This document discusses developing moral intelligence through intellectual empathy. It defines intellectual empathy as imagining how information and experiences are understood from the perspectives of those with different social identities. It involves gathering reliable information but also critically imagining how that information is processed by others. The document outlines five skills of intellectual empathy: 1) understanding the invisibility of privilege, 2) knowing that social identity is intersectional, 3) using cooperative reasoning, 4) applying conditional trust, and 5) recognizing mutual vulnerability. It discusses concepts like confirmation bias, social identity, privilege, intersectionality, and provides summaries of works on developing moral intelligence and overcoming biases.
This document discusses applying Maureen Linker's concept of intellectual empathy to understand stereotypes of different groups. Intellectual empathy involves imaginatively putting oneself in another's situation to understand their experiences and perspectives. The document applies this to stereotypes about race, LGBTQ individuals, and religion. It discusses how people's "web of beliefs" can be challenging to change when they contradict stereotypes. Confirmation bias also causes people to only seek evidence reaffirming existing beliefs. The document argues intellectual empathy can provide a framework to critically examine stereotypes about various social groups.
Personal Statement On Social Identity Essay
Importance Of Social Identity
Social Identity
Social Identity Theory
Social Roles And Identity
Social Psychology, The Social Identity
Social Identity In Interpersonal Communication
Social Identity
Social Identity Paper
The Importance Of Social Identity
My Social Identity
Outline Of Social Identity Theory
The Importance Of Social Identity
Identity, Social Class, And Culture Essay
Essay On Social Identity
Social Identity Theory: Annotated Bibliography
Personal And Social Identity Reflection Paper
Social Construction Of Social Identity
The document discusses several key aspects of social identity and its construction:
1. It outlines two frameworks for understanding identity - essentialism and social constructionism. Social constructionism views identity as shaped by social forces like institutions, power structures, and interactions with others.
2. It then examines how social structures, statuses, roles, and socialization influence the development of identity. Ascribed statuses like gender or ethnicity impact social roles and expectations.
3. Several theorists are discussed that contributed to understanding how identity is constructed through social interactions and perceptions, such as Cooley's looking glass self, Mead's distinction between self and identity, and Goffman's idea of front stage and back stage behavior.
4
This document was adopted from the Resource Center Team within the Office of Diversity & Inclusion of Amherst College as a guide to common, shared language around identity.
This project emerged out of a need to come to a common and shared understanding of language in order to foster opportunities for community building and effective communication within and across difference.
This is a list of carefully researched and thoughtfully discussed definitions for key diversity and inclusion terms. It is by no means a comprehensive list, but it is a good place for us to start. We understand that language around identity, privilege, oppression and inclusion is always changing, evolving and expanding.
If there is a term that you feel should be included here, or possibly redefined, please let us know. You can email The Office of Equity & Inclusion (OSEI), at osei@georgetown.edu.
Social identity theory proposes that people derive self-esteem from the social groups they belong to. It influences teens' self-esteem as they seek out peer groups during their development. Teens affiliate with social groups like friend circles and extracurriculars to explore their identity and feel a sense of belonging. Social identity is derived from the groups people associate with and identify as part of. This theory helped explain how people develop a sense of self based on their social connections and memberships.
1. The document discusses building a multiracial movement through transformation, not just transactions, by recognizing our interconnectedness and linked fate across racial groups.
2. It emphasizes the need to have honest discussions about race, understand how implicit biases and framing shape perceptions, and work towards arrangements where all groups benefit through targeted universalism.
3. True transformation requires changing individual mindsets and rearranging institutions to be more equitable and mutually supportive of diversity, rather than just negotiating the current unequal systems.
Participant Guide Social Justice TrainingDohyun Ahn
This document provides materials for a social justice training, including:
- An agenda that covers definitions of social justice, privilege and oppression, identity, and how to discuss sensitive issues with residents.
- Group agreements for the training encourage respect, participation at one's comfort level, and learning from discomfort.
- Definitions of key social justice terms like ally, privilege, oppression, and microaggressions to aid discussion.
Complex Identities and Intersectionality Unit Three.docxdonnajames55
Complex Identities and Intersectionality
Unit Three
Learning Objectives
Be able to define race, ethnicity, social class, and sexual orientation.
