prison movement has failed to sufficiently
organize around the
forms of state violence faced by Lesbian, Gay, Bisexual, Trans,
Two-spirited, and
61. Intersex (LGBTTI) communities. LGBTTI street youth and
trans people in general
are particularly vulnerable to police brutality and
criminalization.16 LGBTTI prison?
ers are denied basic human rights such as family visits from
same-sex partners, and
same-sex consensual relationships in prison are policed and
punished.17
(4) Although prison abolitionists have correctly noted that
rapists and serial
murderers comprise a small percentage of the prison
population, we have not
answered the question of how these cases should be
addressed.18 Many anti
violence activists interpret this inability to answer the question
as a lack of concern
for the safety of women.
(5) The various alternatives to incarceration developed by anti-
prison activists
have generally failed to provide a sufficient mechanism for
safety and accountabil?
ity for survivors of sexual and domestic violence. These
alternatives often rely on
a romanticized notion of communities, which have yet to
demonstrate their
commitment and ability to keep women and children safe or to
seriously address
the sexism and homophobia that is deeply embedded within
them.19
We call on social justice movements concerned with ending
violence in all its
forms to:
62. (1) Develop community-based responses to violence that do not
rely on the
criminal justice system and that have mechanisms to ensure
safety and account
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144 Critical Resistance and Incite!
ability for survivors of sexual and domestic violence.
Transformative practices
emerging from local communities should be documented and
disseminated to
promote collective responses to violence.
(2) Critically assess the impact of state funding on social
justice organizations
and develop alternative fundraising strategies to support these
organizations.
Develop collective fundraising and organizing strategies for
anti-prison and anti
violence organizations. Develop strategies and analysis that
specifically target
state forms of sexual violence.
(3) Make connections between interpersonal violence, the
violence inflicted
by domestic state institutions (such as prisons, detention
centers, mental hospitals,
and child protective services), and international violence (such
as war, military
base prostitution, and nuclear testing).
63. (4) Develop analyses and strategies to end violence that do not
isolate acts of
state or individual violence from their larger contexts. These
strategies must
address how entire communities of all genders are affected in
multiple ways by
state violence and interpersonal gender violence. Battered
women prisoners
represent an intersection of state and interpersonal violence and
as such provide
and opportunity for both movements to build coalitions and
joint struggles.
(5) Place poor and working-class women of color at the center
of their analysis,
organizing practices, and leadership development. Recognize
the role of eco?
nomic oppression, welfare "reform," and attacks on women
workers' rights in
increasing women's vulnerability to all forms of violence;
locate anti-violence and
anti-prison activism alongside efforts to transform the
capitalist economic system.
(6) Center stories of state violence committed against women
of color in our
organizing efforts.
(7) Oppose legislative change that promotes prison expansion
or criminalization
of poor communities and communities of color, and thus state
violence against
women of color, even if these changes also incorporate
measures to support
victims of interpersonal gender violence.
64. (8) Promote holistic political education at the everyday level
within our
communities. Specifically, show how sexual violence helps to
reproduce the
colonial, racist, capitalist, heterosexist, and patriarchal society
in which we live,
as well as how state violence produces interpersonal violence
within communities.
(9) Develop strategies for mobilizing against sexism and
homophobia within
our communities to keep women safe.
(10) Challenge men of color and all men in social justice
movements to take
particular responsibility to address and organize around gender
violence in their
communities as a primary strategy for addressing violence and
colonialism. We
challenge men to address how their own histories of
victimization have hindered
their ability to establish gender justice in their communities.
(11) Link struggles for personal transformation and healing
with struggles for
social justice.
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Gender Violence and the Prison-Industrial Complex 145
65. We seek to build movements that not only end violence, but
also create a
society based on radical freedom, mutual accountability, and
passionate reciproc?
ity. In this society, safety and security will not be premised on
violence or the threat
of violence; it will be based on a collective commitment to
guaranteeing the
survival and care of all peoples.
