This article was downloaded by: [71.212.37.56]
On: 18 August 2014, At: 10:57
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954
Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,
UK
Ethnic and Racial Studies
Publication details, including instructions for authors
and subscription information:
http://www.tandfonline.com/loi/rers20
The invisible weight of
whiteness: the racial grammar
of everyday life in contemporary
America
Eduardo Bonilla-Silva
Published online: 29 Sep 2011.
To cite this article: Eduardo Bonilla-Silva (2012) The invisible weight of whiteness: the
racial grammar of everyday life in contemporary America, Ethnic and Racial Studies,
35:2, 173-194, DOI: 10.1080/01419870.2011.613997
To link to this article: http://dx.doi.org/10.1080/01419870.2011.613997
PLEASE SCROLL DOWN FOR ARTICLE
Taylor & Francis makes every effort to ensure the accuracy of all the
information (the “Content”) contained in the publications on our platform.
However, Taylor & Francis, our agents, and our licensors make no
representations or warranties whatsoever as to the accuracy, completeness, or
suitability for any purpose of the Content. Any opinions and views expressed
in this publication are the opinions and views of the authors, and are not the
views of or endorsed by Taylor & Francis. The accuracy of the Content should
not be relied upon and should be independently verified with primary sources
of information. Taylor and Francis shall not be liable for any losses, actions,
claims, proceedings, demands, costs, expenses, damages, and other liabilities
whatsoever or howsoever caused arising directly or indirectly in connection
with, in relation to or arising out of the use of the Content.
This article may be used for research, teaching, and private study purposes.
Any substantial or systematic reproduction, redistribution, reselling, loan, sub-
licensing, systematic supply, or distribution in any form to anyone is expressly
http://www.tandfonline.com/loi/rers20
http://www.tandfonline.com/action/showCitFormats?doi=10.1080/01419870.2011.613997
http://dx.doi.org/10.1080/01419870.2011.613997
forbidden. Terms & Conditions of access and use can be found at http://
www.tandfonline.com/page/terms-and-conditions
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
57
1
8
A
ug
us
t
20
14
http://www.tandfonline.com/page/terms-and-conditions
http://www.tandfonline.com/page/terms-and-conditions
ERS ANNUAL LECTURE 2011
The invisible weight of whiteness: the racial
grammar of everyday life in contemporary
America
Eduardo Bonilla-Silva
(First submission July 2011; First published September 2011)
Abstract
Racial domination, like all forms of domination, works best when it
becomes hegemonic, that is, when it accomplishes its goal without much
fanfare. In this paper, based on the Ethnic and Racial Studies Annual Lecture
I delivered in May 2011 in London, I argue there is somet ...
Outline on gun control. Argumentative Essay on Gun Control. 2019-02-15. Gun Control Persuasive Essay English - Year 11 WACE Thinkswap. Gun control essay with pro and against topics, outline, sample. Essay about gun control. Gun Control Argumentative Essay. 2019-02-09. Outline for argumentative essay on gun control / best essay writing help. Persuasive essay outline for gun control. Gun Control Issue Essay Example Topics and Well Written Essays - 1250 .... The Importance of Gun Control - Free Essay Example PapersOwl.com. Research Paper Outline Gun Control. Pro Gun Control Essay - PHDessay.com. Outline of Speech Gun Control Gun Control Gun Violence In The .... Gun Control - Custom Essays, Coursework and Assignment Writing Center. How to Write Gun Control Essay: Topics, Outline, Example EssayService .... essay examples: Gun Control Essays. How To Write A Successful Gun Control Essay? Brief Guide. Argument Essay - Gun Control by Ms Rougeux Teachers Pay Teachers. Against gun control argumentative essay. Gun Violence Essay - Marc Kirchner ENG 201 18 February 2018 What are We .... Gun control problems and solutions essays. Gun Control Problem .... Narrative Essay: Pro gun control essay. Gun Control Essay Writing Guide with Examples HandMadeWriting. ️ Anti gun control essay outline. Persuasive Speech Outline On Gun .... Gun control argumentative essay. Gun Control Argumentative Essay .... Gun Control Essay Gun Control Crimes Free 30-day Trial Scribd. Gun Control Argumentative Essay Outline Right To Keep And Bear Arms .... Outline For A Research Paper On Gun Control Data Collection and Templates. Gun control : for and against Essay Example Topics and Well Written .... Outline for argumentative essay on gun control. Gun Control .... Writing a pro/against gun control essay outline and examples. Outline For A Research Paper On Gun Control : Gun Control. College Essay: Gun control essay. Introduction to essay about gun control Gun Control Essay Outline Gun Control Essay Outline
Speech About Bullying - Free Essay Example | StudyDriver.com. [BKEYWORD-0-3]. How To Prevent Bullying In Schools Essays. Bullying Essay Examples - bullying. 008 Essay Example Bullying Problem Solution Cyberbullying Communication .... Why Bullying Has Become Rampant in Modern Settings Essay Example .... Persuasive Speech Bullying By Giving Reasons Why.
Euthanasia Essay | Essay on Euthanasia for Students and Children in .... What is Euthanasia? - Free Essay Example | PapersOwl.com. Argumentative Essay Buy Euthanasia Pro; Euthanasia Persuasive Essay. Euthanasia Essay. Pro Euthanasia Research Papers. Euthanasia Speech - GCSE Classics - Marked by Teachers.com. The Euthanasia Issue - GCSE Religious Studies (Philosophy & Ethics .... Euthanasia And The Right Of Euthanasia Essay. Analysis of the Legalizing Euthanasia Essay Example | Topics and Well .... Stirring Euthanasia Argumentative Essay ~ Thatsnotus. Euthanasia Essay | 76045 - Medicine and Law - UTS | Thinkswap.
Essay On Abraham Lincoln Life. Abraham Lincoln Infographic - The Assassinatio...bdg72wjj
Sample essay on abraham lincoln. Essay On Abraham Lincoln In 100 Words - Medoro Trentini. Essay on Abraham Lincoln - YouTube. Narrative Essay: Essay of abraham lincoln. Abraham Lincoln Essays Writing. College Essay: Essay of abraham lincoln. The Life of Abraham Lincoln: Drawn from Original Sources and Containing .... Short Essay on Abraham Lincoln - Short Essay on Abraham Lincoln Lincoln .... Abraham lincoln essay for kids. Abraham Lincoln Essay Modern History - Year 11 HSC Thinkswap. Essay on Abraham Lincoln Abraham Lincoln Essay for Students and .... 5 paragraph essay about abraham lincoln. Abraham Lincoln: Biography .... Abraham Lincoln Infographic - The Assassination of Abraham Lincoln. Abraham Lincoln: A Great Leader Essays - Abraham Lincoln. Abraham Lincolns Early Life - Free Essay Example PapersOwl.com. Biography on Abraham Lincoln Essay Example Topics and Well Written .... Abraham Lincoln in history - Free Essay Example PapersOwl.com. Essay Of Abraham Lincoln. Short essay on abraham lincoln in english - Brainly.in. Abraham Lincoln Biography Essay Example Topics and Well Written .... Biography Abraham Lincoln.docx Abraham Lincoln Confederate States .... abraham lincoln essay Abraham Lincoln Politics Of The United States. Abraham Lincoln Influential Leader - Free Essay Example PapersOwl.com. Abraham Lincoln - A-Level English - Marked by Teachers.com. Abraham Lincoln Biography Abraham Lincoln The United States. Abraham Lincoln Essay , Life-story , Speech , Article , Quotes .... This Abraham Lincoln biography pack is the PERFECT way to teach your .... An essay on abraham lincoln. Abraham Lincoln Life - Free Essay Example - 3055 Words PapersOwl.com. Free essay on the biography of abraham lincoln. Abraham lincoln hero essay. Essay On Abraham Lincoln. Most Beloved .... Abraham Lincoln Fact Sheet Printable Woo! Jr. Kids Activities .... Abraham lincoln - short essay - essayhelljumper.x.fc2.com Essay On Abraham Lincoln Life Essay On Abraham Lincoln Life. Abraham Lincoln Infographic - The Assassination of Abraham Lincoln
Essay On Abraham Lincoln Life. Essay on Abraham Lincoln Abraham Lincoln Essa...Annie Chen
Sample essay on abraham lincoln. Essay On Abraham Lincoln In 100 Words - Medoro Trentini. Essay on Abraham Lincoln - YouTube. Narrative Essay: Essay of abraham lincoln. Abraham Lincoln Essays Writing. College Essay: Essay of abraham lincoln. The Life of Abraham Lincoln: Drawn from Original Sources and Containing .... Short Essay on Abraham Lincoln - Short Essay on Abraham Lincoln Lincoln .... Abraham lincoln essay for kids. Abraham Lincoln Essay Modern History - Year 11 HSC Thinkswap. Essay on Abraham Lincoln Abraham Lincoln Essay for Students and .... 5 paragraph essay about abraham lincoln. Abraham Lincoln: Biography .... Abraham Lincoln Infographic - The Assassination of Abraham Lincoln. Abraham Lincoln: A Great Leader Essays - Abraham Lincoln. Abraham Lincolns Early Life - Free Essay Example PapersOwl.com. Biography on Abraham Lincoln Essay Example Topics and Well Written .... Abraham Lincoln in history - Free Essay Example PapersOwl.com. Essay Of Abraham Lincoln. Short essay on abraham lincoln in english - Brainly.in. Abraham Lincoln Biography Essay Example Topics and Well Written .... Biography Abraham Lincoln.docx Abraham Lincoln Confederate States .... abraham lincoln essay Abraham Lincoln Politics Of The United States. Abraham Lincoln Influential Leader - Free Essay Example PapersOwl.com. Abraham Lincoln - A-Level English - Marked by Teachers.com. Abraham Lincoln Biography Abraham Lincoln The United States. Abraham Lincoln Essay , Life-story , Speech , Article , Quotes .... This Abraham Lincoln biography pack is the PERFECT way to teach your .... An essay on abraham lincoln. Abraham Lincoln Life - Free Essay Example - 3055 Words PapersOwl.com. Free essay on the biography of abraham lincoln. Abraham lincoln hero essay. Essay On Abraham Lincoln. Most Beloved .... Abraham Lincoln Fact Sheet Printable Woo! Jr. Kids Activities .... Abraham lincoln - short essay - essayhelljumper.x.fc2.com Essay On Abraham Lincoln Life Essay On Abraham Lincoln Life. Essay on Abraham Lincoln Abraham Lincoln Essay for Students and ...
Essay On Abraham Lincoln Life. Sample essay on abraham lincolnAshley Rosas
Sample essay on abraham lincoln. Essay On Abraham Lincoln In 100 Words - Medoro Trentini. Essay on Abraham Lincoln - YouTube. Narrative Essay: Essay of abraham lincoln. Abraham Lincoln Essays Writing. College Essay: Essay of abraham lincoln. The Life of Abraham Lincoln: Drawn from Original Sources and Containing .... Short Essay on Abraham Lincoln - Short Essay on Abraham Lincoln Lincoln .... Abraham lincoln essay for kids. Abraham Lincoln Essay Modern History - Year 11 HSC Thinkswap. Essay on Abraham Lincoln Abraham Lincoln Essay for Students and .... 5 paragraph essay about abraham lincoln. Abraham Lincoln: Biography .... Abraham Lincoln Infographic - The Assassination of Abraham Lincoln. Abraham Lincoln: A Great Leader Essays - Abraham Lincoln. Abraham Lincolns Early Life - Free Essay Example PapersOwl.com. Biography on Abraham Lincoln Essay Example Topics and Well Written .... Abraham Lincoln in history - Free Essay Example PapersOwl.com. Essay Of Abraham Lincoln. Short essay on abraham lincoln in english - Brainly.in. Abraham Lincoln Biography Essay Example Topics and Well Written .... Biography Abraham Lincoln.docx Abraham Lincoln Confederate States .... abraham lincoln essay Abraham Lincoln Politics Of The United States. Abraham Lincoln Influential Leader - Free Essay Example PapersOwl.com. Abraham Lincoln - A-Level English - Marked by Teachers.com. Abraham Lincoln Biography Abraham Lincoln The United States. Abraham Lincoln Essay , Life-story , Speech , Article , Quotes .... This Abraham Lincoln biography pack is the PERFECT way to teach your .... An essay on abraham lincoln. Abraham Lincoln Life - Free Essay Example - 3055 Words PapersOwl.com. Free essay on the biography of abraham lincoln. Abraham lincoln hero essay. Essay On Abraham Lincoln. Most Beloved .... Abraham Lincoln Fact Sheet Printable Woo! Jr. Kids Activities .... Abraham lincoln - short essay - essayhelljumper.x.fc2.com Essay On Abraham Lincoln Life Essay On Abraham Lincoln Life. Sample essay on abraham lincoln
Outline on gun control. Argumentative Essay on Gun Control. 2019-02-15. Gun Control Persuasive Essay English - Year 11 WACE Thinkswap. Gun control essay with pro and against topics, outline, sample. Essay about gun control. Gun Control Argumentative Essay. 2019-02-09. Outline for argumentative essay on gun control / best essay writing help. Persuasive essay outline for gun control. Gun Control Issue Essay Example Topics and Well Written Essays - 1250 .... The Importance of Gun Control - Free Essay Example PapersOwl.com. Research Paper Outline Gun Control. Pro Gun Control Essay - PHDessay.com. Outline of Speech Gun Control Gun Control Gun Violence In The .... Gun Control - Custom Essays, Coursework and Assignment Writing Center. How to Write Gun Control Essay: Topics, Outline, Example EssayService .... essay examples: Gun Control Essays. How To Write A Successful Gun Control Essay? Brief Guide. Argument Essay - Gun Control by Ms Rougeux Teachers Pay Teachers. Against gun control argumentative essay. Gun Violence Essay - Marc Kirchner ENG 201 18 February 2018 What are We .... Gun control problems and solutions essays. Gun Control Problem .... Narrative Essay: Pro gun control essay. Gun Control Essay Writing Guide with Examples HandMadeWriting. ️ Anti gun control essay outline. Persuasive Speech Outline On Gun .... Gun control argumentative essay. Gun Control Argumentative Essay .... Gun Control Essay Gun Control Crimes Free 30-day Trial Scribd. Gun Control Argumentative Essay Outline Right To Keep And Bear Arms .... Outline For A Research Paper On Gun Control Data Collection and Templates. Gun control : for and against Essay Example Topics and Well Written .... Outline for argumentative essay on gun control. Gun Control .... Writing a pro/against gun control essay outline and examples. Outline For A Research Paper On Gun Control : Gun Control. College Essay: Gun control essay. Introduction to essay about gun control Gun Control Essay Outline Gun Control Essay Outline
Speech About Bullying - Free Essay Example | StudyDriver.com. [BKEYWORD-0-3]. How To Prevent Bullying In Schools Essays. Bullying Essay Examples - bullying. 008 Essay Example Bullying Problem Solution Cyberbullying Communication .... Why Bullying Has Become Rampant in Modern Settings Essay Example .... Persuasive Speech Bullying By Giving Reasons Why.
Euthanasia Essay | Essay on Euthanasia for Students and Children in .... What is Euthanasia? - Free Essay Example | PapersOwl.com. Argumentative Essay Buy Euthanasia Pro; Euthanasia Persuasive Essay. Euthanasia Essay. Pro Euthanasia Research Papers. Euthanasia Speech - GCSE Classics - Marked by Teachers.com. The Euthanasia Issue - GCSE Religious Studies (Philosophy & Ethics .... Euthanasia And The Right Of Euthanasia Essay. Analysis of the Legalizing Euthanasia Essay Example | Topics and Well .... Stirring Euthanasia Argumentative Essay ~ Thatsnotus. Euthanasia Essay | 76045 - Medicine and Law - UTS | Thinkswap.