Understand the theoretical concepts of “intersectionality”, “social location” , & “standpoint”.
Have a clear understanding of the ways in which oppressions are not “additive” but rather “multiples”
Be able to describe your own power/privileges
Know how stereotypes work in American society, including the ways in which they are perpetuated and some of their repercussions
Understand that everyone is vulnerable to their influence
2
PART ONE:
What are race, class, and sexuality?
Understanding: Race
RACE: is social constructed category that divides people into groups based on visible physical characteristics such as skin color, eye shape, hair texture, etc.
Although race is related to the physical body, the meaning we give these superficial differences between us are entirely socially constructed. There are NO actual genetic differences between the various races.
Because race categories are socially constructed, they change over time. Which categories we measure, and how we measure them, shifts.
4
Understanding: Ethnicity
Ethnicity: is a socially constructed category, a way of grouping people based on their shared culture, such as religion, language, and history.
The difference between “race” and “ethnicity” can be confusing. For example, “Asian American” is treated as a race, but “Chinese American” and “Japanese American” are treated as ethnicities because they have distinct languages and traditions.
In the United States, there is a great deal of pressure on ethnic minority groups to assimilate the norms, values, and characteristics of the majority ethnic group.
Race and Ethnicity in America
Different racial groups are just that– different. Even thought we often speak in terms of binaries (“minorities” verses “the majority”), it is important to realize that not all minority race and/or ethnic groups share the same characteristics, both between themselves and within themselves.
White Americans: white is a race!
Hispanic Americans
African Americans
Native Indigenous Americans
Asian Americans
Arab Americans
Multiracial
Racial and Ethnic Inequality
A commonality among those which are considered minority groups is the experience of inequality.
Inequalities are socially structured and thus can impact multiple aspects of an individual’s life– not just, for example, their ability to get a job.
Racism: the belief that the physical and cultural characteristics associated with a group of people are inferior and thus unequal treatment of the group and its members is justified.
Racism can occur at both the individual and institutional level.
7
Race Impacts Life Chances in a Multitude of Ways
The process of Maintaining Inequality
A stereotype is developed and is circulated throughout a society via cultural channels such as popular media .
This document discusses applying Maureen Linker's concept of intellectual empathy to understand stereotypes of different groups. Intellectual empathy involves imaginatively putting oneself in another's situation to understand their experiences and perspectives. The document applies this to stereotypes about race, LGBTQ individuals, and religion. It discusses how people's "web of beliefs" can be challenging to change when they contradict stereotypes. Confirmation bias also causes people to only seek evidence reaffirming existing beliefs. The document argues intellectual empathy can provide a framework to critically examine stereotypes about various social groups.
Personal Statement On Social Identity Essay
Importance Of Social Identity
Social Identity
Social Identity Theory
Social Roles And Identity
Social Psychology, The Social Identity
Social Identity In Interpersonal Communication
Social Identity
Social Identity Paper
The Importance Of Social Identity
My Social Identity
Outline Of Social Identity Theory
The Importance Of Social Identity
Identity, Social Class, And Culture Essay
Essay On Social Identity
Social Identity Theory: Annotated Bibliography
Personal And Social Identity Reflection Paper
Social Construction Of Social Identity
The document discusses several key aspects of social identity and its construction:
1. It outlines two frameworks for understanding identity - essentialism and social constructionism. Social constructionism views identity as shaped by social forces like institutions, power structures, and interactions with others.
2. It then examines how social structures, statuses, roles, and socialization influence the development of identity. Ascribed statuses like gender or ethnicity impact social roles and expectations.
3. Several theorists are discussed that contributed to understanding how identity is constructed through social interactions and perceptions, such as Cooley's looking glass self, Mead's distinction between self and identity, and Goffman's idea of front stage and back stage behavior.
4
This document was adopted from the Resource Center Team within the Office of Diversity & Inclusion of Amherst College as a guide to common, shared language around identity.
This project emerged out of a need to come to a common and shared understanding of language in order to foster opportunities for community building and effective communication within and across difference.