Signatures:
Organizations
American Friends Service Committee, Arab Women's Solidarity
Association,
North America Arab Women's Solidarity Association, San
Francisco Chapter,
Arizona Prison Moratorium Coalition, Asian Women's Shelter,
Audre Lorde
Project, Black Radical Congress, California Coalition for
Women Prisoners,
Center for Human Rights Education, Center for Immigrant
Families, Center for
Law and Justice, Coalition of Women from Asia and the Middle
East, Colorado
Progressive Alliance, Committee Against Anti-Asian Violence
(New York),
Communities Against Rape and Abuse (Seattle), Direct Action
Against Refugee
Exploitation (Vancouver), East Asia-US-Puerto Rico Women's
Network Against
Militarism, Institute of Lesbian Studies, Justice Now, Korean
American Coalition
to End Domestic Abuse, Lavender Youth Recreation &
66. Information Center (San
Francisco), Legal Services for Prisoners with Children,
Minnesota Black Political
Action Committee, National Coalition Against Domestic
Violence, National
Coalition of Anti-Violence Projects, National Network for
Immigrant and Refu?
gee Rights, Northwest Immigrant Rights Project (Seattle),
Pennsylvania Lesbian
and Gay Task Force, Prison Activist Resource Center, Project
South San Fran?
cisco, Women Against Rape, Shimtuh Korean Domestic
Violence Program, Sista
II Sista, Southwest Youth Collaborative (Chicago), Spear and
Shield Publications,
Chicago, Women of All Red Nations, Women of Color
Resource Center, and
Youth Ministries for Peace and Justice (Bronx)
Individuals
Debra M. Akuna, Gigi Alexander, Jiro Arase, Helen Arnold,
Office of Sexual
Misconduct, Prevention & Education, Columbia University,
Molefe Asante,
Temple University, Rjoya K. Atu, Karen Baker, National
Sexual Violence
Resource Center, Rachel Baum, National Coalition of Anti-
Violence Projects,
Elham Bayour, Women's Empowerment Project (Gaza,
Palestine), Zoe Abigail
Bermet, Eulynda Toledo-Benalli, Dine' Nation, First Nations
North & South,
Diana Block, California Coalition for Women Prisoners,
Marilyn Buck, Political
67. Prisoner, Lee Carroll, National Coalition Against Domestic
Violence, Emma
Catague, API Women & Safety Center, Ann Caton, Young
Women United,
Mariama Changamire, Department of Communication, Univ. of
Massachusetts,
Amherst, Eunice Cho, National Network for Immigrant and
Refugee Rights,
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146 Critical Resistance and Incite!
Sunjung Cho, KACEDA and Asian Community Mental Health
Services, Chris?
tina Chu, Dorie D. Ciskowsky, Cori Couture, BAMM, Kimberle
Crenshaw,
UCLA Law School, Gwen D'Arcangelis, Shamita Das
Dasgupta, Manavi, Inc.,
Angela Y. Davis, University of California ? Santa Cruz, Jason
Durr, University
of Hawaii School of Social Work, Michael Eric Dyson,
University of Pennsylva?
nia, Siobhan Edmondson, Michelle Erai, Santa Cruz
Commission for the Preven?
tion of Violence Against Women, Samantha Francois, Edna
Frantela, National
Coalition Against Domestic Violence, Loretta Frederick,
Battered Women's
Justice Project, Arnoldo Garcia, National Network for
Immigrant and Refugee
Rights, Dionne Grigsby, University of Hawaii Outreach
68. College, Lara K. Grimm,
Sarah Hoagland, Institute of Lesbian Studies, Elizabeth
Harmuth, Prison Activist
Resource Center, Katayoun Issari, Family Peace Center
(Hawaii), Desa Jacobsson,
Anti-Violence Activist (Alaska), Joy James, Brown University,
Leialoha Jenkins,
Jamie Jimenez, Northwestern Sexual Assault Education
Prevention Program,
Dorothea Kaapana, Isabel Kang, Dorean American Coalition
for Ending Domes?