Essay On Abraham Lincoln Life. Abraham Lincoln Infographic - The Assassinatio...bdg72wjj
Sample essay on abraham lincoln. Essay On Abraham Lincoln In 100 Words - Medoro Trentini. Essay on Abraham Lincoln - YouTube. Narrative Essay: Essay of abraham lincoln. Abraham Lincoln Essays Writing. College Essay: Essay of abraham lincoln. The Life of Abraham Lincoln: Drawn from Original Sources and Containing .... Short Essay on Abraham Lincoln - Short Essay on Abraham Lincoln Lincoln .... Abraham lincoln essay for kids. Abraham Lincoln Essay Modern History - Year 11 HSC Thinkswap. Essay on Abraham Lincoln Abraham Lincoln Essay for Students and .... 5 paragraph essay about abraham lincoln. Abraham Lincoln: Biography .... Abraham Lincoln Infographic - The Assassination of Abraham Lincoln. Abraham Lincoln: A Great Leader Essays - Abraham Lincoln. Abraham Lincolns Early Life - Free Essay Example PapersOwl.com. Biography on Abraham Lincoln Essay Example Topics and Well Written .... Abraham Lincoln in history - Free Essay Example PapersOwl.com. Essay Of Abraham Lincoln. Short essay on abraham lincoln in english - Brainly.in. Abraham Lincoln Biography Essay Example Topics and Well Written .... Biography Abraham Lincoln.docx Abraham Lincoln Confederate States .... abraham lincoln essay Abraham Lincoln Politics Of The United States. Abraham Lincoln Influential Leader - Free Essay Example PapersOwl.com. Abraham Lincoln - A-Level English - Marked by Teachers.com. Abraham Lincoln Biography Abraham Lincoln The United States. Abraham Lincoln Essay , Life-story , Speech , Article , Quotes .... This Abraham Lincoln biography pack is the PERFECT way to teach your .... An essay on abraham lincoln. Abraham Lincoln Life - Free Essay Example - 3055 Words PapersOwl.com. Free essay on the biography of abraham lincoln. Abraham lincoln hero essay. Essay On Abraham Lincoln. Most Beloved .... Abraham Lincoln Fact Sheet Printable Woo! Jr. Kids Activities .... Abraham lincoln - short essay - essayhelljumper.x.fc2.com Essay On Abraham Lincoln Life Essay On Abraham Lincoln Life. Abraham Lincoln Infographic - The Assassination of Abraham Lincoln
Essay On Abraham Lincoln Life. Essay on Abraham Lincoln Abraham Lincoln Essa...Annie Chen
Sample essay on abraham lincoln. Essay On Abraham Lincoln In 100 Words - Medoro Trentini. Essay on Abraham Lincoln - YouTube. Narrative Essay: Essay of abraham lincoln. Abraham Lincoln Essays Writing. College Essay: Essay of abraham lincoln. The Life of Abraham Lincoln: Drawn from Original Sources and Containing .... Short Essay on Abraham Lincoln - Short Essay on Abraham Lincoln Lincoln .... Abraham lincoln essay for kids. Abraham Lincoln Essay Modern History - Year 11 HSC Thinkswap. Essay on Abraham Lincoln Abraham Lincoln Essay for Students and .... 5 paragraph essay about abraham lincoln. Abraham Lincoln: Biography .... Abraham Lincoln Infographic - The Assassination of Abraham Lincoln. Abraham Lincoln: A Great Leader Essays - Abraham Lincoln. Abraham Lincolns Early Life - Free Essay Example PapersOwl.com. Biography on Abraham Lincoln Essay Example Topics and Well Written .... Abraham Lincoln in history - Free Essay Example PapersOwl.com. Essay Of Abraham Lincoln. Short essay on abraham lincoln in english - Brainly.in. Abraham Lincoln Biography Essay Example Topics and Well Written .... Biography Abraham Lincoln.docx Abraham Lincoln Confederate States .... abraham lincoln essay Abraham Lincoln Politics Of The United States. Abraham Lincoln Influential Leader - Free Essay Example PapersOwl.com. Abraham Lincoln - A-Level English - Marked by Teachers.com. Abraham Lincoln Biography Abraham Lincoln The United States. Abraham Lincoln Essay , Life-story , Speech , Article , Quotes .... This Abraham Lincoln biography pack is the PERFECT way to teach your .... An essay on abraham lincoln. Abraham Lincoln Life - Free Essay Example - 3055 Words PapersOwl.com. Free essay on the biography of abraham lincoln. Abraham lincoln hero essay. Essay On Abraham Lincoln. Most Beloved .... Abraham Lincoln Fact Sheet Printable Woo! Jr. Kids Activities .... Abraham lincoln - short essay - essayhelljumper.x.fc2.com Essay On Abraham Lincoln Life Essay On Abraham Lincoln Life. Essay on Abraham Lincoln Abraham Lincoln Essay for Students and ...
Essay On Abraham Lincoln Life. Sample essay on abraham lincolnAshley Rosas
Sample essay on abraham lincoln. Essay On Abraham Lincoln In 100 Words - Medoro Trentini. Essay on Abraham Lincoln - YouTube. Narrative Essay: Essay of abraham lincoln. Abraham Lincoln Essays Writing. College Essay: Essay of abraham lincoln. The Life of Abraham Lincoln: Drawn from Original Sources and Containing .... Short Essay on Abraham Lincoln - Short Essay on Abraham Lincoln Lincoln .... Abraham lincoln essay for kids. Abraham Lincoln Essay Modern History - Year 11 HSC Thinkswap. Essay on Abraham Lincoln Abraham Lincoln Essay for Students and .... 5 paragraph essay about abraham lincoln. Abraham Lincoln: Biography .... Abraham Lincoln Infographic - The Assassination of Abraham Lincoln. Abraham Lincoln: A Great Leader Essays - Abraham Lincoln. Abraham Lincolns Early Life - Free Essay Example PapersOwl.com. Biography on Abraham Lincoln Essay Example Topics and Well Written .... Abraham Lincoln in history - Free Essay Example PapersOwl.com. Essay Of Abraham Lincoln. Short essay on abraham lincoln in english - Brainly.in. Abraham Lincoln Biography Essay Example Topics and Well Written .... Biography Abraham Lincoln.docx Abraham Lincoln Confederate States .... abraham lincoln essay Abraham Lincoln Politics Of The United States. Abraham Lincoln Influential Leader - Free Essay Example PapersOwl.com. Abraham Lincoln - A-Level English - Marked by Teachers.com. Abraham Lincoln Biography Abraham Lincoln The United States. Abraham Lincoln Essay , Life-story , Speech , Article , Quotes .... This Abraham Lincoln biography pack is the PERFECT way to teach your .... An essay on abraham lincoln. Abraham Lincoln Life - Free Essay Example - 3055 Words PapersOwl.com. Free essay on the biography of abraham lincoln. Abraham lincoln hero essay. Essay On Abraham Lincoln. Most Beloved .... Abraham Lincoln Fact Sheet Printable Woo! Jr. Kids Activities .... Abraham lincoln - short essay - essayhelljumper.x.fc2.com Essay On Abraham Lincoln Life Essay On Abraham Lincoln Life. Sample essay on abraham lincoln
Please read the case Fraud at WorldCom in the book provided below .docxchristalgrieg
Please read the case Fraud at WorldCom in the book provided below (chapter 13) Page 310
And answer the following questions
1. What is the dilemma?
2. Do shareholders have de facto control over managers? What decisions do shareholders typically make? Please explain
One double-spaced page.
.
Please read the below two discussion posts and provide the response .docxchristalgrieg
Please read the below two discussion posts and provide the response for each discussion in 75 to 100 words.
Post#1
Nowadays, there are numerous advancements in technology. As a result, the traditional workplace has gradually transformed with home offices and virtual workplaces where employees can hold meetings using video teleconferencing tools and communicate through email and other applications such as Slack (Montrief, et al., 2020). This makes the cloud more busy which brings up the need for improved cloud security.
Generally, in a public cloud, there exists a shared responsibility between the user and the Cloud Service Provider (CSP). Due to the rise of cyber-related crimes over the years, security for things like data classification, network controls and physical security need clear owners. The division of such responsibilities is called shared responsibility model for cloud security. “According to Amazon Web Services (AWS), security responsibility is shared by both CSP and CSC and they called it as Shared Security Responsible Model” (Kumar, Raj, & Jelciana, 2018). “While client and endpoint protection, identity and access management and application level controls are a shared responsibility the responsibility resides largely with the client organization” (Lane, Shrestha, & Ali, 2017). However, the responsibilities may vary depending on the cloud service provider and the cloud environment the user is using to operate. Nevertheless, despite the cloud services used, the burden of protecting data lays upon the user.
Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
The customer is responsible for the following components. First, the customer is responsible for data security. While the provider is responsible for automatically encrypting data in transit and in storage, the customer is expected to configure file system encryption and protection of network traffic. Secondly, the customer is responsible for physical security of computers and other devices used to access the cloud. Thirdly, the customer is responsible for application security. Security of manag.
Please read the below discussion post and provide response in 75 to .docxchristalgrieg
Please read the below discussion post and provide response in 75 to 100 words
Post#1
Cloud security plays an important role in every field like business and personal world. With a large number of benefits it has some myths also. Cloud security is solely the cloud provider’s responsibility: a standard misconception is that the cloud provider automatically takes care of all the safety needs of the customer’s data and process while in the cloud. Password policies, release management for software patches, management of user roles, security training of staff, and data management policies are all responsibilities of the purchasers and a minimum of as critical because the security is done by the general public cloud provider. While users are hardening internal security, don’t assume that cloud provider backs up data and will be able to restore it just in case of a security breach. It is instrumental and important that users simply implement a backup solution that backs up data that's hosted on the cloud to an onsite backup or to a different cloud provider. In addition, in case of a security breach, user will get to restore data from backups. “There is indeed a good case to make for fair taxation and that uneven effective tax rates can distort competition and lead to smaller tax revenues” (Bauer, 2018).
Don’t get to manage the cloud: many people believe that since the cloud infrastructure is usually basically just a managed service, that the safety of the services is additionally managed. Many cloud based systems are left inadvertently unsecured because the customer doesn't know that they have to try to something to secure them, as they assume that the provider has done what an in-house staff would traditionally have done by default. Cloud security requires an equivalent discipline for security of any data center. Cloud data centers are as resilient as any, but the weakness comes if the policies, processes and tools aren’t regularly monitored by the IT operations staff responsible (Determann, 2016).
Ignore BYOD and be more secure: not supporting and implementing a BYOD policy does not mean an enterprise will be less at risk of a data breach, SVP of cloud and hosting sales. The BYOD movement is here to stay. Some experts recommend deploying a mobile content management (MCM) solution, as protecting the data will be what ultimately defines business’ security and compliance requirements. “Despite the Australian Federal Government's ‘cloud-first’ strategy and policies, and the Queensland State Government's ‘digital-first’ strategy, cloud services adoption at local government level has been limited—largely due to data security concerns” (Ali, Shrestha, Chatfield, & Murray, 2020). Cloud data isn’t saved on mobile devices: I still hear people speaking about cloud deployment as if using this service means users are not saving any enterprise data on mobile devices, which this might make device data protection a moot point. Apps that are connecting to de.
Please read the assignment content throughly Internet Resources .docxchristalgrieg
Please read the assignment content throughly
Internet Resources Chart [due Mon]
Assignment Content
Create
a chart of Internet-based resources for early childhood literacy development.
Include
at least two different resources for each of the following topics:
Oral language
Environmental print
Morphemic analysis
Spelling
Vocabulary
Summarize
each resource. A total of 700 words should be used in the chart.
Submit
your assignment.
.
Please read the article by Peterson (2004). Your responses to th.docxchristalgrieg
Please read the article by Peterson (2004). Your responses to the following questions must be typed. Please be sure to include an APA-style citation
1. What is the purpose of this review paper
2. Describe
Incidental teaching
Mand-model
Time delay
Milieu language teaching
How are they the same?
How are they different?
3. What is discrete trial training? How is naturalistic teaching different?
4. What is generalization in language acquisition? How does naturalistic teaching promote generalization in language acquisition?
5. What were the conclusions of this review?
6. Be sure to provide and APA-style source citation for Peterson (2004) at the end of your paper
.
Please read the article which appears below. Write and submit an.docxchristalgrieg
Please read the article which appears below. Write and submit an
600 word report.
There is no right or wrong answer. Your report will be graded on your understanding of the problem of teenagers in high school having babies - and the attitude of the teens - whether you agree or disagree it is a good idea for the school to open a day care center to help these mothers (tell us why you agree or disagree), whether you agree or disagree with the teacher who wrote this article - tell us why you agree or disagree - why sociologists might want to study problems like this one, what sociologists might be able to contribute to solving problems like the one described . Link your answer to material we are studying. How well you express yourself - grammatical construction - spelling - is important. Maybe you can't make up your mind about this article. That's OK too. But it is important that you explain WHY.
Material you studied about agents of social change, primary and secondary groups in the chapters on
Culture - Socialization- Social Interaction - Social Structures - Groups and Organizations- should give you lots of ideas for your assignment.
They're Having Babies. Are We Helping?
By Patrick Welsh
The girls gather in small groups outside Alexandria's T.C. Williams High School most mornings, standing with their babies on their hips, talking and giggling like sorority sisters. Sometimes their mothers drop the kids (and their kids) off with a carefree smile and a wave. As I watch the girls carry their children into the Tiny Titans day-care center in our new $100 million building, I can't help wondering what Sister Mary Avelina, my 11th-grade English teacher, would have thought.
Okay, I'm an old guy from the 1950s, an era light-years from today. But even in these less censorious times, I'm amazed -- and concerned -- by the apparently nonchalant attitude both these girls and their mothers exhibit in front of teachers, administrators and hundreds of students each day. Last I heard, teen pregnancy is still a major concern in this country -- teenage mothers are less likely to finish school and more likely to live in poverty; their children are more likely to have difficulties in school and with the law; and on and on.
But none of that seems to register with these young women. In fact, "some girls seem to be really into it," says T.C. senior Mary Ball. "They are embracing their pregnancies." Nor is the sight of a pregnant classmate much of a surprise to the students at T.C. anymore. "When I was in middle school, I'd be shocked to see a pregnant eighth-grader," says Ball. "Now it seems so ordinary that we don't even talk about it."
Teenage pregnancy has been bright on American radar screens for the past year: TV teen starlet Jamie Lynn Spears's pregnancy caused a minor media storm last December. The pregnant-teen movie "Juno" won Oscar nods. And there was Bristol Palin, daughter of Alaska Gov. Sarah Palin, bringing the issue front and center d.
Please Read instructions Role Model LeadersChoose one • 1 .docxchristalgrieg
Please Read instructions
Role Model Leaders
Choose one • 1 point
In a study by Kouzes and Posner, who was identified as the person that the majority of people would select as their most important role model for leadership?
Teacher or coach
Business leader
Family member
Community or religious leader
QUESTION 2
Five Practices
Choose one • 1 point
Which of the following is
not
one of the Five Practices of Exemplary Leadership?
Model the Way
Leave a Legacy
Encourage the Heart
Enable Others to Act
QUESTION 3
Organizational Behavior
Choose one • 1 point
Organizational Behavior is a defined business function that has nothing to do with human behavior.
True
False
QUESTION 4
Leader and Constituents
Choose one • 1 point
What strengthens and sustains the relationship between leader and constituents is that leaders are:
Obsessed with what is best for others, not themselves
Obsessed with what is best for making the most money for themselves
Obsessed with what is best for themselves, not others
Obsessed with what is best for the business, not others
QUESTION 5
The Most Fundamental Truth
Choose one • 1 point
According to Kouzes and Posner, which of the Ten Truths about Leadership is the most fundamental truth of all?
Credibility is the Foundation of Leadership
Challenge is the Crucible for Greatness
You Can’t Do It Alone
You Make a Difference
QUESTION 6
Credibility
Choose one • 1 point
A culture of leadership ______________ and ______________ is created when people at all levels genuinely expect each other to be credible, and they hold each other accountable for the actions that build and sustain credibility.
Excellence and integrity
Independence and coerciveness
Confidence and charisma
Dissatisfaction and distrust
QUESTION 7
Organizational Behavior
Choose one • 1 point
The study of Organizational Behavior helps us to understand organizational culture, power, and political behavior.
True
False
QUESTION 8
Organization’s vision and values
Choose one • 1 point
Who is the person that has the most influence over your desire to stay or leave an organization, and your commitment to the organization’s vision and values?
CEO
Co-workers
Board of Directors
Your most immediate manager
QUESTION 9
Willingly Follow
Choose one • 1 point
In a survey by Kouzes and Posner, which of the following characteristics scored the highest that people looked for in someone that they would be willing to follow:
Independent
Supportive
Honest
Straightforward
QUESTION 10
Expectation of Leaders
Choose one • 1 point
In addition to the three factors that measure source credibility, the vast majority of constituents have one other expectation of leaders. They expect leaders to be:
Admired
Forward-looking
Independent
Enthusiastic
QUESTION 11
Leadership is a Relationship
Choose one • 1 point
Leadership is a relationship between those who aspire to lead and those who are learning to lead
.
Tru.
Please read each attachment for instructions, please answer each q.docxchristalgrieg
Please read each attachment for instructions, please answer each question all 8 with an answer after reading each attachment. Do not answer each question in a running paragraph. question/answer in at least 200 -300 word detailed with references from attachments and one extra where needed.
I do not have a second chance to correct
Activity: Counseling Immigrants
Instructions:
This activity is composed of three parts. In order to complete part I, you must read the article “Counseling Haitian Students and their Families: Issues and Interventions.” In order to complete part II, you must read the “APA Immigration Report Executive Summary,” and in order to complete part III, you must read “Counseling Model for Immigrants.”
Part I
1) Explain the differences between what parents are expected to do in American schools and what parents are expected to do in Haitian schools.
2) Why did Jean’s parents did not seek contact with teachers?
3) Haitian students face significant prejudice from teachers and classmates based on their race, the negative image of voudou, their former classification as a high-risk group for AIDS, and the violence and corruption of Haiti’s domestic politics. Name the interventions suggested by Joseph (1984).
Part II
1. The United States today has approximately _______ million immigrants—the largest number in its history. As a nation of immigrants, the United States has successfully negotiated larger proportions of newcomers in its past (______% in 1910 vs. _____% today). Notably, nearly _________ ____________of the foreign-born are naturalized citizens or authorized noncitizens.
2. Nearly a ___________ of children under the age of 18 have an immigrant __________.
3. One third of the foreign-born population in the United States is from ________, and a total of _______% originate from Latin America (U.S. Census Bureau, 2010).The four states with the largest numbers of immigrants (California, __________, New Mexico, and _________) have already become “majority/minority” (______ than ________% White) states (U.S. Census Bureau, 2011a).
4. Immigrants arrive in the United States with varied levels of education. At one end of the spectrum are highly educated immigrant adults (Portes & Rumbaut, 2006) who comprise a ___________ of all U.S. __________, ________% of the nation’s __________ and ____________ workers with bachelor’s degrees, and _______% of scientists with ______________.
5. An estimated ________ languages are currently spoken in homes in the United States.
6. Psychological acculturation refers to the dynamic process that immigrants experience as they __________ to the culture of the new country.
7. The constellation of presenting issues for immigrants tends to fall within the areas of _________________- based presenting problems, __________-based presenting problems, and _________________, ____________, and ______________–based problems.
8. To increase the accessibility and efficacy of services, clinicians and p.
PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I.docxchristalgrieg
**PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I HAVE PROVIDED BELOW. ESSAY QUESTION IS RIGHT BELOW AS WELL.**
Three common approaches to understanding leading – traits, behaviors, and situational or contingency approaches - may or may not be effective in leading/managing a healthcare program. Briefly summarize each and its appropriateness for healthcare management.