This is a list of carefully researched and thoughtfully discussed definitions for key diversity and inclusion terms. It is by no means a comprehensive list, but it is a good place for us to start. We understand that language around identity, privilege, oppression and inclusion is always changing, evolving and expanding.
If there is a term that you feel should be included here, or possibly redefined, please let us know. You can email The Office of Equity & Inclusion (OSEI), at osei@georgetown.edu.
Social identity theory proposes that people derive self-esteem from the social groups they belong to. It influences teens' self-esteem as they seek out peer groups during their development. Teens affiliate with social groups like friend circles and extracurriculars to explore their identity and feel a sense of belonging. Social identity is derived from the groups people associate with and identify as part of. This theory helped explain how people develop a sense of self based on their social connections and memberships.
1. The document discusses building a multiracial movement through transformation, not just transactions, by recognizing our interconnectedness and linked fate across racial groups.
2. It emphasizes the need to have honest discussions about race, understand how implicit biases and framing shape perceptions, and work towards arrangements where all groups benefit through targeted universalism.
3. True transformation requires changing individual mindsets and rearranging institutions to be more equitable and mutually supportive of diversity, rather than just negotiating the current unequal systems.
Participant Guide Social Justice TrainingDohyun Ahn
This document provides materials for a social justice training, including:
- An agenda that covers definitions of social justice, privilege and oppression, identity, and how to discuss sensitive issues with residents.
- Group agreements for the training encourage respect, participation at one's comfort level, and learning from discomfort.
- Definitions of key social justice terms like ally, privilege, oppression, and microaggressions to aid discussion.
Complex Identities and Intersectionality Unit Three.docxdonnajames55
Complex Identities and Intersectionality
Unit Three
Learning Objectives
Be able to define race, ethnicity, social class, and sexual orientation.
Understand the theoretical concepts of “intersectionality”, “social location” , & “standpoint”.
Have a clear understanding of the ways in which oppressions are not “additive” but rather “multiples”
Be able to describe your own power/privileges
Know how stereotypes work in American society, including the ways in which they are perpetuated and some of their repercussions
Understand that everyone is vulnerable to their influence
2
PART ONE:
What are race, class, and sexuality?
Understanding: Race
RACE: is social constructed category that divides people into groups based on visible physical characteristics such as skin color, eye shape, hair texture, etc.
Although race is related to the physical body, the meaning we give these superficial differences between us are entirely socially constructed. There are NO actual genetic differences between the various races.
Because race categories are socially constructed, they change over time. Which categories we measure, and how we measure them, shifts.
4
Understanding: Ethnicity
Ethnicity: is a socially constructed category, a way of grouping people based on their shared culture, such as religion, language, and history.
The difference between “race” and “ethnicity” can be confusing. For example, “Asian American” is treated as a race, but “Chinese American” and “Japanese American” are treated as ethnicities because they have distinct languages and traditions.
In the United States, there is a great deal of pressure on ethnic minority groups to assimilate the norms, values, and characteristics of the majority ethnic group.
Race and Ethnicity in America
Different racial groups are just that– different. Even thought we often speak in terms of binaries (“minorities” verses “the majority”), it is important to realize that not all minority race and/or ethnic groups share the same characteristics, both between themselves and within themselves.
White Americans: white is a race!
Hispanic Americans
African Americans
Native Indigenous Americans
Asian Americans
Arab Americans
Multiracial
Racial and Ethnic Inequality
A commonality among those which are considered minority groups is the experience of inequality.
Inequalities are socially structured and thus can impact multiple aspects of an individual’s life– not just, for example, their ability to get a job.
Racism: the belief that the physical and cultural characteristics associated with a group of people are inferior and thus unequal treatment of the group and its members is justified.
Racism can occur at both the individual and institutional level.
7
Race Impacts Life Chances in a Multitude of Ways
The process of Maintaining Inequality
A stereotype is developed and is circulated throughout a society via cultural channels such as popular media .
A Comparison Of Identity Theory And Social IdentityBrenda Zerr
This document discusses identity theory and social identity theory. Identity theory examines how social roles influence identity and behavior, with people taking on identities like mother, employee, etc. and behaving according to the expectations of those roles. Social identity theory focuses on how people define themselves by their group memberships, such as political affiliations, and how this influences behavior and the relationship between in-groups and out-groups. The document provides examples and comparisons of both identity theories.