tic Abuse, Valli Kanuha, Asian Pacific Islander Institute on
Domestic Violence,
Mimi Kim, Asian Pacific Islander Institute on Domestic
Violence, Erl Kimmich,
Paul Kivel, Violence Prevention Educator, M. Carmen Lane,
Anti-violence
activist, In Hui Lee, KACEDA, Meejeon Lee, Shimtuh &
KACEDA, Beckie
Masaki, Asian Women's Shelter, Ann Rhee Menzie, Shimtuh &
KACEDA, Sarah
Kim-Merchant, KACEDA, Patricia Manning, Alternatives to
Violence Project
(AVP) volunteer, Kristin Millikan, Chicago Metropolitan
Battered Women's
Network, Steven Morozumi, Programs Adviser, Univ. of
Oregon Multicultural
Center, Soniya Munshi, Manavi, Sylvia Nam, KACEDA &
KCCEB (Korean
Community Center of the East Bay), Stormy Ogden, American
Indian Movement,
Margo Okazawa-Rey, Mills College, Angela Naomi Paik, Ellen
Pence, Praxis,
69. Karen Porter, Trity Pourbahrami, University of Hawaii, Laura
Pulido, University
of Southern California, Bernadette Ramog, Matt Remle, Center
for Community
Justice, Monique Rhodes, Louisiana Foundation Against Sexual
Assault, Lisa
Richardson, Beth Richie, African American Institute on
Domestic Violence,
David Rider, Men Can Stop Rape, Loretta Rivera, Alissa
Rojers, Clarissa Rojas,
Latino Alianza Against Domestic Violence, Paula Rojas,
Refugio/Refuge (New
York), Tricia Rose, University of California ? Santa Cruz,
Katheryn Russell
Brown, University of Maryland, Ann Russo, Women's Studies
Program, DePaul
University, Anuradha Sharma, Asian & Pacific Islander
Institute on Domestic
Violence, David Thibault Rodriguez, South West Youth
Collaborative, Roxanna
San Miguel, Karen Shain, Legal Services for Prisoners with
Children, Proshat
Shekarloo, Oakland, Anita Sinha, attorney ? Northwest
Immigrant Rights
Project, Wendy Simonetti, Barbara Smith, founder, Kitchen
Table Press, Matthea
Little Smith, Natalie Sokoloff, John Jay College of Criminal
Justice ? CUNY,
Nan Stoops, Theresa Tevaga, Kabzuag Vaj, Hmong American
Women Associa?
tion, Cornel West, Janelle White, Leanne Knot, Violence
Against Women
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70. Gender Violence and the Prison-Industrial Complex 147
Consortium, Laura Whitehorn, former political prisoner, Sherry
Wilson, Women
of All Red Nations, Glenn Wong, Yon Soon Yoon, KACEDA,
Mieko Yoshihama,
University of Michigan School of Social Work, Tukufu Zuberi,
Center for
Africana Studies, University of Pennsylvania.
NOTES
1. Critical Resistance and Incite! Women of Color Against
Violence are U.S.-based organiza?
tions that participate in transnational networks and alliances.
Although many of the critiques of the anti
violence and anti-prison movements in the statement may be
relevant to non-U.S. contexts, the authors
do not make any claims of universality and recognize that
movements in other countries have
developed from distinct histories and political contexts.
2. In a 20-year study of 48 cities, Dugan et al. (2003) found
that greater access to criminal legal
remedies for women led to fewer men being killed by their
wives, since women who might otherwise
have killed to escape violence were offered alternatives.
However, women receiving legal support were
no less likely to be killed by their intimate partners, and were
exposed to additional retaliatory violence.
3. See McMahon (2003), Osthoff (2002), and Miller (2001).
71. Noting that in some cities, over
20% of those arrested for domestic violence are women, Miller
concludes: "An arrest policy intended
to protect battered women as victims is being misapplied and
used against them. Battered women have
become female offenders."