Health Program Management (Longest, 2015)
“Leading effectively means influencing participants to make contributions that help accomplish the mission and objectives established for a program.” (Longest, 2015, p. 139)
Traits approach
“Based on the proposition that traits - encompassing skills, abilities, or characteristics - inherent in some people explain why they are more effective at leading than others.” (Longest, 2015, p. 140)
Kirkpatrick and Locke (1991, 48) stated, “Key leader traits include: drive (a broad term which includes achievement, motivation, ambition, energy, tenacity, and initiative); leadership, motivation (the desire to lead but not to seek power as an end in itself); honesty and integrity; self-confidence (which is associated with emotional stability); cognitive ability; and knowledge.” (as cited in Longest, 2015, p. 140)
Behaviors approach
“Traits cannot fully explain effectively leading, is based on the assumption that particular behaviors or sets of behaviors that make up a style of leading might be associated with success in leading.” (Longest, 2015, p. 140)
Planning, clarifying, monitoring, problem solving, supporting, recognizing, developing, empowering, advocating change, envisioning change, encouraging innovation, facilitating collective learning, networking, external monitoring, representing (Longest, 2015, p. 142)
Tannenbaum and Schmidt’s continuum of leader styles model: (Longest, 2015, p. 147)
Autocratic leaders - makes decisions and announces them to other participants
Consultative leaders - convince other participants of the correctness of a decision by carefully explaining the rationale for the decision and its effect on the other participants and on the program
Participative leaders - present tentative decisions that will be changed in other participants can make a convincing case for different decisions
Democratic leaders - define the limits of the situation and problem to be solved and permit other participants to make the decision
Laissez-faire leaders - permit other participants to have great discretion in decision making
“Leaders must adapt and change styles to fit different situations.” (Longest, 2015, p. 147)
“An autocratic style might be appropriate in certain clinical situations in programs where work frequently involves a high degree of urgency. But this style could be disastrous in other situations, such as when a manager must decide how to offer a new service in a program or improve communication with participants.” (Longest, 2015, p. 147)
Situational/Contingency approach
“.
Please read Patricia Benners Five Stages of Proficiency. Explai.docxchristalgrieg
Please read Patricia Benner's Five Stages of Proficiency. Explain the importance of this theory through a nurse's perspective. No references are required. Your summary should be at least 300 words using good spelling and grammar. Can be single or double spaced.
Attached Files:
Dr. Patricia Benner is a nursing theorist who first developed a model for the stages of clinical competence in her classic book “From Novice to Expert: Excellence and Power in Clinical Nursing Practice”. Her model is one of the most useful frameworks for assessing nurses’ needs at different stages of professional growth. She is the Chief Faculty Development Officer for Educating Nurses, the Director of the Carnegie Foundation for the Advancement of Teaching National Nursing Education and honorary fellow of the Royal College of Nursing.
Dr. Benner was born in Hampton, Virginia, and received her bachelor’s degree in Nursing from Pasadena College in 1964, and later a master’s degree in Medical-Surgical Nursing from the University of California, Berkeley. After completing her doctorate in 1982, she became an Associate Professor in the Department of Physiological Nursing at the University of California, San Francisco. Dr. Benner is an internationally known lecturer and researcher on health, and her work has influenced areas of clinical practice as well as clinical ethics.
This nursing theory proposes that expert nurses develop skills and understanding of patient care over time through a proper educational background as well as a multitude of experiences. Dr. Benner’s theory is not focused on how to be a nurse, rather on how nurses acquire nursing knowledge – one could gain knowledge and skills (“knowing how”), without ever learning the theory (“knowing that”). She used the Dreyfus Model of Skill Acquisition as a foundation for her work. The Dreyfus model, described by brothers Stuart and Hubert Dreyfus, is a model based on observations of chess players, Air Force pilots, army commanders and tank drivers. The Dreyfus brothers believed learning was experiential (learning through experience) as well as situation-based, and that a student had to pass through five very distinct stages in learning, from novice to expert.
Dr. Benner found similar parallels in nursing, where improved practice depended on experience and science, and developing those skills was a long and progressive process. She found when nurses engaged in various situations, and learned from them, they developed “skills of involvement” with patients and family. Her model has also been relevant for ethical development of nurses since perception of ethical issues is also dependent on the nurses’ level of expertise. This model has been applied to several disciplines beyond clinical nursing, and understanding the five stages of clinical competence helps nurses support one another and appreciate that expertise in any field is a process learned over time.
Dr. Benner’s Stages of Clinical Competence
Stage 1 Novice: .
***************Please Read Instructions **************
OBJECTIVES:
Use personal influence with a group or team.
Identify the behaviors that exemplify the leadership truths.
Understand the stages of team development.
Explain how motivation impacts performance.
GOAL:
The purpose of this assignment is to provide an opportunity to express understanding of content associated with the chapters covered in Week Two (
Values Drive Commitment
,
Focusing on the Future Sets Leaders Apart
, and
You Can't Do It Alone
). For this assignment, you must use the Full Sail Online Library resources for at least one source in answering the questions. Make sure you clearly indicate which source(s) are from the online library. To access the Full Sail Library sources, go to Connect/Departments/Library. You will see a list of databases available. The library is open Monday-Friday 8:00 am - 9:00 pm and Saturday 8:00 am - 5:00 pm and can be reached at x8438.
Chapter Five
discusses the importance of
working in teams
and the
importance of emotional intelligence
in both your personal and social skills. How well are you in these areas? The goal of this week's discussion is to use the resources from this week to
develop, create, and implement a team activity with you being the leader.
INSTRUCTIONS:
First Post – due Thursday by 11:59pm EST *Due date extended due to the nature of the activity. Use this time to create an amazing activity!
Persuade at least four to eight people to do some notable activity together for at least two hours
that they would not otherwise do without your intervention. Your only restriction is that you cannot tell them why you are doing this.
The group can be any group of people: friends, family, teammates, club members, neighbors, students, or work colleagues
. It can be almost any activity
except for
watching television, eating, going to a movie, or just sitting around talking. It must be more substantial than that. Some options include a party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter, visiting a nursing home, or helping on a community project.
After completing your leadership activity, be prepared to discuss:
1. What was the activity selected?
Use specifics to describe your activity including
who attended (friends, family, co-workers, etc), location, and date. What did it feel like to make something happen in the world that would not have happened otherwise without you?
2.
Emotional Intelligence (EQ)
is important to develop to build relationships with others. How did you use EQ to empower others, listen to individual needs, and build relationships?
3. With this act of leadership,
what values did you exemplify
? (Use the
Values Drive Commitment c
hapter
concepts in your response.)
4. Were your members a group or a team? Using the
stages of team development
(Forming, Storming, Norming, Performing), describe the specific behaviors that de.
Please react to this student post. remember references and plarigari.docxchristalgrieg
Please react to this student post. remember references and plarigarism
Descending Spinal Tract
Corticospinal, reticulospinal, and vestibulospinal
Sends impulses from the brain to muscle groups
Control muscle tone, posture, and motor movements
Efferent
A
scending Spinal Tract
Spinothalamic and spinocerebellar
Sends sensory signals to accomplish complex tasks
Ascending tracts recognize exact stimulus and location
Contains fibers that discriminate rough from light touch, temperature and pain
Afferent
If the spinal cord is completely severed, then complete loss of function below the point if injury is expected (Ball, Dains, Flynn, Solomon & Stewart, 2015).
The nervous system is a group of nerves and neurons that transmit messages to different parts of the body. It is in charge of coordinating and controlling the body (Ball et al., 2015). The nervous system is divided into the central and the peripheral nervous system, further subdivided into autonomic, sympathetic and parasympathetic. The central nervous system is comprised of the brain. The peripheral nervous systems is comprised of the cranial and spinal nerves and the ascending and descending pathways (Ball et al., 2015). With all parts functioning properly the nervous system is able to receive and identify stimuli, control voluntary and involuntary body functions (Ball et al., 2015).
The three major units of the brain are the cerebrum, the cerebellum and the brainstem (Ball et al., 2015).
The difference between the ascending and descending tracts is that the ascending is sensory (afferent) because it delivers information to the brain and the descending tract delivers motor (efferent) information to the periphery (Ball et al., 2015)
The pituitary gland regulates metabolic processes and controls growth, lactation, and vasoconstriction through hormonal regulation (Ball et al., 2015).
The fourth cranial nerve is called trochlear and it is in charge of the downward and inward movement of the eye (Ball et al., 2015).
Risk factors for cerebrovascular accidents include hypertension, obesity, sedentary lifestyle, smoking, stress, high cholesterol/triglycerides/lipoproteins, congenital conditions and family history of cerebrovascular accidents (Ball et al., 2015).
The 5.07 monofilament test is used to test sensation in different parts of the foot in patients suffering from diabetes mellitus or peripheral neuropathy (Ball et al., 2015).
The 0 to 4+ scale is used to grade the response when testing the reflex. 0 indicates no response and 4+ indicates hyperactive reflex (Ball et al., 2015).
Older adults may be taking medication for other conditions that can affect their balance, mental status and coordination and it is important know this in order to rule out whether a symptom is due to a side effect or a cause for concern (Ball et al., 2015).
Meningitis that occurs during the first year may cause epilepsy later on in life, also any infection in the first year of life can impa.
Please provide the following information about your culture which is.docxchristalgrieg
Please provide the following information about your culture which is the ANCIENT EMPIRE:
Content
Introduction with a thesis statement
Provide a brief history of your culture
Explain how your chosen culture is represented in the United States
Is your culture individualistic or collectivistic? Provide at least one example
What are some of the artistic (art, music, architecture, dance) contributions of your culture?
What are some values of your culture? Provide at least three examples
Discuss your culture’s religion(s)? Include name and basic belief system of at least one of the major faiths
What are some of the sex and gender role differences in your culture? Provide at least three examples
Discuss what we would need to know to acculturate into your culture (if it is a culture from the past, what would we need to do in order to fit in during that timeframe). Provide at least one concrete suggestion
Conclusion
Specific Paper Requirements:
Four-page minimum: six-page maximum (Times New Roman, 1-inch marginsm 12-pt. font, double-spaced)
Quality of writing: Must contain in-text citations in APA format
Spelling and Grammar
Correct APA style format
A minimum of three or more credible sources (books, journal articles, magazine/newspaper articles, etc.)
Paper Outline:
Introduction
History
Cultural Context
Represented in the United States
Individualistic/Collective
Artistic
Values
Religion
Sex and Gender Roles
Acculturation
Conclusion
References
.
Please proof the paper attached and complete question 6 and 7..docxchristalgrieg
Please proof the paper attached and complete question 6 and 7.
Moore Plumbing Supply Company
Capital Structure
Mort Moore founded Moore Plumbing Supply after returning from duty in the South Pacific during World War II. Before joining the armed forces, he had worked for a locally owned plumbing company and wanted to continue with that type of work once the war effort was over. Shortly after returning to his hometown of Minneapolis, Minnesota, he became aware of an unprecedented construction boom. Returning soldiers needed new housing as they started families and readjusted to civilian life. Mort felt that he could make more money by providing plumbing supplies to contractors rather than performing the labor, and he decided to open a plumbing supply company. Mort’s parents died when he was young and was raised by his older brother, Stan, who ran a successful shoe business during the 1920’s. Stan often shared stories about owning his own business and in particular about a large expansion that was completed just before the market collapsed. Because of the economic times, Stan lost the business but was lucky to find employment with the railroad. He dutifully saved part of each paycheck and was so thankful that his brother returned home safely that he decided to use his sizable savings to help his brother open his business. Mort kept in mind his brother’s failed business and vowed that his company would operate in such a way that it would minimize its vulnerability of general business downturns.
Moore’s extensive inventory and reasonable prices made the company the primary supplier of the major commercial builders in the area. In addition, Mort developed a loyal customer base among the home repair person, as his previous background allowed him to provide excellent advice about specific projects and to solve unique problems. As a result, his business prospered and over the past twenty years, sales have grown faster than the industry. Because of the large orders, the company receives favorable prices from suppliers, allowing Moore Plumbing Supply to remain competitive with the discount houses that have sprung up in the area. Over the years, Mort has kept his pledge and the company has remained a very strong financial position. It had a public sale of stock and additional stock offers to fund expansions including regional supply outlets in Milwaukee, Wisconsin and Sioux City, Iowa.
Recently, Stan decided that the winters were too long and he wanted to spend the coldest months playing golf in Florida. He retired from the day-to-day operations but retained the position of President and brought in his grandson, Tom Moore, to run the company as the new Chief Executive Officer. Tom was an excellent choice for the position. After graduating summa-cum-laud with a degree in communications from the University of Wisconsin, he worked in the Milwaukee operation where he was quickly promoted to manager. In ten years, sa.
Please prepare PPT( 5 Slides and 1 citation slide) and also explain .docxchristalgrieg
Please prepare PPT( 5 Slides and 1 citation slide) and also explain all slides in word format about 300 words to give presentation
Types of Stakeholders:
Suppliers - Sandeep
Owners - Sandeep
Employees - Sandeep
Stakeholder Impact of Ethics on Stakeholders – Ravi/Rushil/Sandeep/Krishna
References
.
Please prepare a one-pageProject Idea that includes the .docxchristalgrieg
Please prepare a
one-page
Project Idea
that includes the following:
1. What type of project
would you like to do: develop a proposal for a new business; develop a plan to green an existing business; creative project; or research project?
2. What is the big idea
that you would like to pursue? (1-2 sentences)
3. Why
did you decide on this idea? (2-3 sentences)
4. If working in a team
, please list each team member and include either one specific role that they will play in the project or one link to a helpful resource that they have found that will inform the team’s project.
If doing an individual project
, please list at least one resource that will inform your thinking.
5. Develop a
proposed timeline
for the project (including the deliverables below, plus additional steps needed to produce the deliverables).
See the project guidelines under Course Documents or linked
here
for more information.
.
Please prepare at least in 275 to 300 words with APA references and .docxchristalgrieg
Please prepare at least in 275 to 300 words with APA references and citation.
1) Please describe the meaning of diversification. How does diversification reduce risk for the investor?
2) What is the opportunity cost of capital? How can a company measure opportunity cost of capital for a project that is considered to have average risk?
.
Please provide references for your original postings in APA form.docxchristalgrieg
Please provide references for your original postings in APA format.
1. Discuss the types of backup locations, per the text and Powerpoint presentation raeadings for the week.
2. Would a single backup location be adequate or should a combination be used? What combination would you recommend?
.
Please provide an update to include information about methodology, n.docxchristalgrieg
Please provide an update to include information about methodology, new literature discovered, or even questions regarding current progress. Topic selection is Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems can be found at https://www.jstage.jst.go.jp/article/iasme/10/1/10_100103/_pdf. APA citation is the following. Dawson, M. (2018). Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems. Journal of Strategic Management Studies, 10(1), 19-28. (250 words)
.
Please provide an evaluation of the Path to Competitive Advantage an.docxchristalgrieg
Please provide an evaluation of the Path to Competitive Advantage and Motivation and
Feedback and answer the following questions:
1. How can managers enhance employee motivation through performance management
techniques?
2. It is well known that individuals on international assignments operate under unique
contextual and cultural realities. How would motivation differ in such environments?
*********
1 page follow APA 7 citation.
.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Please read the case Fraud at WorldCom in the book provided below .docxchristalgrieg
Please read the case Fraud at WorldCom in the book provided below (chapter 13) Page 310
And answer the following questions
1. What is the dilemma?
2. Do shareholders have de facto control over managers? What decisions do shareholders typically make? Please explain
One double-spaced page.
.
Please read the below two discussion posts and provide the response .docxchristalgrieg
Please read the below two discussion posts and provide the response for each discussion in 75 to 100 words.
Post#1
Nowadays, there are numerous advancements in technology. As a result, the traditional workplace has gradually transformed with home offices and virtual workplaces where employees can hold meetings using video teleconferencing tools and communicate through email and other applications such as Slack (Montrief, et al., 2020). This makes the cloud more busy which brings up the need for improved cloud security.
Generally, in a public cloud, there exists a shared responsibility between the user and the Cloud Service Provider (CSP). Due to the rise of cyber-related crimes over the years, security for things like data classification, network controls and physical security need clear owners. The division of such responsibilities is called shared responsibility model for cloud security. “According to Amazon Web Services (AWS), security responsibility is shared by both CSP and CSC and they called it as Shared Security Responsible Model” (Kumar, Raj, & Jelciana, 2018). “While client and endpoint protection, identity and access management and application level controls are a shared responsibility the responsibility resides largely with the client organization” (Lane, Shrestha, & Ali, 2017). However, the responsibilities may vary depending on the cloud service provider and the cloud environment the user is using to operate. Nevertheless, despite the cloud services used, the burden of protecting data lays upon the user.
Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
The customer is responsible for the following components. First, the customer is responsible for data security. While the provider is responsible for automatically encrypting data in transit and in storage, the customer is expected to configure file system encryption and protection of network traffic. Secondly, the customer is responsible for physical security of computers and other devices used to access the cloud. Thirdly, the customer is responsible for application security. Security of manag.
Please read the below discussion post and provide response in 75 to .docxchristalgrieg
Please read the below discussion post and provide response in 75 to 100 words
Post#1
Cloud security plays an important role in every field like business and personal world. With a large number of benefits it has some myths also. Cloud security is solely the cloud provider’s responsibility: a standard misconception is that the cloud provider automatically takes care of all the safety needs of the customer’s data and process while in the cloud. Password policies, release management for software patches, management of user roles, security training of staff, and data management policies are all responsibilities of the purchasers and a minimum of as critical because the security is done by the general public cloud provider. While users are hardening internal security, don’t assume that cloud provider backs up data and will be able to restore it just in case of a security breach. It is instrumental and important that users simply implement a backup solution that backs up data that's hosted on the cloud to an onsite backup or to a different cloud provider. In addition, in case of a security breach, user will get to restore data from backups. “There is indeed a good case to make for fair taxation and that uneven effective tax rates can distort competition and lead to smaller tax revenues” (Bauer, 2018).