This document summarizes key points from a talk on spirituality, identity, and social justice. It discusses how identities are complex and intersectional. It argues for moving beyond an isolated view of self towards an interdependent model of connectedness. It explores how existential and social suffering are interrelated, and how spiritual development involves working for social transformation and justice. It examines the social construction of racial categories and how race operates as a fluid social space rather than fixed biology.
Midterms 2 Gender and SocietyGender and Society.pptxGavin Malala
This document discusses gender and sexuality as psychosocial issues. It explains that studying gender and sexuality helps understand identity development, explore social norms and biases, address discrimination and inequality, enhance mental health support, and promote inclusivity. The document outlines several psychosocial theories related to gender including social learning theory, gender schema theory, and queer theory. It also describes common stages in gender and sexuality identity development such as confusion, exploration, and acceptance.
This document provides an agenda and notes for a social justice training session hosted by University Housing at UW-Milwaukee. The training covers topics such as defining social justice, privilege and oppression, identity, and how to discuss issues like coming out or sexual assault with residents. It includes introductions, group agreements, definitions of key terms, and discussion prompts. The goal is to educate housing staff on social justice concepts to create a safe space for students.
Through a cultural and social lens, identity has to do with a person's appearance, beliefs, language, and cultural differences. People from different cultures tend to have distinct physical characteristics like skin color, dress codes, facial features, and hair. These characteristics help others categorize what cultural group they belong to. Cultural beliefs are also an important part of identity, as different cultures have different religious systems. The way people dress can clearly show their cultural identity.
This document discusses discrimination and identity. It argues that identity is shaped by many factors like family, culture, and society, and that identities seen as "other" can lead to prejudice and stereotyping. When people lack direct experience with those seen as different, they rely more on subjectivity and prior knowledge, leading to discrimination. To challenge this, people need to step out of their prior frameworks through actual interaction with others, in order to build understanding based on experience rather than assumptions. Discrimination occurs through a process where identity and perceived differences lead to prejudice, stereotyping, and the oppression of some groups by others.
The document discusses stereotyping and how it is a problem in society, specifically in the
workplace. It defines stereotyping as generalizing individuals based on their membership in a social
category rather than seeing them as individuals. Stereotypes are used to simplify the complex
information in the social world by categorizing people. While stereotypes can be positive or
negative, they impact social interactions and perceptions of others. The document questions how
stereotypes can be helpful or harmful to individuals and organizational goals and productivity.
Race and ethnicity influence identity through complex interactions with social and environmental contexts. While they do not determine behavior, race and ethnicity can (1) provide frameworks that shape how we see ourselves and others, (2) act as motivators for behavior by influencing things like motivation and performance, and (3) serve as a source of belongingness. How and when race and ethnicity matter depends on many contextual factors and the individual is always located within social systems where these attributes have meaning.
This document discusses interpersonal attraction and why people are drawn to others. There are two main reasons for affiliation - social comparison and social exchange. Social comparison involves evaluating ourselves by comparing to similar others, while social exchange means seeking relationships where rewards outweigh costs. Additionally, people are motivated by five core social motives - belongingness, understanding, controlling, self-enhancement, and trust. Factors like proximity, similarity, and physical attractiveness can influence attraction. People prefer others who are similar in attitudes and validate their self-views due to desires for social comparison, familiarity, and cognitive consistency.
This presentation talks about the foundations of 'identity' and various theories associated with identity formation. Also, it shows the factors affecting identity formation.
Sally Grimes has held several leadership positions in the food industry spanning over 25 years. She currently serves as the CEO of Clif Bar and Co. and believes ethics are crucial to effective leadership. Grimes emphasizes building a cohesive team, making values-driven decisions, and leading by example with strong moral character. Though she has faced challenges like bribery and mismanaged funds, Grimes addresses issues firmly according to company policies. She is motivated to drive innovation at Clif Bar and sees herself achieving new levels of excellence through hard work and vision. Grimes advises aspiring CEOs to be self-driven, learn from others, and establish an ethical culture of critical thinking.