4. Women's dependent or undocumented status is often
manipulated by batterers, who use the
threat of deportation as part of a matrix of domination and
control. Although the Violence Against
Women Act (VAWA, 1994; 2000) introduced visas for battered
immigrant women, many women do
not know about the act's provisions or are unable to meet
evidentiary requirements. Since the Illegal
Immigration Reform and Immigrant Responsibility Act made
domestic violence grounds for depor?
tation, women may also be reluctant to subject a legal
permanent resident spouse to potential
deportation proceedings by reporting him to the police. In
addition, women arrested under mandatory
arrest laws could themselves face deportation. See Raj and
Silverman (2002) and Jang et al. (1997).
5. For example, former California Governor Grey Davis, whose
tough law-and-order platform
included a promise that no one convicted of murder would go
free, rejected numerous parole board
recommendations on behalf of battered women incarcerated for
killing in self-defense (Vesely, 2002).
For further information and testimonies of incarcerated
survivors of domestic violence, see
www.freebatteredwomen.org.
72. 6. Christian Parenti (1999) documents the shift in government
spending from welfare, educa?
tion, and social provision to prisons and policing.
7. The U.S. prison and jail population grew from 270,000 in
1975 to two million in 2001 as
legislators pushed "tough on crime" policies such as mandatory
minimums, three strikes and you're
out, and truth in sentencing (Tonry, 2001:17). Over 90% of
these prisoners are men, and approximately
50% are black men. Despite claims that locking more people
away would lead to a dramatic decrease
in crime, reported violent crimes against women have remained
relatively constant since annual
victimization surveys were initiated in 1973 (Bureau of Justice
Statistics, 1994).
8. In 2001, the U.S., with 686 prisoners per 100,000 residents,
surpassed the incarceration rate
of gulag-ridden Russia. The U.S. dwarfs the incarceration rate
of Western European nations like
Finland and Denmark, which incarcerate only 59 people out of
every 100,000 (Home Office
Development and Statistics Directorate, 2003).
9. The rate of increase of women's imprisonment in the U.S.
has exceeded that of men. In 1970,
there were 5,600 women in federal and state prisons; by 1996,
there were 75,000 (Currie, 1998).
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73. 148 Critical Resistance and Incite!
10. Amnesty International's investigation of women's prisons in
the U.S. revealed countless
cases of sexual, physical, and psychological abuse. In one case,
the Federal Bureau of Prisons paid
$500,000 to settle a lawsuit by three black women who were
sexually assaulted when guards took
money from male prisoners in exchange for taking them to the
women's cells; prisoners in Arizona
were subjected to rape, sexual fondling, and genital touching
during searches, as well as to constant
prurient viewing when using the shower and toilet; women at
Valley State Prison, California, were
treated as a "private harem to sexually abuse and harass"; in
numerous cases, women were kept in
restraints while seriously ill, dying, or in labor and women
under maximum-security conditions were
kept in isolation and sensory deprivation for long periods
(Amnesty International, 1999).
11. See Smith (2000-2001).
12. May Koss (2000) argues that the adversarial justice system
traumatizes survivors of domestic
violence. For a first-person account of a rape survivor's fight to
hold the police accountable, see Doe
(2003). Jane Doe was raped by the Toronto "Balcony rapist"
after police used women in her
neighborhood as "bait."
13. For a comprehensive account of state violence against
women in the U.S., see Bhattacharjee
(2001).
74. 14. Added burdens on women when a loved one is incarcerated
include dealing with the arrest
and trials of family members, expensive visits and phone calls
from correctional facilities, and meeting
disruptive parole requirements (Richie, 2002).
15. In the U.S., see Justice Now; Legal Services for Prisoners
with Children, at http://
prisonerswithchildren.org; Free Battered Women, at
www.freebatteredwomen.org; California Coali?
tion for Women Prisoners, at http://womenprisoners.org; and
Chicago Legal Advocacy for Incarcer?
ated Mothers, at www.c-l-a-i-m-.org. In the U.K., see Women
in Prison, at www.womeninprison.org;
and Justice for Women, at www.jfw.org.uk. In Canada, see the
Canadian Association of Elizabeth Fry
Associations, at www.elizabethfry.ca/caefs_e.htm.