Don’t get to manage the cloud: many people believe that since the cloud infrastructure is usually basically just a managed service, that the safety of the services is additionally managed. Many cloud based systems are left inadvertently unsecured because the customer doesn't know that they have to try to something to secure them, as they assume that the provider has done what an in-house staff would traditionally have done by default. Cloud security requires an equivalent discipline for security of any data center. Cloud data centers are as resilient as any, but the weakness comes if the policies, processes and tools aren’t regularly monitored by the IT operations staff responsible (Determann, 2016).
Ignore BYOD and be more secure: not supporting and implementing a BYOD policy does not mean an enterprise will be less at risk of a data breach, SVP of cloud and hosting sales. The BYOD movement is here to stay. Some experts recommend deploying a mobile content management (MCM) solution, as protecting the data will be what ultimately defines business’ security and compliance requirements. “Despite the Australian Federal Government's ‘cloud-first’ strategy and policies, and the Queensland State Government's ‘digital-first’ strategy, cloud services adoption at local government level has been limited—largely due to data security concerns” (Ali, Shrestha, Chatfield, & Murray, 2020). Cloud data isn’t saved on mobile devices: I still hear people speaking about cloud deployment as if using this service means users are not saving any enterprise data on mobile devices, which this might make device data protection a moot point. Apps that are connecting to de.
Please read the assignment content throughly Internet Resources .docxchristalgrieg
Please read the assignment content throughly
Internet Resources Chart [due Mon]
Assignment Content
Create
a chart of Internet-based resources for early childhood literacy development.
Include
at least two different resources for each of the following topics:
Oral language
Environmental print
Morphemic analysis
Spelling
Vocabulary
Summarize
each resource. A total of 700 words should be used in the chart.
Submit
your assignment.
.
Please read the article by Peterson (2004). Your responses to th.docxchristalgrieg
Please read the article by Peterson (2004). Your responses to the following questions must be typed. Please be sure to include an APA-style citation
1. What is the purpose of this review paper
2. Describe
Incidental teaching
Mand-model
Time delay
Milieu language teaching
How are they the same?
How are they different?
3. What is discrete trial training? How is naturalistic teaching different?
4. What is generalization in language acquisition? How does naturalistic teaching promote generalization in language acquisition?
5. What were the conclusions of this review?
6. Be sure to provide and APA-style source citation for Peterson (2004) at the end of your paper
.
Please read the article which appears below. Write and submit an.docxchristalgrieg
Please read the article which appears below. Write and submit an
600 word report.
There is no right or wrong answer. Your report will be graded on your understanding of the problem of teenagers in high school having babies - and the attitude of the teens - whether you agree or disagree it is a good idea for the school to open a day care center to help these mothers (tell us why you agree or disagree), whether you agree or disagree with the teacher who wrote this article - tell us why you agree or disagree - why sociologists might want to study problems like this one, what sociologists might be able to contribute to solving problems like the one described . Link your answer to material we are studying. How well you express yourself - grammatical construction - spelling - is important. Maybe you can't make up your mind about this article. That's OK too. But it is important that you explain WHY.
Material you studied about agents of social change, primary and secondary groups in the chapters on
Culture - Socialization- Social Interaction - Social Structures - Groups and Organizations- should give you lots of ideas for your assignment.
They're Having Babies. Are We Helping?
By Patrick Welsh
The girls gather in small groups outside Alexandria's T.C. Williams High School most mornings, standing with their babies on their hips, talking and giggling like sorority sisters. Sometimes their mothers drop the kids (and their kids) off with a carefree smile and a wave. As I watch the girls carry their children into the Tiny Titans day-care center in our new $100 million building, I can't help wondering what Sister Mary Avelina, my 11th-grade English teacher, would have thought.
Okay, I'm an old guy from the 1950s, an era light-years from today. But even in these less censorious times, I'm amazed -- and concerned -- by the apparently nonchalant attitude both these girls and their mothers exhibit in front of teachers, administrators and hundreds of students each day. Last I heard, teen pregnancy is still a major concern in this country -- teenage mothers are less likely to finish school and more likely to live in poverty; their children are more likely to have difficulties in school and with the law; and on and on.
But none of that seems to register with these young women. In fact, "some girls seem to be really into it," says T.C. senior Mary Ball. "They are embracing their pregnancies." Nor is the sight of a pregnant classmate much of a surprise to the students at T.C. anymore. "When I was in middle school, I'd be shocked to see a pregnant eighth-grader," says Ball. "Now it seems so ordinary that we don't even talk about it."
Teenage pregnancy has been bright on American radar screens for the past year: TV teen starlet Jamie Lynn Spears's pregnancy caused a minor media storm last December. The pregnant-teen movie "Juno" won Oscar nods. And there was Bristol Palin, daughter of Alaska Gov. Sarah Palin, bringing the issue front and center d.
Please Read instructions Role Model LeadersChoose one • 1 .docxchristalgrieg
Please Read instructions
Role Model Leaders
Choose one • 1 point
In a study by Kouzes and Posner, who was identified as the person that the majority of people would select as their most important role model for leadership?
Teacher or coach
Business leader
Family member
Community or religious leader
QUESTION 2
Five Practices
Choose one • 1 point
Which of the following is
not
one of the Five Practices of Exemplary Leadership?
Model the Way
Leave a Legacy
Encourage the Heart
Enable Others to Act
QUESTION 3
Organizational Behavior
Choose one • 1 point
Organizational Behavior is a defined business function that has nothing to do with human behavior.
True
False
QUESTION 4
Leader and Constituents
Choose one • 1 point
What strengthens and sustains the relationship between leader and constituents is that leaders are:
Obsessed with what is best for others, not themselves
Obsessed with what is best for making the most money for themselves
Obsessed with what is best for themselves, not others
Obsessed with what is best for the business, not others
QUESTION 5
The Most Fundamental Truth
Choose one • 1 point
According to Kouzes and Posner, which of the Ten Truths about Leadership is the most fundamental truth of all?
Credibility is the Foundation of Leadership
Challenge is the Crucible for Greatness
You Can’t Do It Alone
You Make a Difference
QUESTION 6
Credibility
Choose one • 1 point
A culture of leadership ______________ and ______________ is created when people at all levels genuinely expect each other to be credible, and they hold each other accountable for the actions that build and sustain credibility.
Excellence and integrity
Independence and coerciveness
Confidence and charisma
Dissatisfaction and distrust
QUESTION 7
Organizational Behavior
Choose one • 1 point
The study of Organizational Behavior helps us to understand organizational culture, power, and political behavior.
True
False
QUESTION 8
Organization’s vision and values
Choose one • 1 point
Who is the person that has the most influence over your desire to stay or leave an organization, and your commitment to the organization’s vision and values?
CEO
Co-workers
Board of Directors
Your most immediate manager
QUESTION 9
Willingly Follow
Choose one • 1 point
In a survey by Kouzes and Posner, which of the following characteristics scored the highest that people looked for in someone that they would be willing to follow:
Independent
Supportive
Honest
Straightforward
QUESTION 10
Expectation of Leaders
Choose one • 1 point
In addition to the three factors that measure source credibility, the vast majority of constituents have one other expectation of leaders. They expect leaders to be:
Admired
Forward-looking
Independent
Enthusiastic
QUESTION 11
Leadership is a Relationship
Choose one • 1 point
Leadership is a relationship between those who aspire to lead and those who are learning to lead
.
Tru.
Please read each attachment for instructions, please answer each q.docxchristalgrieg
Please read each attachment for instructions, please answer each question all 8 with an answer after reading each attachment. Do not answer each question in a running paragraph. question/answer in at least 200 -300 word detailed with references from attachments and one extra where needed.
I do not have a second chance to correct
Activity: Counseling Immigrants
Instructions:
This activity is composed of three parts. In order to complete part I, you must read the article “Counseling Haitian Students and their Families: Issues and Interventions.” In order to complete part II, you must read the “APA Immigration Report Executive Summary,” and in order to complete part III, you must read “Counseling Model for Immigrants.”
Part I
1) Explain the differences between what parents are expected to do in American schools and what parents are expected to do in Haitian schools.
2) Why did Jean’s parents did not seek contact with teachers?
3) Haitian students face significant prejudice from teachers and classmates based on their race, the negative image of voudou, their former classification as a high-risk group for AIDS, and the violence and corruption of Haiti’s domestic politics. Name the interventions suggested by Joseph (1984).
Part II
1. The United States today has approximately _______ million immigrants—the largest number in its history. As a nation of immigrants, the United States has successfully negotiated larger proportions of newcomers in its past (______% in 1910 vs. _____% today). Notably, nearly _________ ____________of the foreign-born are naturalized citizens or authorized noncitizens.
2. Nearly a ___________ of children under the age of 18 have an immigrant __________.
3. One third of the foreign-born population in the United States is from ________, and a total of _______% originate from Latin America (U.S. Census Bureau, 2010).The four states with the largest numbers of immigrants (California, __________, New Mexico, and _________) have already become “majority/minority” (______ than ________% White) states (U.S. Census Bureau, 2011a).
4. Immigrants arrive in the United States with varied levels of education. At one end of the spectrum are highly educated immigrant adults (Portes & Rumbaut, 2006) who comprise a ___________ of all U.S. __________, ________% of the nation’s __________ and ____________ workers with bachelor’s degrees, and _______% of scientists with ______________.
5. An estimated ________ languages are currently spoken in homes in the United States.
6. Psychological acculturation refers to the dynamic process that immigrants experience as they __________ to the culture of the new country.
7. The constellation of presenting issues for immigrants tends to fall within the areas of _________________- based presenting problems, __________-based presenting problems, and _________________, ____________, and ______________–based problems.
8. To increase the accessibility and efficacy of services, clinicians and p.
PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I.docxchristalgrieg
**PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I HAVE PROVIDED BELOW. ESSAY QUESTION IS RIGHT BELOW AS WELL.**
Three common approaches to understanding leading – traits, behaviors, and situational or contingency approaches - may or may not be effective in leading/managing a healthcare program. Briefly summarize each and its appropriateness for healthcare management.
Health Program Management (Longest, 2015)
“Leading effectively means influencing participants to make contributions that help accomplish the mission and objectives established for a program.” (Longest, 2015, p. 139)
Traits approach
“Based on the proposition that traits - encompassing skills, abilities, or characteristics - inherent in some people explain why they are more effective at leading than others.” (Longest, 2015, p. 140)
Kirkpatrick and Locke (1991, 48) stated, “Key leader traits include: drive (a broad term which includes achievement, motivation, ambition, energy, tenacity, and initiative); leadership, motivation (the desire to lead but not to seek power as an end in itself); honesty and integrity; self-confidence (which is associated with emotional stability); cognitive ability; and knowledge.” (as cited in Longest, 2015, p. 140)
Behaviors approach
“Traits cannot fully explain effectively leading, is based on the assumption that particular behaviors or sets of behaviors that make up a style of leading might be associated with success in leading.” (Longest, 2015, p. 140)
Planning, clarifying, monitoring, problem solving, supporting, recognizing, developing, empowering, advocating change, envisioning change, encouraging innovation, facilitating collective learning, networking, external monitoring, representing (Longest, 2015, p. 142)
Tannenbaum and Schmidt’s continuum of leader styles model: (Longest, 2015, p. 147)
Autocratic leaders - makes decisions and announces them to other participants
Consultative leaders - convince other participants of the correctness of a decision by carefully explaining the rationale for the decision and its effect on the other participants and on the program
Participative leaders - present tentative decisions that will be changed in other participants can make a convincing case for different decisions
Democratic leaders - define the limits of the situation and problem to be solved and permit other participants to make the decision
Laissez-faire leaders - permit other participants to have great discretion in decision making
“Leaders must adapt and change styles to fit different situations.” (Longest, 2015, p. 147)
“An autocratic style might be appropriate in certain clinical situations in programs where work frequently involves a high degree of urgency. But this style could be disastrous in other situations, such as when a manager must decide how to offer a new service in a program or improve communication with participants.” (Longest, 2015, p. 147)
Situational/Contingency approach
“.
Please read Patricia Benners Five Stages of Proficiency. Explai.docxchristalgrieg
Please read Patricia Benner's Five Stages of Proficiency. Explain the importance of this theory through a nurse's perspective. No references are required. Your summary should be at least 300 words using good spelling and grammar. Can be single or double spaced.
Attached Files:
Dr. Patricia Benner is a nursing theorist who first developed a model for the stages of clinical competence in her classic book “From Novice to Expert: Excellence and Power in Clinical Nursing Practice”. Her model is one of the most useful frameworks for assessing nurses’ needs at different stages of professional growth. She is the Chief Faculty Development Officer for Educating Nurses, the Director of the Carnegie Foundation for the Advancement of Teaching National Nursing Education and honorary fellow of the Royal College of Nursing.
Dr. Benner was born in Hampton, Virginia, and received her bachelor’s degree in Nursing from Pasadena College in 1964, and later a master’s degree in Medical-Surgical Nursing from the University of California, Berkeley. After completing her doctorate in 1982, she became an Associate Professor in the Department of Physiological Nursing at the University of California, San Francisco. Dr. Benner is an internationally known lecturer and researcher on health, and her work has influenced areas of clinical practice as well as clinical ethics.
This nursing theory proposes that expert nurses develop skills and understanding of patient care over time through a proper educational background as well as a multitude of experiences. Dr. Benner’s theory is not focused on how to be a nurse, rather on how nurses acquire nursing knowledge – one could gain knowledge and skills (“knowing how”), without ever learning the theory (“knowing that”). She used the Dreyfus Model of Skill Acquisition as a foundation for her work. The Dreyfus model, described by brothers Stuart and Hubert Dreyfus, is a model based on observations of chess players, Air Force pilots, army commanders and tank drivers. The Dreyfus brothers believed learning was experiential (learning through experience) as well as situation-based, and that a student had to pass through five very distinct stages in learning, from novice to expert.
Dr. Benner found similar parallels in nursing, where improved practice depended on experience and science, and developing those skills was a long and progressive process. She found when nurses engaged in various situations, and learned from them, they developed “skills of involvement” with patients and family. Her model has also been relevant for ethical development of nurses since perception of ethical issues is also dependent on the nurses’ level of expertise. This model has been applied to several disciplines beyond clinical nursing, and understanding the five stages of clinical competence helps nurses support one another and appreciate that expertise in any field is a process learned over time.
Dr. Benner’s Stages of Clinical Competence
Stage 1 Novice: .
***************Please Read Instructions **************
OBJECTIVES:
Use personal influence with a group or team.
Identify the behaviors that exemplify the leadership truths.
Understand the stages of team development.
Explain how motivation impacts performance.
GOAL:
The purpose of this assignment is to provide an opportunity to express understanding of content associated with the chapters covered in Week Two (
Values Drive Commitment
,
Focusing on the Future Sets Leaders Apart
, and
You Can't Do It Alone
). For this assignment, you must use the Full Sail Online Library resources for at least one source in answering the questions. Make sure you clearly indicate which source(s) are from the online library. To access the Full Sail Library sources, go to Connect/Departments/Library. You will see a list of databases available. The library is open Monday-Friday 8:00 am - 9:00 pm and Saturday 8:00 am - 5:00 pm and can be reached at x8438.
Chapter Five
discusses the importance of
working in teams
and the
importance of emotional intelligence
in both your personal and social skills. How well are you in these areas? The goal of this week's discussion is to use the resources from this week to
develop, create, and implement a team activity with you being the leader.
INSTRUCTIONS:
First Post – due Thursday by 11:59pm EST *Due date extended due to the nature of the activity. Use this time to create an amazing activity!
Persuade at least four to eight people to do some notable activity together for at least two hours
that they would not otherwise do without your intervention. Your only restriction is that you cannot tell them why you are doing this.
The group can be any group of people: friends, family, teammates, club members, neighbors, students, or work colleagues
. It can be almost any activity
except for
watching television, eating, going to a movie, or just sitting around talking. It must be more substantial than that. Some options include a party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter, visiting a nursing home, or helping on a community project.
After completing your leadership activity, be prepared to discuss:
1. What was the activity selected?
Use specifics to describe your activity including
who attended (friends, family, co-workers, etc), location, and date. What did it feel like to make something happen in the world that would not have happened otherwise without you?
2.
Emotional Intelligence (EQ)
is important to develop to build relationships with others. How did you use EQ to empower others, listen to individual needs, and build relationships?
3. With this act of leadership,
what values did you exemplify
? (Use the
Values Drive Commitment c
hapter
concepts in your response.)
4. Were your members a group or a team? Using the
stages of team development
(Forming, Storming, Norming, Performing), describe the specific behaviors that de.
Please react to this student post. remember references and plarigari.docxchristalgrieg
Please react to this student post. remember references and plarigarism
Descending Spinal Tract
Corticospinal, reticulospinal, and vestibulospinal
Sends impulses from the brain to muscle groups
Control muscle tone, posture, and motor movements
Efferent
A
scending Spinal Tract
Spinothalamic and spinocerebellar
Sends sensory signals to accomplish complex tasks
Ascending tracts recognize exact stimulus and location
Contains fibers that discriminate rough from light touch, temperature and pain
Afferent
If the spinal cord is completely severed, then complete loss of function below the point if injury is expected (Ball, Dains, Flynn, Solomon & Stewart, 2015).
The nervous system is a group of nerves and neurons that transmit messages to different parts of the body. It is in charge of coordinating and controlling the body (Ball et al., 2015). The nervous system is divided into the central and the peripheral nervous system, further subdivided into autonomic, sympathetic and parasympathetic. The central nervous system is comprised of the brain. The peripheral nervous systems is comprised of the cranial and spinal nerves and the ascending and descending pathways (Ball et al., 2015). With all parts functioning properly the nervous system is able to receive and identify stimuli, control voluntary and involuntary body functions (Ball et al., 2015).