Pensacola, Florida relies on critical infrastructure like power plants, transportation systems, water facilities, and telecommunications to support residents and tourists. The city's infrastructure faces natural hazards from hurricanes and potential human threats from terrorism. Damage to key assets like the Pensacola Bay Bridge or water treatment plant would significantly impact the local population and economy by disrupting services. Officials work to strengthen infrastructure and make it more resilient to disasters through projects hardening critical facilities and diversifying energy sources with solar installations.
The document discusses the concept of the "CSI effect", where exposure to crime TV shows influences how jurors interpret and rely on forensic evidence in criminal trials. Watching these shows can cause pro-defense bias if real evidence does not meet elevated expectations. It can also lead to unnecessary forensic tests, backlogs in labs, and fabricated results. Prosecutors may try to exclude jurors who have watched a lot of crime shows. Additionally, broadcasting how crimes are investigated on TV makes it harder for police to track and trace criminals, as it teaches them how to evade detection.
This document is a cover letter for an undergraduate degree program. It summarizes the student's experience in the English major program at Cal State LA. The student discusses how the program helped them hone research, writing, and language skills. Courses in literary coverage, analysis, theory/perspective, linguistics, and rhetoric helped them acquire important skills. The student praises the faculty for their support and adjustment to online learning during the pandemic, but notes content coverage was slowed by COVID-19 disruptions.
1) The document is an essay analyzing how Colson Whitehead uses fantasy in his novel "The Underground Railroad".
2) The novel blends fantasy and history by portraying the Underground Railroad that helped slaves escape as a literal system of underground tracks and trains, rather than secret routes.
3) This use of fantasy critiques white supremacy by challenging accepted versions of history and reminding readers that more exists of African American history than what is recorded.
The document discusses the origins and creation of the game of football. It began in the 19th century as a college football game adopted from rugby. Walter Camp pioneered the rules in the 1880s that transformed rugby into the game of football. In the 1890s, most athletic clubs had football teams and awarded prizes to attract more players, expanding the game. The current game of football stems from its rugby origins through early college games and the standardized rules introduced by Walter Camp.
The document analyzes an interview exchange between John and an interviewer. It identifies effective and ineffective communication skills shown. The interviewer demonstrates effective active listening and patience, while John uses filler words and misplaced vocabulary, reducing clarity. Cultural differences between John (African descent) and the interviewer (European descent) influence communication strategies, like John's code-switching. Nonverbal cues like eye contact and nodding correlate to perceptions of the speakers' commitment and understanding. The document suggests areas of interpersonal communication and nonverbal cues John could improve, like avoiding slang and maintaining eye contact, to be perceived as a more confident and effective leader.
Contracting police services, consolidation of departments, and civilianization are three approaches used to maintain law enforcement. Contracting can reduce budgets but also leaves jurisdictions without police if contractors strike. Consolidation saves on costs by combining resources, but it can diminish local autonomy and community values. Civilianization employs non-sworn civilians for specialized roles to free up officers, lowering costs and improving community relations, but civilians receive less training. While these administrative policies have transformed policing, they each also present disadvantages that require consideration.
My neighborhood is located in a lower class area with both dilapidated vacant structures and modern occupied homes. During harvest seasons, the vacant structures are often used by transient harvest workers, and this is when the crime rate in the area gradually increases. The municipality works to remove old and dilapidated housing in order to reduce crime. Livestock and the harvest are very valuable to residents as the main economic activities in the area.
This document discusses Isaiah Berlin's concepts of negative and positive liberty as outlined in his essay "Two Concepts of Liberty". It summarizes Berlin's key distinctions between negative and positive liberty, with negative liberty referring to freedom from interference and positive liberty referring to freedom to act or be something. The document then discusses how Philip Pettit analyzes Berlin's concepts of liberty through a neo-republican lens, agreeing with the importance of freedom from domination but arguing that some interference can be justified if it prevents arbitrary power and promotes citizens' shared interests and diverse ways of life.