16. According to transgender activists in the Bay Area, the
police are responsible for approxi?
mately 50% of all trans abuse cases. The Transaction hotline
regularly receives reports from TG/TS
survivors of police violence who have been forced to strip to
"verify gender," or subjected to demands
for sex from undercover police officers (San Francisco
Examiner, 2002; Bay Area Reporter, 1999).
17. See Faith (1993: 211-223).
18. The response of abolitionists Thomas and Boehlfeld (1993)
to the question of what to do about
Henry, a violent rapist, is an example of this problem. The
authors conclude that this is the wrong
question since it focuses attention on a small and anomalous
subsection of the prison population and
75. detracts from a broader abolitionist vision.
19. Alternatives to the traditional justice system such as
Sentencing Circles are particularly
developed in Canada and Australia, where they have been
developed in partnership with indigenous
communities. However, native women have been critical of
these approaches, arguing that they fail to
address the deep-rooted sexism and misogyny engendered by
experiences of colonization and may
revictimize women (Monture-Angus, 2000). See also Hudson
(2002).
REFERENCES
Amnesty International
1999 Not Part of My Sentence: Violations of the Human Rights
of Women in
Custody. New York.
Bay Area Reporter
1999 "Another Transgender Murder." April 8: 29,14.
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Gender Violence and the Prison-Industrial Complex 149
Bhattacharjee, Annanya
2001 Women of Color and the Violence of Law Enforcement.
Philadelphia:
76. American Friends Service Committee and Committee on
Women, Population,
and the Environment.
Bramman, Donald
2002 "Families and Incarceration." Marc Mauer and Meda
Chesney-Lind (eds.),
Invisible Punishment: The Collateral Consequences of Mass
Imprisonment.
New York: The New Press.
Bureau of Justice Statistics
1994 National Crime Victimization Survey Report: "Violence
Against Women."
NCJ 145325.
Chesney-Lind, Meda
2002 Invisible Punishment: The Collateral Consequences of
Mass Imprisonment,
New York: The New Press.
Critical Resistance
2002 What Is Abolition ? At www.criticalresistance.org.
Currie, Elliott
1998 Crime and Punishment in America. New York: Henry
Holt.
Doe, Jane
2003 The Story of Jane Doe: A Book About Rape. New York:
Random House.
Dugan, Laura, Daniel S. Nagin, and Richard Rosenfeld
77. 2003 "Exposure Reduction or Retaliation? The Effects of
Domestic Violence
Resources on Intimate-Partner Homicide." Law & Society
Review 37:1.
Faith, Karlene
1993 Unruly Women: The Politics of Confinement and
Resistance. Vancouver: Press
Gang Publishers.
Home Office Development and Statistics Directorate
2003 World Prison Population List. Online at:
www.homeoffice.gov.uk/rds/pdfs2/
rl88.pdf.
Hudson, Barbara
2002 "Restorative Justice and Gendered Violence." British
Journal of Criminology
42,3.
James, Joy
1996 Resisting State Violence: Radicalism, Gender, and Race
in U.S. Culture.
Minneapolis: University of Minnesota Press.
Jang, Deena, Len Marin, and Gail Pendleton
1997 Domestic Violence in Immigrant and Refugee
Communities: Assessing the
Rights of Battered Women. Second Edition. San Francisco:
Family Violence
Prevention Fund.
78. Koss, May
2000 "Blame, Shame, and Community: Justice Responses to
Violence Against
Women." American Psychologist 55,11 (November): 1332.
McMahon, Martha
2003 "Making Social Change." Violence Against Women
(January) 9,1: 47-74.
Miller, Susan
2001 "The Paradox of Women Arrested for Domestic
Violence." Violence Against
Women 7,12 (December).
Monture-Angus, Patricia
2000 "The Roles and Responsibilities of Aboriginal Women:
Reclaiming Justice."
Robynne Neugebauer (ed.), Criminal Injustice: Racism in the
Criminal Justice
System. Toronto: Canadian Scholars' Press Inc.