The three major units of the brain are the cerebrum, the cerebellum and the brainstem (Ball et al., 2015).
The difference between the ascending and descending tracts is that the ascending is sensory (afferent) because it delivers information to the brain and the descending tract delivers motor (efferent) information to the periphery (Ball et al., 2015)
The pituitary gland regulates metabolic processes and controls growth, lactation, and vasoconstriction through hormonal regulation (Ball et al., 2015).
The fourth cranial nerve is called trochlear and it is in charge of the downward and inward movement of the eye (Ball et al., 2015).
Risk factors for cerebrovascular accidents include hypertension, obesity, sedentary lifestyle, smoking, stress, high cholesterol/triglycerides/lipoproteins, congenital conditions and family history of cerebrovascular accidents (Ball et al., 2015).
The 5.07 monofilament test is used to test sensation in different parts of the foot in patients suffering from diabetes mellitus or peripheral neuropathy (Ball et al., 2015).
The 0 to 4+ scale is used to grade the response when testing the reflex. 0 indicates no response and 4+ indicates hyperactive reflex (Ball et al., 2015).
Older adults may be taking medication for other conditions that can affect their balance, mental status and coordination and it is important know this in order to rule out whether a symptom is due to a side effect or a cause for concern (Ball et al., 2015).
Meningitis that occurs during the first year may cause epilepsy later on in life, also any infection in the first year of life can impa.
Please provide the following information about your culture which is.docxchristalgrieg
Please provide the following information about your culture which is the ANCIENT EMPIRE:
Content
Introduction with a thesis statement
Provide a brief history of your culture
Explain how your chosen culture is represented in the United States
Is your culture individualistic or collectivistic? Provide at least one example
What are some of the artistic (art, music, architecture, dance) contributions of your culture?
What are some values of your culture? Provide at least three examples
Discuss your culture’s religion(s)? Include name and basic belief system of at least one of the major faiths
What are some of the sex and gender role differences in your culture? Provide at least three examples
Discuss what we would need to know to acculturate into your culture (if it is a culture from the past, what would we need to do in order to fit in during that timeframe). Provide at least one concrete suggestion
Conclusion
Specific Paper Requirements:
Four-page minimum: six-page maximum (Times New Roman, 1-inch marginsm 12-pt. font, double-spaced)
Quality of writing: Must contain in-text citations in APA format
Spelling and Grammar
Correct APA style format
A minimum of three or more credible sources (books, journal articles, magazine/newspaper articles, etc.)
Paper Outline:
Introduction
History
Cultural Context
Represented in the United States
Individualistic/Collective
Artistic
Values
Religion
Sex and Gender Roles
Acculturation
Conclusion
References
.
Please proof the paper attached and complete question 6 and 7..docxchristalgrieg
Please proof the paper attached and complete question 6 and 7.
Moore Plumbing Supply Company
Capital Structure
Mort Moore founded Moore Plumbing Supply after returning from duty in the South Pacific during World War II. Before joining the armed forces, he had worked for a locally owned plumbing company and wanted to continue with that type of work once the war effort was over. Shortly after returning to his hometown of Minneapolis, Minnesota, he became aware of an unprecedented construction boom. Returning soldiers needed new housing as they started families and readjusted to civilian life. Mort felt that he could make more money by providing plumbing supplies to contractors rather than performing the labor, and he decided to open a plumbing supply company. Mort’s parents died when he was young and was raised by his older brother, Stan, who ran a successful shoe business during the 1920’s. Stan often shared stories about owning his own business and in particular about a large expansion that was completed just before the market collapsed. Because of the economic times, Stan lost the business but was lucky to find employment with the railroad. He dutifully saved part of each paycheck and was so thankful that his brother returned home safely that he decided to use his sizable savings to help his brother open his business. Mort kept in mind his brother’s failed business and vowed that his company would operate in such a way that it would minimize its vulnerability of general business downturns.
Moore’s extensive inventory and reasonable prices made the company the primary supplier of the major commercial builders in the area. In addition, Mort developed a loyal customer base among the home repair person, as his previous background allowed him to provide excellent advice about specific projects and to solve unique problems. As a result, his business prospered and over the past twenty years, sales have grown faster than the industry. Because of the large orders, the company receives favorable prices from suppliers, allowing Moore Plumbing Supply to remain competitive with the discount houses that have sprung up in the area. Over the years, Mort has kept his pledge and the company has remained a very strong financial position. It had a public sale of stock and additional stock offers to fund expansions including regional supply outlets in Milwaukee, Wisconsin and Sioux City, Iowa.
Recently, Stan decided that the winters were too long and he wanted to spend the coldest months playing golf in Florida. He retired from the day-to-day operations but retained the position of President and brought in his grandson, Tom Moore, to run the company as the new Chief Executive Officer. Tom was an excellent choice for the position. After graduating summa-cum-laud with a degree in communications from the University of Wisconsin, he worked in the Milwaukee operation where he was quickly promoted to manager. In ten years, sa.
Please prepare PPT( 5 Slides and 1 citation slide) and also explain .docxchristalgrieg
Please prepare PPT( 5 Slides and 1 citation slide) and also explain all slides in word format about 300 words to give presentation
Types of Stakeholders:
Suppliers - Sandeep
Owners - Sandeep
Employees - Sandeep
Stakeholder Impact of Ethics on Stakeholders – Ravi/Rushil/Sandeep/Krishna
References
.
Please prepare a one-pageProject Idea that includes the .docxchristalgrieg
Please prepare a
one-page
Project Idea
that includes the following:
1. What type of project
would you like to do: develop a proposal for a new business; develop a plan to green an existing business; creative project; or research project?
2. What is the big idea
that you would like to pursue? (1-2 sentences)
3. Why
did you decide on this idea? (2-3 sentences)
4. If working in a team
, please list each team member and include either one specific role that they will play in the project or one link to a helpful resource that they have found that will inform the team’s project.
If doing an individual project
, please list at least one resource that will inform your thinking.
5. Develop a
proposed timeline
for the project (including the deliverables below, plus additional steps needed to produce the deliverables).
See the project guidelines under Course Documents or linked
here
for more information.
.
Please prepare at least in 275 to 300 words with APA references and .docxchristalgrieg
Please prepare at least in 275 to 300 words with APA references and citation.
1) Please describe the meaning of diversification. How does diversification reduce risk for the investor?
2) What is the opportunity cost of capital? How can a company measure opportunity cost of capital for a project that is considered to have average risk?
.
Please provide references for your original postings in APA form.docxchristalgrieg
Please provide references for your original postings in APA format.
1. Discuss the types of backup locations, per the text and Powerpoint presentation raeadings for the week.
2. Would a single backup location be adequate or should a combination be used? What combination would you recommend?
.
Please provide an update to include information about methodology, n.docxchristalgrieg
Please provide an update to include information about methodology, new literature discovered, or even questions regarding current progress. Topic selection is Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems can be found at https://www.jstage.jst.go.jp/article/iasme/10/1/10_100103/_pdf. APA citation is the following. Dawson, M. (2018). Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems. Journal of Strategic Management Studies, 10(1), 19-28. (250 words)
.
Please provide an evaluation of the Path to Competitive Advantage an.docxchristalgrieg
Please provide an evaluation of the Path to Competitive Advantage and Motivation and
Feedback and answer the following questions:
1. How can managers enhance employee motivation through performance management
techniques?
2. It is well known that individuals on international assignments operate under unique
contextual and cultural realities. How would motivation differ in such environments?
*********
1 page follow APA 7 citation.
.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Extraction Of Natural Dye From Beetroot (Beta Vulgaris) And Preparation Of He...SachinKumar945617
If you want to make , ppt, dissertation/research, project or any document edit service
DM me on what's app 8434381558
E-mail sachingone220@gmail.com
I will take charge depend upon how much pages u want
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This article was downloaded by [71.212.37.56]On 18 August .docx
1. This article was downloaded by: [71.212.37.56]
On: 18 August 2014, At: 10:57
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered
Number: 1072954
Registered office: Mortimer House, 37-41 Mortimer Street,
London W1T 3JH,
UK
Ethnic and Racial Studies
Publication details, including instructions for authors
and subscription information:
http://www.tandfonline.com/loi/rers20
The invisible weight of
whiteness: the racial grammar
of everyday life in contemporary
America
Eduardo Bonilla-Silva
Published online: 29 Sep 2011.
To cite this article: Eduardo Bonilla-Silva (2012) The invisible
weight of whiteness: the
racial grammar of everyday life in contemporary America,
Ethnic and Racial Studies,
35:2, 173-194, DOI: 10.1080/01419870.2011.613997
To link to this article:
http://dx.doi.org/10.1080/01419870.2011.613997
PLEASE SCROLL DOWN FOR ARTICLE
2. Taylor & Francis makes every effort to ensure the accuracy of
all the
information (the “Content”) contained in the publications on our
platform.
However, Taylor & Francis, our agents, and our licensors make
no
representations or warranties whatsoever as to the accuracy,
completeness, or
suitability for any purpose of the Content. Any opinions and
views expressed
in this publication are the opinions and views of the authors,
and are not the
views of or endorsed by Taylor & Francis. The accuracy of the
Content should
not be relied upon and should be independently verified with
primary sources
of information. Taylor and Francis shall not be liable for any
losses, actions,
claims, proceedings, demands, costs, expenses, damages, and
other liabilities
whatsoever or howsoever caused arising directly or indirectly in
connection
with, in relation to or arising out of the use of the Content.
This article may be used for research, teaching, and private
study purposes.
Any substantial or systematic reproduction, redistribution,
reselling, loan, sub-
licensing, systematic supply, or distribution in any form to
anyone is expressly
http://www.tandfonline.com/loi/rers20
http://www.tandfonline.com/action/showCitFormats?doi=10.108
0/01419870.2011.613997
http://dx.doi.org/10.1080/01419870.2011.613997
3. forbidden. Terms & Conditions of access and use can be found
at http://
www.tandfonline.com/page/terms-and-conditions
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
57
1
8
4. A
ug
us
t
20
14
http://www.tandfonline.com/page/terms-and-conditions
http://www.tandfonline.com/page/terms-and-conditions
ERS ANNUAL LECTURE 2011
The invisible weight of whiteness: the racial
grammar of everyday life in contemporary
America
Eduardo Bonilla-Silva
(First submission July 2011; First published September 2011)
Abstract
Racial domination, like all forms of domination, works best
when it
becomes hegemonic, that is, when it accomplishes its goal
without much
fanfare. In this paper, based on the Ethnic and Racial Studies
Annual Lecture
I delivered in May 2011 in London, I argue there is something
akin to a
5. grammar � a racial grammar if you will � that structures
cognition, vision,
and even feelings on all sort of racial matters. This grammar
normalizes the
standards of white supremacy as the standards for all sort of
social events
and transactions. Thus, in the USA one can talk about HBCUs
(historically
black colleges and universities), but not about HWCUs
(historically white
colleges and universities) or one can refer to black movies and
black TV
shows but not label movies and TV shows white when in fact
most are. I use
a variety of data (e.g., abduction of children, school shootings,
etc.) to
illustrate how this grammar works and highlight what it helps to
accomplish. I conclude that racial grammar is as important as
all the
visible practices and mechanisms of white supremacy and that
we must fight
its poisonous effects even if, like smog, we cannot see how it
works clearly.
Keywords: Grammar; domination; racism; ideology; hegemony;
power.
Introduction
I have dedicated most of my professional career to the
examination of,
as well as struggle against, racial domination in all of its
manifestations.
I have written on: racial theory; race and methodology; the
character of
America’s post-civil rights racial regime; colour-blind racism;
6. and
Ethnic and Racial Studies Vol. 35 No. 2 February 2012 pp.
173�194
# 2012 Taylor & Francis
ISSN 0141-9870 print/1466-4356 online
http://dx.doi.org/10.1080/01419870.2011.613997
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
7. 57
1
8
A
ug
us
t
20
14
http://dx.doi.org/10.1080/01419870.2011.613997
whiteness (Doane and Bonilla-Silva 2003).
1
I have also written on the
idea that racial stratification in the USA is becoming Latin
America-
like which generated a healthy debate chronicled in the journal
of
Ethnic and Racial Studies (Bonilla-Silva 2004; Bonilla-Silva
2009; Sue
2009); on race, human rights, and citizenship (Bonilla-Silva and
Mayorga 2009); and on several other matters. Since early in
2008, I
have spent a lot of time analysing, explaining, criticizing, and
debating
Obamania and arguing that, at the end of the day, America’s
political
regime works best in black face (see chapter 10 in Bonilla-Silva
8. 2010).
In this paper, however, I address an entirely new aspect of
racial
domination � new in my work. I discuss some of the ideas and
material
from a book in progress in which I argue that racial domination
necessitates something like a grammar
2
to normalize the standards of
white supremacy as the standards for all sorts of everyday
transactions
rendering domination almost invisible. Although racial power is
defended in the last instance through coercion and violence �
and I
have just finished a book on the importance of coercion and
violence
in the American racial regime (Jung, Costa-Vargas and Bonilla-
Silva
2011) � coercion and violence are not the central practices
responsible
for the reproduction of racial domination in contemporary
America
(Omi and Winant 1994) and, dare I say, in most racial regimes
in the
world-system. Instead, I suggest that ‘racial domination’
3
generates a
grammar that helps reproduce racial order as just the way things
are.
4
9. The racial grammar helps accomplish this task by shaping in
significant ways how we see or don’t see race in social
phenomena,
how we frame matters as racial or not race-related, and even
how we
feel about race matters. Racial grammar, I argue, is a distillate
of racial
ideology and, hence, of white supremacy. Interested parties can
read
what I have written about racial ideology in general (Bonilla-
Silva
2001) and colour-blind racism in particular (Bonilla-Silva
2010).
To facilitate the discussion, I point out three elements to keep
in
mind about racial grammar � and I am using the notion of
grammar
as a conceptual metaphor because language composition is but a
sliver
of what racial grammar shapes in everyday life.
5
First, if racial
ideology furnishes the material that is spoken, argued, and
transacted,
racial grammar provides the ‘deep structure’, the ‘logic’ and
‘rules’ of
proper composition of racial statements and, more importantly,
of
what can be seen, understood, and even felt about racial
matters. But
these rules, like all rules, are transacted and negotiated so that
ideological rule and order are always in tension and conflict.
10. 6
Second,
albeit we learn ‘proper grammar’ in school, grammar is truly
acquired,
transacted, and changed through social interaction and
communica-
tion (Crystal 2003). Thus, the notion of grammar I am
articulating is
more malleable than, for example, Joe Feagin’s (2009) notion of
the
‘white frame’. Third, no racial grammar completely rules a field
at any
174 Eduardo Bonilla-Silva
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
11. ]
at
1
0:
57
1
8
A
ug
us
t
20
14
point in time and, through ‘rebellion’ from ‘speakers’, the
grammar
may change or collapse altogether.
Before I begin, I must make an introductory caveat about my
discussion. All my examples and data are from the USA and
refer to
the contemporary period of racial domination. Thankfully,
because
the USA dominates world culture as well as the international
news
business (McPhail 2010), many of my examples should be
12. familiar to
many of you. Regardless, I hope to engage all of you in a way
that
allows you to appreciate racial grammar as a component of all
racial
regimes and to think of examples from this country as well as
from
other countries.
Am I fat? The story behind the notion of ‘racial grammar’
The catalyst for this book was a very pedestrian and somewhat
silly
incident. I was part of a Weight Watchers group and we were
told we
had to begin our diet with an accurate assessment of our weight.
My
wife and I decided to go to the local GNC store (a health food
store in
the USA) to weigh ourselves because they had what we regarded
as a
very reliable scale. After I provided my age, sex, and height, the
scale
printed the following morsel on a tiny piece of paper: ‘You
weigh 235
pounds and need to lose 50 pounds to reach your ideal weight’.
I am a
tall, muscular, large framed man so the verdict of the scale
seemed
inappropriate. I believed I needed to lose some weight, but fifty
pounds
seemed like too much. Yet, the cold, seemingly ‘factual’ verdict
(and it
felt more like an indictment) remained. According to this scale,
I was
fat and far off my ideal weight. In fact, my Body Mass Index, or
13. BMI,
was 31, which was one unit above the lower range of those
classified as
‘obese’.
At least initially, this scale’s dictum depressed me as reaching
my
‘ideal weight’ seemed impossible!
7
But suddenly, it hit me! Did my
African ancestry
8
have anything to do with the whole thing � I am a
black man from Puerto Rico? And how does this scale
determines
one’s ‘ideal weight’? First, people of African descent in the
USA seem
to be, as African Americans say, ‘big boned’, that is, their
bones are
anywhere between 5 to 15 per cent denser than the bones of
whites in
men and 1 to 7 per cent in women (Ettinger et al. 1997). In the
last
decade or so, several researchers have consistently found that
BMI as
well as waist circumference are not good indicators of obesity
for
blacks. For instance, in 2009, MD Samuel Dagogo-Jack reported
in a
meeting of endocrinologists that, ‘compared to Caucasians,
African-
Americans of the same age, gender, waist circumference, weight
and
14. height may have lower total and abdominal fat mass’. Using
more
sophisticated techniques for assessing body fat (DEXA bone
density
scanning and computed tomography), they found that the
correlation
The invisible weight of whiteness 175
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
15. 57
1
8
A
ug
us
t
20
14
between these measures and BMI and waist size was higher for
whites
than for blacks. Dagogo-Jack (2009) said that their data
‘suggest that
muscle mass may be higher in blacks, which would explain the
dissociation between weight expressed as BMI and measured
body
fat’. A more recent and seemingly more robust study of the
accuracy of
BMI and waist circumference to determine obesity by Peter
Katzmar-
zyk and colleagues (2011) found that the thresholds needed to
be
adjusted upwards by 3 kg/m
2
and 5 cm respectively for black women
(no finding for men by race). I understand my commentary here
16. may
be seen as reifying or biologizing race, so I will thread the
needle
carefully. What I am making is a probability statement and
limiting it
to blacks in the USA (the reports I cite here are exclusively for
blacks
in the USA). In the future, we will have to study the interaction
of
environmental factors and genetics to explain why the findings
for
blacks in the USA are the way they are.