Nurse Practitioners Contracting with Managed Care Organization.docxAndrewClark295760
Nurse practitioners can benefit financially by contracting with managed care organizations, but many MCOs do not view NPs as primary care providers. Only 62.5% of Medicaid MCOs contract with NPs as primary care physicians. Contracting barriers prevent NPs from utilizing their full scope of practice and addressing primary care physician shortages. As healthcare needs rise under the Affordable Care Act, overcoming these barriers could allow NPs to fill an important gap by 2020. However, state regulations still define NPs' practice authority differently.
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This document discusses identity theory and social identity theory. Identity theory examines how social roles influence identity and behavior, with people taking on identities like mother, employee, etc. and behaving according to the expectations of those roles. Social identity theory focuses on how people define themselves by their group memberships, such as political affiliations, and how this influences behavior and the relationship between in-groups and out-groups. The document provides examples and comparisons of both identity theories.
This document summarizes key points from a talk on spirituality, identity, and social justice. It discusses how identities are complex and intersectional. It argues for moving beyond an isolated view of self towards an interdependent model of connectedness. It explores how existential and social suffering are interrelated, and how spiritual development involves working for social transformation and justice. It examines the social construction of racial categories and how race operates as a fluid social space rather than fixed biology.
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This document provides an agenda and notes for a social justice training session hosted by University Housing at UW-Milwaukee. The training covers topics such as defining social justice, privilege and oppression, identity, and how to discuss issues like coming out or sexual assault with residents. It includes introductions, group agreements, definitions of key terms, and discussion prompts. The goal is to educate housing staff on social justice concepts to create a safe space for students.
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information in the social world by categorizing people. While stereotypes can be positive or
negative, they impact social interactions and perceptions of others. The document questions how
stereotypes can be helpful or harmful to individuals and organizational goals and productivity.
Race and ethnicity influence identity through complex interactions with social and environmental contexts. While they do not determine behavior, race and ethnicity can (1) provide frameworks that shape how we see ourselves and others, (2) act as motivators for behavior by influencing things like motivation and performance, and (3) serve as a source of belongingness. How and when race and ethnicity matter depends on many contextual factors and the individual is always located within social systems where these attributes have meaning.
This document discusses interpersonal attraction and why people are drawn to others. There are two main reasons for affiliation - social comparison and social exchange. Social comparison involves evaluating ourselves by comparing to similar others, while social exchange means seeking relationships where rewards outweigh costs. Additionally, people are motivated by five core social motives - belongingness, understanding, controlling, self-enhancement, and trust. Factors like proximity, similarity, and physical attractiveness can influence attraction. People prefer others who are similar in attitudes and validate their self-views due to desires for social comparison, familiarity, and cognitive consistency.
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C1729690_PersuasiveAnalysis Research Paper (Argument).docxAndrewClark295760
The document discusses internet censorship in China and around the world. It explores how censorship is used to control information, minimize criticism of policies and authorities, and prevent cybersecurity threats. In China specifically, censorship also aims to control foreign companies and monitor all internet activity. The government censors through blocking content and extensive surveillance. While censorship limits freedoms, countries argue it is needed to protect norms and national security.
1) When the British enforced rule in India, all states came under British control and they monopolized India's trade. Transportation and communication infrastructure improved to facilitate the transfer of raw materials and finished goods.
2) In Southern Asia, the world wars impacted many societies and reduced most but not all to colonies as European powers, Russia, the U.S., and Japan struggled for control. Nationalist movements in colonies also contributed to reductions of sovereignty.
3) China's decline in the 19th century was due largely to internal economic problems, but British imperialism exacerbated the situation. After China banned opium trade, Britain attacked Chinese ports in retaliation, gaining control of trade and interfering with China's political system,
The document provides an analytical summary of the novel Animal Farm by George Orwell. It summarizes that the main conflict occurs when the animals' desire for liberty and fairness is compromised by the consolidation of political power among the pigs. Originally, the animals overthrow their human oppressor Mr. Jones but fail to maintain their own power. Napoleon and the pigs gradually seize control and impose their authority over the farm, betraying the animals' original ideals and intentions until they become indistinguishable from humans. In the end, the animals watching the pigs socializing with humans realize they have been defeated.