New York Times
2003 "The Growing Inmate Population." Editorial (August 1).
Osthoff, Sue
2002 "But Gertrude, I Beg to Differ, a Hit Is Not a Hit Is Not a
Hit." Violence
Against Women 8,12 (December): 1521-1544.
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79. 150 Critical Resistance and Incite !
Parenti, Christian
1999 Lockdown America: Policing and Prisons in the Age of
Crisis. New York:
Verso Books.
Raj, Anita and Jay Silverman
2002 "Violence Against Immigrant Women: The Role of
Culture, Context, and
Legal Immigrant Status on Intimate Partner Violence."
Violence Against
Women 8,3: 367-398.
Richie, Beth
2002 "The Social Impact of Mass Incarceration on Women."
Marc Mauer and Meda
Chesney-Lind (eds.), Invisible Punishment: The Collateral
Consequences of
Mass Imprisonment. New York: The New Press.
San Francisco Examiner
2002 "Transgender Sues Police." August 9.
Smith, Andrea
2000-2001 "Colors of Violence." Colorlines 3,4.
Thomas, Jim and Sharon Boehlefeld
1993 "Rethinking Abolitionism: 'What Do We Do with
Henry?'" Brian MacLean
and Harold Pepinsky (eds.), We Who Would Take No
80. Prisoners: Selections
from the Fifth International Conference on Penal Abolition.
Vancouver:
Collective Press.
Tonry, Michael (ed.)
2001 Penal Reform in Overcrowded Times. Oxford and New
York: Oxford
University Press.
Vesely, Rebecca
2002 "Davis' Right to Deny Parole to Abused Women Upheld."
Women's Enews
(December 19).
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Contentsp. 141p. 142p. 143p. 144p. 145p. 146p. 147p. 148p.
149p. 150Issue Table of ContentsSocial Justice, Vol. 30, No. 3
(93) (2003) pp. 1-153Front MatterOverview: The Intersection
Of Ideologies of Violence [pp. 1-3]Mapping Political Violence
in a Globalized World: The Case of Hindu Nationalism [pp. 4-
16]The Imagination to Listen: Reflections on a Decade of
Zapatista Struggle [pp. 17-31]Defending the Pueblo: Indigenous
Identity and Struggles for Social Justice in Guatemala, 1970 to
1980 [pp. 32-47]The Racial Economies of Criminalization,
Immigration, And Policing in Italy [pp. 48-62]Learning to Kill
by Proxy: Colombian Paramilitaries and the Legacy of Central
American Death Squads, Contras, and Civil Patrols [pp. 63-
81]The False Allure of Security Technologies [pp. 82-93]In
Defense of Good Work: Jobs, Violence, and the Ethical
Dimension [pp. 94-107]Legitimacy and Political Violence: A
Habermasian Perspective [pp. 108-126]"Bowling for
Columbine": Critically Interrogating the Industry of Fear [pp.
81. 127-133]Toward a Holistic Anti-Violence Agenda: Women of
Color as Radical Bridge-Builders [pp. 134-140]Critical
Resistance-Incite! Statement on Gender Violence And the
Prison-Industrial Complex [pp. 141-150]Back Matter
The Story of X
by Lois Gould
Once upon a time, a Baby named X was born. It
was named X so that nobody could tell whether it
was a boy or girl. Its parents could tell, of course,
but they couldn't tell anybody else. They couldn't
even tell Baby X - at least not until much, much
later.
You see, X was a part of a very important Secret
Scientific Xperiment known officially as Project
Baby X. This Xperiment was going to cost Xactly
23 billion dollars and 72 cents. Which might seem
like a lot for one Baby, even if it was an important
Secret Scientific Xperiment Baby. But when you
remember the cost of strained carrots, stuffed
bunnies, booster shots, 28 shiny quarters from the
tooth fairy...you begin to see how it adds up.