9
Second, and most importantly, the scale made an assessment
about
my ‘ideal weight’ based on presumably universal data.
However, the
‘universe’ used as the standard for the original notion of ‘ideal
weight’
was elite white people in Europe. The formula for calculating
ideal
body weight � known as the ‘Broca Index’ � was developed in
1871 by
the anatomist and father of the French School of Anthropology,
Dr.
Paul Broca. But what many of the people who use this formula
today
10
do not know is that Dr. Broca, like many ‘men of science’ of his
time,
was in the business of measuring physical differences between
‘nationalities’, ‘races’, and men and women to demonstrate the
17. presumed superiority of elite European men (Hubbard 2002). (It
is
important to point out that these ‘men of science’, who, like
Broca,
were the founding fathers of the ‘sciences of men’, fudged data
and
used faulty samples to reach many of their conclusions in part
to
justify the imperial projects of their countries or to reassure
‘scientifically’ their dominant position in society.
11
) On his work
measuring crania, Broca said:
In general, the brain is larger in mature adults than in the
elderly, in
men than in women, in eminent men than in men of mediocre
talent,
in superior races than in inferior races. . . . Other things being
equal
there is a remarkable relationship between the development of
intelligence and the volume of the brain (Gould 1981, p. 83).
This incident, and my quest to understand what shaped it, made
me
think long and hard about the idea of something like a grammar
affecting, if not directing altogether, our cognitions and
emotions on
all sorts of matters. The concern about how the ‘invisible
weight of
whiteness’ affects social transactions seemed extremely
important and
led me to ponder whether a racial grammar is ultimately as
important
19. ug
us
t
20
14
as all the visible structures and practices associated with white
supremacy.
Beauty and the beast
Let me offer a few examples of how the racial grammar of
contemporary America organizes a racialized field of
interpretation
and vision. The subject of one of the chapters in the book,
entitled
‘Beauty and the beast’, came to me out of an ‘Aha’ moment. I
was
watching the Nancy Grace (2008) show one night (a crime show
on
Headline News, CNN) when she said the following:
Breaking news tonight! At yet another college campus, a
beautiful
22-year-old president of the UNC Chapel Hill student body,
double
major, biology, poli sci, last seen 1:30 AM doing homework,
5:00 AM, shots fired, 22-year-old Eve Carson found dead out in
the intersection near campus, multiple gunshot wounds.
Did you catch the problem with this statement? The problem, as
20. a
few of you guessed, is with the adjective ‘beautiful’. TV hosts
such as
Nancy Grace always seem to describe a missing or murdered
young
white woman as ‘beautiful’. We checked transcripts of Grace’s
and
other similar crime shows, such as FOX’s Greta Van Susteren to
see if
there was a pattern and found that in cases dealing with the
disappearance or murder of young white women, the adjective is
often there, but when the victim is a black or Latino woman,
they are
seldom discussed (and they too are victims of violence)
12
and, when
discussed, the adjective is not there.
The under-representation of minority female victims, by the
way,
has been discussed by journalists, media critics, and minority
victims’
group advocates. Roy Peter Clark, vice president and senior
scholar at
the Poynter Institute, a training centre for journalists in St
Petersburg,
Florida, said: ‘Sex sells, kidnapping sells, but not every
kidnapping is
equal’ (cited in Santos 2007). Sherri Parks, Professor of
American
Studies at the University of Maryland, calls it the ‘missing
white
woman syndrome’ and adds that ‘since we can’t solve all the
problems,
21. since we can’t save all the women, this woman becomes a
symbol . . .
and . . . for a few days, we’re OK’.13
The notion of racial grammar helps us understand the structure
of
this unsavoury racial situation. First, stories about whites
become
universal stories about all of us. This is how whites frame these
stories
symbolically but, of course, this is not the case in reality. When
Laci
Peterson was brutally murdered by her husband in Modesto,
California, in 2002, Evelyn Hernandez, a Salvadorean woman
also
went missing at the same time: her decapitated torso, like
Laci’s, was
The invisible weight of whiteness 177
D
ow
nl
oa
de
d
by
[
71
.2
12
22. .3
7.
56
]
at
1
0:
57
1
8
A
ug
us
t
20
14
found in San Francisco Bay. In 2005, Natalee Holloway, a
young
woman, disappeared while on vacation in Aruba; LaToyia
Figueroa, a
black pregnant Puerto Rican woman from Chester, Philadelphia,
also
went missing, like Natalee, in 2005. (Readers of this article are
more
23. likely to know Laci’s and Natalee’s stories as their cases have
circulated
around the world as newsworthy stories with international,
universal
appeal.
14
) Second, the beauty component to these stories reflects what
Toni Morrison has articulated so well in novels such as The
Bluest Eye,
‘that all modes of representation in our current culture tend to
idealize
the desire for whiteness and devalue the presence of blackness’
(Samuels 2001, p. 8). This social fact remains despite years of
symbolic
and practical struggle against white supremacy. Normative
whiteness
is still the not-so-hidden standard � the cultural essence of 500
years of
‘racist culture’ (Goldberg 1993), a culture that since Kant,
Voltaire,
Hume, and all the other enlightened white men of Europe and
America, has depicted non-whites as ugly and particular and
whites
as beautiful and universal beings (Sala-Molins 2006).
Watching whiteness
Now I provide examples from another chapter entitled
‘Watching
whiteness: white movies and white TV shows’. The idea for this
chapter came from a conversation I had fourteen years ago with
Tyrone A. Forman, then a student at Michigan and now a
professor of
sociology at Emory University. He declined to join a group of
24. fellow
minority folks to go out to watch a movie because he did not
enjoy
watching ‘white movies’. I told him, ‘Man, you see racism in
everything!’ Like most whites, I thought, ‘This dude is
hypersensitive.
A movie, after all, is just a movie’. I now realize he was right
and I was
wrong; I now realize how deeply I was affected by the racial
grammar
which prevented me from appreciating the depth of whiteness in
movies. The moment people of colour turn their racial radars off
is the
moment whiteness seeps through stronger than ever!
In terms of movies, bell hooks (1997, p. 203) has argued that ‘to
experience the pleasure that cinema [can offer, blacks have] to
close
down critique, analysis; they [have] to forget racism’. Our
visual
culture expects (maybe even demands) that people of colour
suspend
belief and become white-like, otherwise, ‘no soup for you’ (no
pleasure
for you).
15
On movies and TV shows, we have plenty of work from
scholars such as Hernán Vera (Gordon and Vera 2003), Norman
Denzin (2002), Herman Gray (2004), Darnell M. Hunt (2005),
and
Stephanie Greco Larson (2005). Gordon and Vera, as well
Denzin,
provide a historical interpretation of the ‘cinematic racial order’
� an
25. order that evolved from civilizational racism (exemplified in
movies
such as Birth of the Nation and Gone with the Wind) and almost
total
178 Eduardo Bonilla-Silva
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
57
1
26. 8
A
ug
us
t
20
14
whiteness to the modern-day cultural racism in which people of
colour
appear mostly in secondary, stereotypical roles.
Since many have laboured in this important cultural space, I
will not
delve into this subject too much. However, I will outline a few
general
things as they pertain to my notion of racial grammar. First,
racial
minorities are still under-represented in movies and on TV.
16
Even in
movies where they should be included they are not or appear in
a
twisted way. Take for example the 2008 box office hit 21. In
this movie,
the main protagonists (the ubiquitous white guy and white
woman) are
27. MIT students ‘used’ (they receive plenty of benefits from their
participation in the scheme) by one of their maths professors
(played
by Kevin Spacey, another white guy) in a gambling scheme in
Vegas.
These main characters are surrounded by other white kids and
two
Asian characters as buffoonish, clumsy sidekicks. So, what is
the issue
with this movie? The main issue, besides representing Asians in
stereotypical fashion,
17
is that the book upon which the movie was
based, Bringing Down the House, was itself based on a real
story
involving mostly Asian American youngsters and the main
character
was an Asian male! The decision to replace the Asian characters
with
white ones was race-market-driven: a young white couple would
help
make the movie more appealing to ‘audiences’ (Hollywood still
regards audiences as mostly white and primarily interested in
seeing
white characters).
18
Second, when minorities appear in mainstream movies, they still
play mostly stereotypical roles (e.g., thugs, buffoons, and angry
people). Hollywood folks seem to never get it right so that even
in
so-called ‘progressive’ movies such as the blockbuster Avatar
(2009),
28. depicted as an anti-colonialist film, or The Blind Side (2009),
portrayed as an anti-racist film, they reproduce the racial order
of
things. In the former, the colonized are saved by a neo-Tarzan
19
white
character (Hollywood never dares to have people of colour in
movies
liberating themselves), while in the latter, race conflicts are
portrayed
as simple misunderstandings that can be settled by the ‘great
white
hope’ played by Sandra Bullock (similar to the 1988 film,
Mississippi
Burning).
Another stereotypical way in which blacks appear in movies is
when
they play the role of ‘magic negroes’ � black people who are
given
some power and whose job in the plot of a movie is to help
whites
navigate their lives (Hughey 2009). Examples abound. Will
Smith in
Hancock (2008), where he plays a drunk superhero who helps a
white
couple deal with their issues; Whoopi Goldberg in Ghost
(1990), where
she plays a psychic helping to reunite a dead white man and his
wife;
Morgan Freeman in Bruce Almighty (2003) and Evan Almighty
(2007)
where he plays God and is still second bananas (only blacks can
play
29. God and be second bananas); and Michael Clark Duncan in The
The invisible weight of whiteness 179
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
57
1
8
A
30. ug
us
t
20
14
Green Mile (1999) where he plays a mentally challenged huge
black
man with healing powers who heals the main character and
saves the
wife of another.
Third, the storylines in films and TV shows tend to: (1)
reinforce
racial boundaries; (2) bolster the racial status quo; and (3)
present a
felicitous view of racial affairs. Examples of TV shows
reinforcing
racial boundaries are sitcoms such as Seinfeld, Friends, Cheers,
Everybody Loves Raymond, and many others: minority
characters
seldom appear and, when they do, last but a few episodes.
20
The same
is true in movies such as Hitch (2005), with Will Smith and Eva
Mendes as protagonists, which shows that (a) white-black
romance is
still not acceptable (see Cole 2006) and (b) that black-on-black
31. romance is still regarded as a black movie (e.g., Why did I get
married,
too? (2010)), which implies that whites will not see the movie
thus their
choice of a black man and light-skinned but still dark Latina in
this
movie. (Thought experiment for readers: What was the last
interracial
romance popular movie you remember watching and how did it
do at
the box office?) Examples of these cultural productions
bolstering the
racial order are shows like America’s Most Wanted, COPS
(Prosise
and Johnson 2004), and the local news (Dixon 2008), all of
which
distort the reality of crime and the ‘criminals’, or in reality TV
shows
where people of colour are hard to find and, when there, are
usually
portrayed as pushy and hard-to-get-along-with folks like in the
case of
Omarosa in The Apprentice or as how most minorities are
portrayed in
Big Brother (Escoffery 2006). Lastly, examples of movies
presenting a
simple-minded view of racial affairs
21
are the interracial ‘buddy
movies’ such as 48 Hours, Lethal Weapon, I Spy, White Men
Can’t
Jump, and almost all Jackie Chan movies. These films create the
impression that if we just get to know one another, we can
become
32. friends because ‘racism’ is simply a matter of not knowing one
another
well and, more problematically, a property we all have (e.g.,
this is
what the so-called anti-racist movie Crash suggested). As an
aside, if
you want to know why interracial buddy movies are made by the
dozen, the answer is money! Movie critic Jamie Malanowski
(2002)
wrote that ‘the average gross of black-and-white buddy movies
is $103
million, while the average gross for all buddy movies is $67
million’.
(Whites want to feel good about themselves by imagining they
can
have friends across the racial divide. But those imaginary
friends are
depicted in a one-sided, stereotypical, and ultimately
accommodating
fashion. For a discussion on the realities of interracial
friendships and
whites’ fantasies about these relationships, see chapter 4 in my
Racism
Without Racists (2010).)
Before I move on, I confess I am addicted to movies and watch
about three every month! But the racial grammar that makes
white
movies universal (for everyone) and black movies particular
(for black
180 Eduardo Bonilla-Silva
D
ow
34. 14
folks only) is getting to me. Whites do not watch average black
movies
such as Obsessed (2009), Why Did I Get Married Too? (2010),
For
Colored Girls (2010), or The Heart Specialist (2011).
22
Instead, they
watch buffoon movies with black protagonists such as the Big
Momma’s House trilogy (2000, 2006, 2010) or movies that
reinforce
racial stereotypes such as Precious (2009). Maybe it is time for
people
of colour to follow Tyrone Forman’s advice and stop watching
white
movies and white TV shows as they ultimately poison their soul
and it
may be a formidable way of raising the issue and forcing the
hand of
filmmakers and TV producers.
All of our children
Now I discuss material from a chapter entitled ‘All of our
children’, in
which I address the matter of child abductions. Most of us
probably
recognize the names Elizabeth Smart, from Utah, or the
‘adorable’
35. 23
Kyron Horman from Oregon. But who recognizes the names
Alexis
Patterson, Laura Ayala, or Anthony Thomas? The latter are
names of
minority children abducted in the last few years and only
Alexis’ case,
the Milwaukee girl abducted seven years ago, received any
serious
media attention. But the abduction of Elizabeth Smart, which
happened at the same time as Alexis’, received six times more
news
coverage (Johnson and Johnson 2002).
Is this because minority children are not likely to be kidnapped?
Actually, data from the National Incidence Studies of Missing,
Abducted, Runaway, and Thrownaway Children (NISMART)
sug-
gests that at least 36 per cent of all missing children are black
or Latino
(Sedlak, Finkelhor and Hammer 2005).
24
Therefore, one would expect
that at least a third of all reports on missing children would
involve
minority children. To sum up the issue here, I cite Alexis
Patterson’s
stepfather who stated in an interview with The Denver Post
(Schrager
2002) the following:
She’s been shortchanged period, like she’s not important, but
she is.
36. She’s just as important to us as the Smarts’ daughter is to them.
We
feel the same way about our daughter as they do about their
daughter. We love her and we miss her, and it’s painful going
on day
to day without having her.
But the racial angle in the coverage of these stories is not
viewed as a
serious issue by leaders in the (white) missing children advocate
community.
25
For example, when asked about a report by Scripps
Howard News Service on disproportional coverage by the media
of
white versus minority missing children, sociologist David
Finkelhor
(Sedlak, Finkelhor and Hammer 2005), director of the Crimes
Against
The invisible weight of whiteness 181
D
ow
nl
oa
de
d
by
[
38. kids are not objects of concern or compassion’. Nevertheless,
Finkelhor acknowledged that missing minority children are
regarded
by the police as runaway cases and said that ‘minority families
probably have a harder time overcoming this runaway
hypothesis’.
Ernie Allen, president of the federally-funded National Center
for
Missing and Exploited Children, after acknowledging that he
has to
work hard to convince television stations and newspapers to
carry
accounts of missing minority children, said that ‘the cause isn’t
racism
by news directors’ and attributed the disparity to ‘subtle factors
like
geography and whether a story makes people think ‘‘that could
be my
child’’’ (Scripps Howard News Service 2005). Both Finkelhor
and
Allen explain the disparity in coverage using the ‘anything but
racism’
strategy (Bonilla-Silva 2001) by attributing it to class,
geography, and
age of the children and both provide explanations in line with
the
racial grammar of contemporary America. Allen’s argument
about
people (whites) being able to identify with the story (‘that could
be my
child’) is a clear indication of the assumption that only white
children’s
abduction stories are deemed universal by the media and
Finkelhor’s
acknowledgment that missing minority children are viewed as
runaway
39. suggests that the (white) police assume no one is interested in
abducting minority children.
Bad boys, bad boys: school shootings in white, black, and
brown
I now discuss examples from a chapter entitled ‘Bad boys, bad
boys:
school shootings in white, black, and brown’. Although nine out
of ten
children killed in schools die in urban schools
26
and violent acts are
eleven and a half times more likely in urban relative to rural
and
suburban schools, white America is morally distraught by
tragedies
such as the one at Columbine.
27
Why is this the case? Eugene Kane, a
writer for the Milwaukee Journal Sentinel, said it best in a 2006
piece
after a shooting in Cazenovia, Wisconsin, and an alleged plot in
Green
Bay:
When tragedy hits a small town or city, the sympathy swells up
for
all involved. When young people die in Milwaukee’s central
city, too
often the reaction from outsiders is to point fingers and blame
residents for tolerating the violence.
40. He then added:
Suburban and rural white students caught in gunfire get
immediate
grief counselors dispatched to the scene. Black and brown city
kids
182 Eduardo Bonilla-Silva
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
41. 57
1
8
A
ug
us
t
20
14
surrounded by violence have to resolve their emotional issues
all by
themselves.