Plato's Allegory of the Cave describes the journey from ignorance to knowledge and the characteristics of an educated person. According to the allegory, prisoners in a cave perceive shadows on a wall as reality, unaware of the true forms outside. To become educated, one must turn around and ascend intellectually to understand the real world through reasoning rather than limited perception. An educated person critically questions beliefs, seeks knowledge actively through struggles, and imparts wisdom to others to progress from darkness to light.
Nurse practitioners have an ethical duty to promote health, human rights, and reduce inequities for all patients. While some argue practitioners should avoid political issues, the document argues they should speak out against systemic racism in the healthcare system and advocate for reforms. Nurse practitioners represent one of the largest healthcare professions and can significantly impact issues of racial injustice and inequality by collaborating to dismantle racist policies and practices through open discussion, clear statements, and actions aligned with their code of ethics to ensure all people receive equal, just treatment.
This document argues against freedom of speech. It claims that while freedom of speech is meant to allow open expression, it can sometimes be used to spread negativity, false information, or incite violence. The document discusses how freedom of speech has been used by some to promote intolerance, nationalism, or personal political goals rather than open debate. It also argues that from a social conflict theory perspective, freedom of speech can perpetuate inequality and be used by dominant groups to maintain their positions. The document concludes that excessive or unregulated freedom of speech can lead to a less secure and prosperous society.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
220711130097 Tulip Samanta Concept of Information and Communication Technology
2017Spring.MoralIntelligence.Week4Handout.docx
1. 1
contacts:dorineadalyn@gmail.com
Developing Moral Intelligence
OLLI Spring 2017—Kat Baker, PhD, kat@hopethroughhealinghands.org
Empathy
Brené Brown – https://www.youtube.com/watch?v=1Evwgu369Jw
Intellectual Empathy: Critical Thinking for Social Justice
Maureen Linker, University of Michigan Press, 2015
What is intellectual empathy? …When we empathize, we imagine what it is like to feel what another person is feeling in a
particular situation. Empathy is different in this way from sympathy, which is a feeling for a person without having to really
understand what it is that person is actually experiencing. …Empathy is not the same as actually walking in someone else’s
shoes or feeling another’s pain, because we don’t actually face the same circumstances a person faces when we empathize
with her or him. Instead, we have to creatively imagine what it feels like by projecting ourselves into that person’s situation.
This is why a robust self-awareness helps us to empathize more effectively. We have to imagine being who we are in very
different kinds of circumstances and then imagine how we would feel (13).
When we employ intellectual empathy in our reasoning about social differences, we are not so much interested in gathering
information about other people and their respective beliefs as we are in looking at the situations people face through their
eyes. This requires gathering reliable information, but it also requires critically and creatively imagining how that information
is understood and processed by people whose experiences are different from our own, and perhaps most challenging, how
we ourselves, with our particular social identities, are seen and understood by people whose social identities are different
from our own (13-14).
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Intellectual empathy combines five skills that when used together make us more effective at understanding the social
inequalities that other people face as well as the systems and structures that maintain these differences. These five skills
include:
1) Understanding the invisibility of privilege,
2) Knowing that social identity is intersectional,
3) Using the model of cooperative reasoning,
4) Applying the principles of conditional trust, and
5) Recognizing our mutual vulnerability (14).
Skill #1: Understanding the invisibility of privilege
web of belief: [The] interconnected system of beliefs within an individual’s psychology….[that includes] concepts,
schemata, and emotional and visceral associations as well as values, hopes and expectations (199). [Core beliefs lie at the
center of the web and are difficult to revise because any change affects the structure of the entire web. That’s why we tend
to want to maintain the status quo—we don’t want to reconsider everything we believe. This reluctance to change may
result from a successful evolutionary strategy, in that understanding what matters most (“fire burns skin”) improved survival
rather than continual testing of such core beliefs. The point is that core beliefs are deeply integrated into our sense of self,
which can be greatly threatened by change.]
cognitive bias(es): Habits of thinking and reasoning that may make it easier to take in and organize information but may
nevertheless get in the way of adequately assessing evidence and considering alternative points of view. Cognitive biases
often serve to preserve our existing web of belief rather than making it more flexible and open to new sources of information
(194).