Long before Baby X was born, the smartest
scientists had to work out the secret details of the
Xperiment and to write the Official Instruction
Manual in secret code for Baby X's parents,
whoever they were. These parents had to be
selected very carefully. Thousands of people
volunteered to take thousands of tests with
thousands of tricky questions. Almost everybody
failed because it turned out almost everybody
82. wanted a boy or a girl and not a Baby X at all.
Also, almost everybody thought a Baby X would be
more trouble than a boy or girl. (They were right
too!)
There were families with grandparents named
Milton and Agatha, who wanted the baby named
Milton or Agatha instead of X, even if it was an X.
There were aunts who wanted to knit tiny dresses
and uncles who wanted to send tiny baseball mitts.
Worst of all, there were families with other children
who couldn't keep a Secret. Not if they knew the
Secret was worth 23 billion dollars and 72 cents -
and all you had to do was take one little peek at
Baby X in the bathtub to know what it was.
Finally, the scientists found the Joneses, who
really wanted to raise an X more than any other
kind of baby - no matter how much trouble it was.
The Joneses promised to take turns holding X,
feeding X, and singing X to sleep. And they
promised never to hire any babysitters. The
scientists knew that a babysitter would probably
peek at X in the bathtub, too.
The day the Joneses brought their baby home, lots
of friends and relatives came to see it. And the first
thing they asked was, what kind of a baby X was.
When the Joneses said, "It's an X!" nobody knew
what to say. They couldn't say, "Look at her cute
little dimples!" On the other hand, they couldn't
say, "Look at his
husky little biceps!"
And they didn't feel
83. right about saying
just plain "kitchy-
coo". The relatives
all felt embarrassed
about having an X in
the family. "People
will think there's
something wrong
with it!" they whispered. "Nonsense!" the Joneses
said stoutly. "What could possibly be wrong with
this perfectly adorable X?"
Clearly, nothing at all was wrong.
Nevertheless, the cousins who had sent a tiny
football helmet could not come and visit any more.
And the neighbors who sent a pink-flowered
romper suit pulled their shades down when the
Joneses passed their house.
The Official Instruction Manual had warned
the new parents that this would happen, so they
didn't fret about it. Besides, they were too busy
learning how to bring up Baby X. Ms. and Mr.
Jones had to be Xtra careful. If they kept bouncing
it up in the air and saying how strong and active it
was, they'd be treating it more like a boy than an X.
But if all they did was cuddle it and kiss it and tell
it how sweet and dainty it was, they'd be treating it
more like a girl than an X. On page 1654 of the
Official Instruction Manual, the scientists
prescribed: "Plenty of bouncing and plenty of
cuddling, both. X ought to be strong and sweet
and active. Forget about dainty altogether".
There were other problems, too. Toys, for
84. instance. And clothes. On his first shopping trip,
Mr. Jones told the store clerk, "I need some things
for a new baby". The clerk smiled and said, "Well,
now, is it a boy or a girl?" "It's an X," Mr. Jones
said, smiling back. But the clerk got all red in the
face and said huffily, "In that case, I'm afraid I can't
help you, sir.î Mr. Jones wandered the aisles trying
to find what X needed. But everything was in
sections marked BOYS or GIRLS: "Boys' Pajamas"
and "Girls' Underwear" and "Boys' Fire Engines"
and "Girls' Housekeeping Sets". Mr. Jones went
home without buying anything for X.
That night he and Ms. Jones consulted page
2326 of the Official Instruction Manual. It said
firmly: "Buy plenty of everything!" So they bought
all kinds of toys. A boy doll that made pee-pee and
cried "Pa-Pa". And a girl doll that talked in three
languages and said, "I am the
Pre-i-dent of Gen-er-al Mo-tors".
They bought a storybook about a
brave princess who rescued a
handsome prince from his tower,
and another one about a sister
and brother who grew up to be a
baseball star and a ballet star and
you had to guess which.
The head scientists of Project Baby X checked
all their purchases and told them to keep up the
good work. They also reminded the Joneses to see
page 4629 of the Manual where it said, "Never
make Baby X feel embarrassed or ashamed about