But are these shootings distinct events which, consequently,
ought
to be treated differently? Menifield et al. (2001) document that
even
when similar types of school-shootings are compared, the media
coverage is disproportional toward white schools. More
significantly,
the authors find that the tone of the coverage is different:
articles
dealing with shootings in white schools report the news in ways
which
elicit the sympathy of their readers, whereas articles dealing
with
shootings in urban schools portray these shootings as examples
42. ‘of the
usual violence in urban America’ and betray a concern with
accountability. And if a white colour-blind angel is whispering
to
you, ‘You are not a racist, but aren’t minority kids more likely
to be
involved in drugs, alcohol abuse, and in bringing weapons to
schools
than white children, so. . .’, you are in for a surprise. Antiracist
activist
Tim Wise (2001), who is white, citing data from the Center of
Disease
Control, stated:
white high school students are seven times more likely than
blacks to
have used cocaine; eight times more likely to have smoked
crack; ten
times more likely to have used LSD and seven times more likely
to
have used heroin. . . . What’s more, white youth ages 12�17 are
more
likely to sell drugs: 34% more likely, in fact than their black
counterparts. And it is white youth who are twice as likely to
binge
drink, and nearly twice as likely as blacks to drive drunk. And
white
males are twice as likely to bring a weapon to school as are
black
males.
These facts led Wise to say bluntly: ‘I can think of no other way
to
say this, so here goes: white people need to pull our heads out
of our
collective ass’. Although this makes for a very cute statement, it
43. is
sociologically flawed. ‘Facts’ matter very little on the things I
have
been discussing today. What ultimately counts in the real world
weaved
by race is whites’ perceptions about blacks � specifically, their
perception of black men as criminal black men to use Katheryn
Russell-Brown’s term (1998). And the same racial grammar
blinds
whites from accepting the fact that little Susan and adorable
Johnny
are the ones in trouble, rather than Tyrone and Latasha.
HWCUs
I now discuss a more dangerous example as it is closer to home:
the
case of HWCUs or historically white colleges and universities.
The
‘racial’ character of HBCUs is tattooed in their very name.
These
The invisible weight of whiteness 183
D
ow
nl
oa
de
d
by
[
45. 2004) with a black agenda (as white creations, their black
agenda is
quite narrow: see Brown, Ricard and Donahoo 2004). (Yet,
HBCUs
are important as close to 30 per cent of all blacks who receive a
BA do
so in an HBCUs: cited in Al-Hadid 2004). However, we never
ponder
about the whiteness of these places; we rarely question the
history and
practices that create and maintain these institutions as white.
Instead,
we conceive of them in universalistic terms as just colleges and
universities. These colleges, however, have a history,
demography,
curriculum, climate, and symbols and traditions that embody,
signify,
and reproduce whiteness. For example, most traditions in
HWCUs
pre-date their so-called ‘integration’ and, thus, are exclusionary
such
as homecoming.
28
While some traditions are almost innocently
exclusionary, such as Friday afternoon tea at Smith College or
yearbooks, some are highly racialized as with offensive ‘Indian’
mascots (see Fenelon 1999).
The demography of these places is such that a black student
interviewed by Feagin, Vera and Imani (1996, p. 5) in their
book The
Agony of Education stated, after visiting a private college in the
northeast, that ‘I was only there for two days, and after one day
I
46. wanted to leave. And I mean, really, it just reeked everywhere I
went,
reeked of old white men, just lily whiteness, oozing from the
corners!’
The demography and symbols in HWCUs create an oppressive
racial
ecology where just walking on campus is unhealthy; where
minority
students and faculty feel, as one observer commented, as ‘guests
[who]
have no history in the house they occupy. There are no
photographs on
the wall that reflect their image. Their paraphernalia, paintings,
scents,
and sounds do not appear in the house’ (Turner 1994, p. 356).
This oppressive ecology is worst in college towns as the
businesses in
the area reproduce and reinforce the whiteness of HWCUs.
Hence,
local businesses and even local people cater to mostly-white
interests �
a practice that leads to a turf-defending mentality. For example,
in
2005 an employee at Ed’ Express, a fast food place in a
university
housing at the University of Wisconsin, approached a group of
black
students eating dinner and told them, ‘I’m sick of you people
leaving
piles of shit all over our tables,’ and added, ‘I want you to leave
the
premises. I don’t want you here.’
29
47. On campuses themselves, one has to deal with statues of white
heroes with problematic backgrounds. At Texas A&M, where I
laboured for seven years, every morning I had to walk by the
statue
of Sul Ross, the first president of the university, and a man who
fought
for the confederacy and served in the infamous Texas Rangers.
At
Wisconsin, where I received my PhD, every day I walked by the
statue
of Lincoln and dealt with white students’ pride at having the
effigy of
184 Eduardo Bonilla-Silva
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
48. ]
at
1
0:
57
1
8
A
ug
us
t
20
14
the so-called Emancipator.
30
At Duke, the new HWCU I labour in, the
campus feels like an old plantation, a feeling reinforced by the
pictures,
paintings, and statues of (mostly) white men sprinkled
throughout the
campus.
White logic, white methods: the racial grammar of sociology
The last example is about a chapter describing how the racial
49. grammar
works in academia, specifically, in the discipline I know best:
sociology. Some of the material for this chapter will come from
my
book with Tukufu Zuberi entitled White Logic, White Methods:
Racism and Methodology (2008). In the book we argue that the
logic
and methods social scientists use to examine race matters are
partially
white, by which we mean they reflect and reinforce white
supremacy.
Before defining these terms in the book, we provide personal
vignettes
that embody what we mean by white logic and white methods.
The
examples I furnish in the book show how the racial grammar
blinds
sociologists about the way race colours (pun intended) our
business.
For instance, I narrate how when I was working on the material
for my
book Racism Without Racists (2009), colleagues at Michigan
and
elsewhere asked me in a sharp and sometimes aggressive
manner about
methodological matters such as ‘Who coded your data? Were
the
coders black or white?’ and ‘What was the inter-coder
reliability
index?’ My answers to these questions were: I had black and
white
coders, the inter-coder reliability index
31
was 85 per cent, and do you
50. ask these questions across the board or just to analysts who say
that
race matters? In one particular exchange I raised the issue of
why it is
that whites always see anyone black and minority as potentially
‘biasing’ data, analysis, and interpretation of social phenomena,
but
never contemplate the same for whites. ‘White logic [and by
extension,
the racial grammar, too],’ as we state in the book, ‘assumes a
historical
posture that grants eternal objectivity to the views of elite
whites and
condemns the views of nonwhites to perpetual subjectivity’
(Zuberi
and Bonilla-Silva 2008, p. 17).
I was also accused of not taking seriously the ambivalence of
white
respondents on racial matters. Specifically, after I interpreted a
respondent’s answer to a question on interracial marriage as
proble-
matic, a colleague told me: ‘But isn’t she right? If the children
of
interracial couples suffer, then it is you who are making this
respondent look ‘‘racist’’?’ I told my colleague that we did not
have
systematic data to assess if the children of interracial couples
suffer
more in life than other children, but that if they did, this fact
did not fit
whites’ notion of America as a colour-blind nation. If America
is
indeed a colour-blind nation, I told my colleague, who are the
colour-
blind people making racially insensitive comments to colour-
52. ug
us
t
20
14
children from interracial colour-blind couples living a colour-
blind
life? I then pondered aloud why it is that so many white
sociologists, as
well as so many ‘regular whites’, choose to believe the most
naı̈ ve
interpretation of racial matters. Charles W. Mills (2007) refers
to this
phenomenon as the ‘epistemology of ignorance’ or whites’ will
to
misinterpret the world of race. This structured ignorance is
evident in
our simplistic reading of whites’ racial attitudes or by how
giddy white
sociologists become when researchers argue that race is
declining in
significance, that assimilation is happening for most minorities,
and
that ‘white flight’ is not racially motivated, but due to whites’
concerns
about schools, property values, and safety as Harris (1999)
argued in a
paper in the American Sociological Review a while back.
53. 32
Conclusion: why should we care about ‘racial grammar’?
In the book I will write about other things,
33
but for now let me
articulate why examining the racial grammar of any racial order
is so
important and suggest what we can do to fight this grammar
which
‘weighs like a nightmare on the brains of the living’ (McLellan
1982,
p. 300). Racial grammar must be challenged because, like air
pollution,
it is hard to see clearly yet it is out there poisoning us all. It
affects
people of colour deeply. It affects their cognitive map, their
sense of
self (Are we beautiful?), and what they do to their bodies � hair
straightening, skin bleaching, contact lenses to have lighter
colour
eyes, and cosmetic surgery to make certain features less
African-,
Asian-, or Latino-looking.
Needless to say, the racial grammar shapes whites’ racial
cognitions
too, and more deeply than it does folks of colour. More
importantly,
the racial grammar prevents whites from truly empathizing with
people of colour. Otherwise, when elections are stolen through
voter
suppression and political chicanery as in the 2000 election
(Parenti
54. 2007), or when the death penalty is applied to people of colour
at
unbelievably high rates (Alexander 2010), or when minority
children
are abducted and their stories are not mentioned by the media,
whites
would be up in arms as they would regard ‘an injury to one, is
an
injury to all’. This human solidarity, unfortunately, does not
happen
because these horrid things are not processed by whites in the
same
way as folks of colour. In short, these things are, for whites,
ungrammatical!
But all forms of domination generate contestation and racial
domination is no exception (Bonilla-Silva 1997). First, as I
pointed
out at the outset, the racial grammar has not completely ruled
the
grammatical field of the nation. Segregation has always
provided
what historian Lawrence Levine (1978) has labelled the
‘necessary
186 Eduardo Bonilla-Silva
D
ow
nl
oa
de
d
56. world
differently than whites. And within this space, people of colour
have
been able to develop a partial alternative racial grammar that
has
prevented them from absolute ‘mental slavery’. Through that
partial
alternative grammar, people of colour have posed challenges to
things
such as the white normative beauty standard and provided
counter-
standards such as ‘Black is beautiful’.
34
They have made movies such
as the The Great Debaters (2007), produced by Oprah Winfrey
and
directed by Denzel Washington, in which unlike classic so-
called anti-
racist movies (e.g., Mississippi Burning (1988), American X
(1988), or
Crash (2004)), the heroes are not whites but blacks themselves.
Even
the recent B-movie, Machete (2010), directed by Richard
Rodriguez
with Danny Trejo as the leading man, provided an important
counter-
narrative to the contemporary discourse on immigration; and on
TV,
shows such as In Living Color (1990�1994), the short-lived
Chapelle’s
Show (2003�2006), and the five seasons of HBO’s The Wire
(2002�
2008). Albeit all of these efforts have had serious limitations
(for
57. example, In Living Color rampant sexism [but see Gray’s
(2004)
balanced analysis of this show]), they all provided frontal
challenges to
the dominant racial common sense. On the importance of
challenging
ruling racial dogmas, David Simon (2008), The Wire’s creator
and
writer, said in his farewell letter:
We tried to be entertaining, but in no way did we want to be
mistaken for entertainment. We tried to provoke, to critique and
debate and rant a bit. We wanted an argument. We think a few
good
arguments are needed still, that there is much more to be said
and it
is entirely likely that there are better ideas than the ones we
offered.
But nothing happens unless the shit is stirred. That, for us, was
job
one.
Accordingly, we need to get busy to get job one done. We must
develop an epistemology of racial emancipation as the necessary
corrective to the racial grammar that fosters and reflects the
‘moral
economy of whiteness’, to use the apt term coined by Garner
(2007).
But please know that epistemology and counter-ideological
struggles
alone have not liberated anyone in history! Thus the task at
hand for
us in this peculiar and strangely contradictory moment in
America’s
racial history is to organize a movement of racial liberation; to
work
58. towards change we can truly believe in. Dominant grammars
collapse
when the oppressed fight back. Then, and only then, will the
grammar
of America be multicultural, democratic, and express the views,
interests, and feelings of all of us in our America.
The invisible weight of whiteness 187
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
59. 57
1
8
A
ug
us
t
20
14
Notes
1. Readers interested in these references can find them in my
page at Duke University
(http://fds.duke.edu/db/aas/Sociology/faculty/silva) or can email
me a note at [email protected]
edu.
2. I am using the notion of grammar as theoretical inspiration,
but not buying completely
into the linguistic term. Hence, as I use it, racial grammar
influences vision, emotion, and
our sense of aesthetics in addition to the way we talk about and
frame racial matters.
3. Some analysts see ‘racial domination’ as institutional racism
60. plus interpersonal racism
(see Desmond and Emirbayer 2009). My problem with this
conceptualization is that it avoids
the fundamental question of ‘racial interests’, that is, if there is
racial domination, it must be
because someone benefits from it. For my general critique of
the institutional and
interpersonal view on racism, see Bonilla-Silva 1997.
4. I do not subscribe to the strong stance on ‘hegemony’ as it
implies that people are
totally brainwashed and have no clue as to what is going on.
This does not occur in terms of
class domination (Scott 1990) and perhaps it is less so in terms
of racial domination.
Therefore, racial hegemony exists, but it is a never-ending
process in need of constant
revision to deal with the challenges the racially subaltern pose
and to co-opt new ways of
dealing with racial issues (e.g., multiculturalism, which was a
challenge from people of
colour to white supremacy, has been watered down to the point
of that it is now advocated
by almost everyone in the racial polity).
61. 5. In developing the concept of racial grammar, I contemplated
several other options.
Initially I thought of using the notion of ‘racial unconscious’
(Sullivan 2006) but decided
against it because of its intrinsic connection to sexuality and to
Freud’s ideas, things that
were not central to what I was theoretically interested in
capturing. I also explored Michel
De Certeau and colleagues’ work on practices (1998) and
Kenneth Burke’s A Grammar of
Motives (1969). De Certeau’s work was helpful in driving home
the importance of routine
behaviour and everyday practices and Burke’s book, although
basically useless for my
purposes, helped me to think about grammar and language. In
searching for more
theoretical inspiration on race, grammar, and language, I came
across the important book
by Caroline Knowles, Race and Social Analysis (2003), where I
found the notion of ‘racial
grammar’. Although I agree with much of what Knowles says in
her book and use the same
notion, my elaboration, as readers will see, is very different
from hers. For Knowles (2003,
62. p. 18), racial grammar is ‘the social practices to which
race/ethnicity give rise’. For me, racial
grammar is the hidden racial ideological substratum or residue
which like the oil in a car,
allows the engine to operate somewhat smoothly in any racial
order. This oil lubricates not
just our race talk, but our race vision, racial cognition, and
racial aesthetics and emotions.
Without this oil, the car of race would run rough for a while
and, ultimately, would cease to
operate.
6. On this, the work of Raymond Williams is very useful. His
classic essay, ‘Base and
superstructure in Marxist cultural theory’, originally published
in 1973 in New Left Review,
is still among the best on this matter (see Higgins 2001). In that
essay, Williams insisted not
only on the necessity of having ‘a very complex account of
hegemony’, but also on the
importance of recognizing that no regime controls the totality of
the cultural and ideological
fields. Williams highlighted the existence of alternative senses,
attitudes, and values (Higgins
2001, pp. 67�70).
63. 7. Bodyweight is not the reason for poor health outcomes
despite the tremendous amount
of nonsense pushed by those who profit from the fat scare. See
Campos (2004), particularly
chapters 1 and 2 on the section titled ‘Fat Science’.
8. Although race is a ‘social construct’ and we are all of the
same species � thus, we are all
racially ‘mixed’, one can look at multiple (rather than single)
genetic loci to determine the
geographical ancestry of individuals. This ancestry, however, is
not the same as the notion of
‘biological race’ or even ‘population groups’ as our genetic
variation is small, trivial in terms
188 Eduardo Bonilla-Silva
D
ow
nl
oa
de
d
by
[
71
.2
65. 9. An interesting discussion on this matter appears in Graves
(2006). Discussing BiDil, the
so-called ‘race pill’ that presumably will lower hypertension for
blacks, Graves points out the
following: ‘BiDil may work for African American patients
because they have greater
oxidative damage in their cells, due to chronic stress. This
would mean that the drug is acting
on an environmentally induced difference, not a genetically
based one. If the drug were used
in Western Africa, where Africans face less racialized stress
and a variety of environmental
factors differ, we may not observe any ‘‘race-specific’’ effect’.
10. In the US, Broca’s work was relayed to the population at
large via height/weight tables
developed by the insurance company METLIFE in the 1940s.
The tables were used as guides
for height/weight at which mortality is lowest and longevity
highest. Albeit these tables have
been adjusted over the years, they are still used by many people
as ‘standards’ despite the
growing medical advice that our main concern should be about
general health and the focus
on diet and exercise (see Lentini 1995).
66. 11. A good book documenting the case of racism, imperialism,
and science is Briggs
(2002).
12. The most recent victimization survey shows that black
women endure a rate of 23.3 per
100,000 compared to white women’s rate of 16.7. See Table 6 in
Bureau of Justice Statistics
(2011).
13. This quote comes from an interview Professor Parks gave to
CNN which aired on their
Showbiz Tonight on 17 March 2006. See transcript at
http://transcripts.cnn.com/
TRANSCRIPTS/0603/17/sbt.01.html
14. These days, post-colonial and post-modern analysts on
media systems claim to have
superseded ‘narrow’ cultural imperialism views on the media.
This view is overstated given
media conglomeration and the reorganization of empire through
the ‘globalization’ project.
For a more balanced approach, see Hardy (2008).
15. This is a famous line from the Seinfeld sitcom from their
episode entitled ‘The Soup
67. Nazi’ which originally aired in 1995. This line has become part
of the cultural repertoire of
Americans and is used to signify that you do not deserve to get
something. Needless to say,
Seinfeld, like most TV shows in the US, was a white show.
16. Hollywood directors and producers follow the money, as
well as the racial grammar,
and do not cast too many minorities in their movies for fear that
white audiences will
not identify with the characters. For empirical validation of this
perception, see Weaver
(in press).
17. For a good critique of the representations of Asians in films,
see Locke (2009).
18. Debates on the racism of this movie abound on the internet.
For a useful review of how
Asian Americans are treated in American films, see chapter 6 in
Benshoff (2009).
19. For a succinct analysis of racism, sexism, and colonialism in
Tarzan’s stories, see
Newsinger (1986).
20. Avid TV watchers know that things seem to be changing and
quite rapidly. In the last
68. decade, it has become standard for almost all shows to have at
least one minority character.
And shows such as Glee, 30 Rock, The Office, and many others
have several minority
characters. However, all these shows are still white shows as
the drama revolves around white
characters, and their racial politics are not much better. For an
examination of race matters
in The Office, see Mayorga and Ashe (2011).
21. This belief that racism is an individual-level problem is
normal among whites. Not
surprisingly, ‘the producers and writers [who are
overwhelmingly white, tell] stories that
make sense to them from the position they occupy in society’
(Greco-Larson 2006, p. 14).
Almost all TV shows and movies follow this pattern as
presenting a structural or
institutional rather than an individual-level view on racism,
which would not attract the
attention and interest of white audiences.
22. There is no systematic data on movies and the race of
attendees. But the ‘target
marketing of movies’ (Petty et al. 2003) and my inspection in
cinemas when I go to so-called
69. The invisible weight of whiteness 189
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
57
1
8
A
70. ug
us
t
20
14
http://transcripts.cnn.com/TRANSCRIPTS/0603/17/sbt.01.html
http://transcripts.cnn.com/TRANSCRIPTS/0603/17/sbt.01.html
black, Latino, or Asian-themed movies, suggest audiences in
these movies are over-
whelmingly minority.
23. In almost every report on the disappearance of Kyron, he
was described as ‘adorable’,
despite his average looks.
24. I pause here to point out that we know that the significance
of kidnappings by
strangers, which are the cases most likely to be deemed
‘newsworthy’, is greatly inflated.
Since the 1980s we know that stranger abduction cases are a
small fraction of missing
children cases and that the overwhelming majority are family
abductions. An early paper on
this was Joel Best’s (1988) ‘Missing children, misleading
71. statistics’.
25. Because of the disparities in coverage and the seeming
disinterest of the authorities,
people of colour have created their own organizations such as
the Black and Missing
Foundation, Inc. and Black and Missing But Not Forgotten.
26. I must point out that, in general terms, there is little
violence in schools and that in
urban areas, the safest place to be for minority youth is schools.
For a robust study on school
shootings, see Katherine S. Newman et al. (2004).
27. The events in Columbine and other similar suburban schools
seem to be explained by
‘organizational deviance’ (see Fox and Harding 2005).
28. Racial incidents abound in homecoming weekends in so-
called integrated campuses.
For example, in 2008 at Elon University in North Carolina, the
festivities included a
‘Phoenix Phiesta’ and booklets with ‘pictures of sombreros,
maracas, donkeys and what
appears to be a mariachi burrito strumming a guitar’. The
homecoming celebration included
a ‘skit night’ and skits ‘were awarded extra points when they
72. included a sombrero, a donkey
and/or Enrique Iglesias’. See The Pendulum, ‘Homecoming
theme is racially insensitive’ at
http://www.elon.edu/pendulum/Story.aspx?id�1265.
29. This incident is addressed in Michael Gendall’s ‘Protesters
rally at Ed’s Express’,
available at
http://badgerherald.com/news/2005/03/16/protesters_rally_at_.p
hp.
30. On Lincoln’s racial views and pragmatic reasons for signing
the Emancipation
Proclamation, see DuBois 2007.
31. Intercoder reliability is the widely used term for the extent
to which independent coders
evaluate a characteristic of a message or artefact and reach the
same conclusion.
32. Professor Harris’ work ignores the twenty years of work that
suggests ‘race talk’ in
post-civil rights America is oblique and coded. Researchers
have amply documented that
most whites express their racial concerns in discussion on
safety, taxes, crime, property
values, schools, and the like. Accordingly, one has to be
mindful of this when attempting to
73. properly assess the ‘race effect’ on whites’ decisions about
neighbourhoods. For a good
survey-based analysis of whites’ decisions and views on
neighbourhoods, see Zubrinsky-
Charles (2006).
33. I will address matters such as race and commercial
representations (focusing on
advertisement), race and post-racial politics (on the Obama
phenomenon), race and
adoptions, race and the criminal justice system, and race and
citizenship.
34. The ‘Black is beautiful’ slogan emerged out of the 1960s
liberation struggle of blacks in
the United States and became a symbol for black liberation the
world over.
References
ALEXANDER, MICHELLE 2010 The New Jim Crow: Mass
Incarceration in the Age of
Colorblindness, New York: The New Press
AL-HADID, AMIRI YASIN 2004 ‘Griots and rites of passage:
from graduate school to
professor with tenure’, in Darrel Cleveland (ed.), A Long Way
to Go: Conversations about
74. Race by African American Faculty and Graduate Students, New
York: Peter Lang, pp. 19�31
BENSHOFF, HARRY M. 2009 American on Film: Representing
Race, Class, Gender, and
Sexuality at the Movies, Malden, MA: Wiley-Blackwell
190 Eduardo Bonilla-Silva
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
76. significance of racism’, Race
and Society, vol. 4, pp. 117�31
*** 2004 ‘From bi-racial to tri-racial: towards a new system of
racial stratification in the
USA’, Ethnic and Racial Studies, vol. 27, no. 6, pp. 931�50
*** 2009 ‘Are the Americas ‘‘sick with racism’’ or is it a
problem at the poles? A reply to
Christina A. Sue’, Ethnic and Racial Studies, vol. 32, no. 6, pp.
1071�82
*** 2010 Racism Without Racists: Color-Blind Racism and the
Persistence of Racial
Inequality in the United States, Lanham, MD: Rowan and
Littlefield
BONILLA-SILVA, EDUARDO and MAYORGA, SARAH 2009
‘Si me permiten hablar:
limitations of the human rights tradition to address racial
inequality’, Societies Without
Borders, vol. 4, pp. 366�82
BRIGGS, LAURA 2002 Reproducing Empire: Race, Sex,
Science, and US Imperialism in
Puerto Rico, Berkeley: University of California Press
BROWN, M. CHRISTOPHER, RICARD, RONYYELL B. and
DONAHOO, SARAN
2004 ‘The changing role of historically black colleges and
universities: vistas on dual
missions, desegregation, and diversity’, in M. Christopher
Brown and Kassie Freeman (eds),
Black Colleges: New Perspectives on Policy and Practice,
77. Westport, CT: Praeger, pp. 3�28
BUREAU OF JUSTICE STATISTICS 2011 Criminal
Victimization in the United States,
2008 Table, US Department of Justice
BURKE, KENNETH 1969 A Grammar of Motives, Berkeley:
University of California Press
CAMPOS, PAUL 2004 The Obesity Myth, New York: Gotham
Books
COLE, STEPHEN 2006 ‘The skin game: why can’t Denzel
Washington score with white
women on screen’, March 28,
http://www.cbc.ca/arts/film/skingame.html [Accessed 6 June
2011]
CRYSTAL, DAVID 2003 The Cambridge Encyclopedia of
Language, 2nd edn, Cambridge:
Cambridge University Press
DAGOGO-JACK, SAMUEL 2009 ‘Widely used body fat
measurements overestimate
fatness in African-Americans, study finds’, ScienceDaily, June
22. Available from: http://
www.sciencedaily.com/releases/2009/06/090611142407.htm
[Accessed 7 June 2011]
DE CERTEAU, MICHEL, GIARD, LUCE and MAYOL,
PIERRE 1998 The Practice of
78. Everyday Life, Minneapolis: University of Minnesota Press
DENZIN, NORMAN 2002 Reading Race: Hollywood and the
Cinema of Racial Violence,
New York: Sage
DESMOND, MATTHEW and EMIRBAYER, MUSTAFA 2009
‘What is racial domina-
tion?’, Du Bois Review, vol. 6, no. 2, pp. 335�55
DIXON, TRAVIS L. 2008 ‘Crime news and racialized beliefs:
understanding the relationship
between local news viewing and perceptions of African
Americans and crime’, Journal of
Communication, vol. 58, pp. 106�25
DOANE, ASHLEY and BONILLA-SILVA, EDUARDO 2003
Whiteout: The Continuing
Significance of Racism, New York: Routledge
DUBOIS, W. E. B. 2007 Black Reconstruction in America, New
York: Oxford University
Press
ESCOFFERY, DAVID S. 2006 How Real is Reality TV?: Essays
on Representation and
Truth, Jefferson, NC: McFarland & Co
ETTINGER, BRUCE, et al. 1997 ‘Racial differences in bone
density between young adult
79. black and white subjects persist after adjustment for
anthropometric, lifestyle, and
biochemical differences’, The Journal of Clinical Endocrinology
and Metabolism, vol. 82,
pp. 429�34
FEAGIN, JOE R. 2009 The White Racial Frame: Centuries of
Racial Framing and Counter-
Framing, New York: Routledge
The invisible weight of whiteness 191
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
81. and Joe R. Feagin (eds), The Global Color Line, vol. 6, New
York: JAI Press, pp. 25�45
FOX, CYBELLE and HARDING, DAVID J. 2005 ‘School
shootings as organizational
deviance’, Sociology of Education, vol. 78, January, pp. 69�97
GARNER, STEVE 2007 Whiteness: An Introduction, New York:
Routledge
GOLDBERG, DAVID THEO 1993 Racist Culture: Philosophy
and the Politics of Meaning,
Malden, MA: Wiley-Blackwell
GORDON, ANDREW and VERA, HERNAN 2003 Screen
Saviors: Hollywood Fictions of
Whiteness, Lanham, MD: Rowman and Littlefield
GOULD, STEPHEN JAY 1981 The Mismeasure of Man, New
York: W. W. Norton &
Company
GRACE, NANCY 2008 ‘UNC Student Body President found
shot to death near campus’,
CNN Transcript. Available from:
http://transcripts.cnn.com/TRANSCRIPTS/0803/06/ng.01.
html [Accessed 10 June 2011]
GRAVES Jr, Joseph L. 2001 The Emperor’s New Clothes:
Biological Theories of Race at the
Millennium, New Brunswick, NJ: Rutgers University Press
82. *** 2006 ‘What we know and what we don’t know: human
genetic variation and the
social construction of race’, SSRC Web Forum. Available from:
http://raceandgenomics.ssrc.
org/Graves/ [Accessed 15 May 2011]
GRAY, HERMAN 2004 Watching Race: Television and the
Struggle for Blackness,
Minneapolis: University of Minnesota Press
GRECO LARSON, STEPHANIE 2005 Media & Minorities: The
Politics of Race in News
and Entertainment, Lanham, MD: Rowman and Littlefield
HARDY, JONATHAN 2008 Western Media Systems, London:
Routledge
HARRIS, DAVID 1999 ‘‘‘Property values drop when blacks
move in, because. . .’’: racial and
socioeconomic determinants of neighborhood desirability’,
American Sociological Review,
vol. 64, no. 3, pp. 461�79
HIGGINS, JOHN (ed.) 2001 The Raymond Williams Reader,
Oxford: Blackwell Publishers
HOOKS, BELL 1997 Reel to Real: Race, Sex, and Class at the
Movies, New York: Routledge
HUBBARD, RUTH 2002 Profitable Promises: Essays on
Women, Science, and Health,
83. Monroe, ME: Common Courage Press
HUGHEY, MATTHEW 2009 ‘Cinethetic racism: white
redemption and black stereotypes in
‘‘magical negro’’ films’, Social Problems, vol. 56, no. 3, pp.
543�77
HUNT, DARNELL M. (ed.) 2005 Channeling Blackness:
Studies on Television and Race in
America, New York: Oxford University Press
JOHNSON, MARK and JOHNSON, ANNYSA 2002 ‘Alexis gets
little notice; Utah girl
widely covered’, Milwaukee Journal Sentinel. Available from:
http://www.jsonline.com/
[Accessed 15 may 2011]
JUNG, MOON-KIE, COSTA-VARGAS, JOAO and BONILLA-
SILVA, EDUARDO 2011
The State of White Supremacy: Racism, Governance, and the
United States, Palo Alto, CA:
Stanford University Press
KANE, EUGENE 2006 ‘Violence has no color or ZIP code’.
Available from: Milwaukee
Journal Sentinel,
http://www.jsonline.com/news/milwaukee/29177979.html
[Accessed 15 May
84. 2011]
KATZMARZYK, PETER, et al. 2011 ‘Ethnic-specific BMI and
waist circumference
thresholds’, Obesity, vol. 19, pp. 1272�8
KNOWLES, CAROLINE 2003 Race and Social Analysis,
London: Sage Publications
LENTINI, CECE 1995 ‘Weighing the ideal: throw out those
Metlife tables that have been
terrorizing dieters for decades. Experts say there are other ways
to tell how close you are to
your optimum weight’, The Philadelphia Enquirer, August 21.
Available from: http://articles.
philly.com/1995-08-21/living/25708436_1_height-and-weight-
tables-control-weight-optimum-
weight [Accessed 15 May 2011]
192 Eduardo Bonilla-Silva
D
ow
nl
oa
de
d
by
[
87. Southern Sociological
Society Annual Meeting, April, Jacksonville, FL
MCPHAIL, THOMAS L. 2010 Global Communication:
Theories, Stakeholders, and Trends,
Malden, MA: Wiley-Blackwell
MENIFIELD, CHARLES, et al. 2001 ‘The media’s portrayal of
urban and rural school
violence: a preliminary analysis’, Deviant Behavior, vol. 22, pp.
447�64
MILLS, CHARLES W. 2007 ‘White ignorance’, in S. Sullivan
and N. Tuana (eds), Race and
Epistemologies of Ignorance, Albany, NY: SUNY Press, pp.
13�38
NEWMAN, KATHERINE S., et al. 2004 Rampage: The Social
Roots of School Shootings,
New York: Basic Books
NEWSINGER, JOHN 1986 ‘Lord Greystoke and darkest Africa:
the politics of Tarzan’s
stories’, Race and Class, vol. 28, no. 2, pp. 59�71
PARENTI, MICHAEL 2007 ‘The stolen Presidential elections’.
Available from: http://www.
michaelparenti.org/stolenelections.html [Accessed 15 June
2011]
PETTY, ROSS D., et al. 2003 ‘Regulating target marketing and
other race-based advertising
88. practices’, Michigan Journal of Race & Law, vol. 8, no. 2, pp.
335�89
PROSISE, THEODORE and JOHNSON, ANN 2004 ‘Law
enforcement and crime on Cops
and World’s Wildest Police Videos: anecdotal form and the
justification of racial profiling’,
Western Journal of Communication, vol. 68, no. 1, pp. 72�91
PROVASNIK, STEPHEN and SHAFER, LINDA L. 2004
‘Historically black colleges and
universities, 1976 to 2001’, NCES, US Department of Education
Institute of Education
Sciences
RUSSELL-BROWN, KATHERYN 1998 The Color of Crime:
Racial Hoaxes, White Fear,
Black Protectionism, Police Harassment, and Other
Macroaggressions, New York: New York
University Press
SALA-MOLINS, LOUIS 2006 Dark Side of the Light: Slavery
and the French
Enlightenment, Minneapolis: University of Minnesota Press
SAMUELS, ROBERT 2001 Writing Prejudices: The
Psychoanalysis and Pedagogy of
Discrimination from Shakespeare to Toni Morrison, New York:
SUNY Press
89. SANTOS, MICHELLE CHAN 2007 ‘Missing people face
disparity in media coverage’,
MSN Lifestyle. Available from:
http://lifestyle.msn.com/specialguid. . .9082>1�10323
[Accessed 15 June 2011]
SCHRAGER, ADAM 2002 ‘Missing-child coverage misfired’,
9News Report, Denver TV
Station, http://missing87975.yuku.com/forum/viewtopic/id/3264
SCOTT, JAMES C. 1990 Domination and the Arts of
Resistance: Hidden Transcripts, Ann
Arbor, MI: Yale University Press
SCRIPPS HOWARD NEWS SERVICE 2005 ‘News coverage
ignoring missing minority
children’, The Gainesville Sun, December 2. Available from:
http://www.gainesville.com/
article/20051202/WIRE/212020316?p�6&tc�pg [Accessed 15
May 2011]
SEDLAK, ANDREA, FINKELHOR, DAVID and HAMMER,
HEATHER 2005 National
Estimates of Children Missing Involuntarily or for Benign
Reasons, Office of Justice Programs:
US Department of Justice
SIMON, DAVID 2008 ‘A final thank you to The Wire fans,
from show creator David Simon’,
90. HBO The Wire Interviews. Available from:
http://www.hbo.com/the-wire/inside/interviews/
article/finale-letter-from-david-simon.html [Accessed 19 June
2011]
The invisible weight of whiteness 193
D
ow
nl
oa
de
d
by
[
71
.2
12
.3
7.
56
]
at
1
0:
93. WISE, TIM 2001 ‘School shootings and white denial’.
Available from: AlterNet, http://www.
alternet.org/story/10560/ [Accessed 21 June 2011]
ZUBERI, TUKUFU and BONILLA-SILVA, EDUARDO 2008
White Logic, White
Methods: Racism and Methodology, Lanham, MD: Rowman and
Littlefield
ZUBRINSKY-CHARLES, CAMILLE 2006 Won’t You Be My
Neighbor?: Race, Class, and
Residence in Los Angeles, New York: Russell Sage Foundation
EDUARDO BONILLA-SILVA is Professor of Sociology at
Duke
University.
ADDRESS: Department of Sociology, Box 90088, Duke
University,
Durham, NC 27708-0088, USA.
EMAIL: [email protected]
194 Eduardo Bonilla-Silva
D
ow
nl
oa
de
d
by
[
95. Passage (page and paragraph)
Point to the exact page and paragraph so everyone can read
along.
What does it mean?
Explain or interpret the passage in your own words.
Why is it important?
Why did you choose this passage?
96. More on back!
Create 3 open-ended questions about your text. Remember, an
open-ended questions gets people talking. It cannot be
answered with “yes”, “no” or single word answers. You do not
need to know the answer! Write down something you’re
wondering about or struggling with or something you think is
provocative. These questions should get your group talking.
1.
2.
3.
Connect something you read to a personal experience