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confirmation bias: A common cognitive bias whereby we seek out and pay attention to evidence that confirms our existing
beliefs and ignore or discount evidence that disconfirms our existing beliefs. Confirmation bias is related to our tendency to
be conservative with regard to significant changes in our belief systems (195). “The challenge…is how to maintain a
coherent web [of belief] while still paying attention to information or experiences that may feel uncomfortable or
unnecessary…Our tendency toward confirmation bias is a tendency to hold on not only to the content of our beliefs but also
the emotions and expectations associated with those beliefs. And when it comes to our beliefs about social identities such
as race, gender, sexual orientation, class, religion, etc., the interaction between content and emotion is strong and
sometimes volatile. For this reason, these are some of the most difficult beliefs for us to examine critically and
empathetically” (38).
social identity: Those aspects of our self-identity that relate to our membership in social groups. Social identity is not
strictly defined by an individual but comes about through the interactions that an individual has within a social system. Some
aspects of our social identity correspond with the way we see ourselves, but others have to do with the way we are seen by
others.
privilege: A position of social advantage based on aspects of our social identity that have nothing to do with merit or hard
work but instead involve unearned social benefits based on a history of social injustice (198).
invisibility of privilege: The challenge of identifying social privilege when one is a recipient because of the way it is treated
as “normal” or “just the way things are.” For example, the difficulty that a Christian may face in seeing that the nation’s
participation in Christmas inordinately benefits Christians and marginalizes all those who are not Christian as well as those
who celebrate other religious holidays (198). [Along with confirmation bias, the invisibility of privilege makes it hard for us to
seek out evidence that might disconfirm our erroneous beliefs, such as social stereotypes.]
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EZ Pass: Based on an actual type of highway, EZ Pass, that allows its holders to gain easy access in and out of stopping
points, this is a metaphorical pass that makes it very easy for those with privilege to travel on the “road” to rights and
opportunities while those with social disadvantages are slowed down and helped up [or held up?] (196).
Skill #2: Knowing that social identity is intersectional
intersectionality: A term first introduced by Kimberle Crenshaw to identify the ways that systems of privilege, oppression,
and domination work together to forge our complex social identities. …Intersectionality provides significant insight into the
complex ways that our privilege and oppression are mutually constituted (197). [Crenshaw uses a 1977 legal case to
demonstrate this concept.] The case involved five plaintiffs, all black women, who claimed that the seniority system at
General Motors was discriminatory not to blacks generally or to women generally but to the intersection: black women.
Because General Motors had hired and promoted black men as well as white women, the court ruled that there was no
evidence of racial or gender discrimination. Yet as Crenshaw points out, “The paradigm of sex discrimination tends to be
based on the experiences of white women; the model of race discrimination tends to be based on the experiences of the
most privileged blacks. Notions of what constitutes race and sex discrimination are, as a result, narrowly tailored to embrace
only a small set of circumstances, none of which include discrimination against Black women” (60).
The primary point is that our identities include many traits and circumstances, both privilege and oppression, and multiple
intersections across social differences such as race, gender, class, sexual orientation, etc. Therefore, we can examine our
identities to find connections and potential coalitions across different social groups.
victim-culprit dichotomy: The limited roles that seem to be the only available options when discussing and arguing issues
of social difference. Those who are socially disadvantaged are assumed to occupy the victim role, and those who are
socially privileged are assumed to occupy the culprit role. However, each of these roles may feel alien to those to whom
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they are ascribed. One can recognize one’s social disadvantage without identifying as a victim, just as one can be socially
privileged without feeling like a culprit.
blame filter: A tendency for someone who faces social marginalization to blame whole groups of privileged people for [her,
his or their] particular marginalization without considering the actual complexity of the groups, including intersectional
aspects of group identity. For example, women blaming “all men” or “most men” for sexism or gender bias without
considering how race, class, ethnicity, or sexual orientation play a role in male privilege. (For a corollary tendency of those
with social privilege, see guilt filter) (193).
guilt filter: Like the related blame filter, the guilt filter is a tendency for those who have identified their social privilege to feel
guilty and responsible for those whose identity may include social disadvantage or a history of oppression. The problem with
the guilt filter, as with the blame filter, is that it fails to account for the complex and intersectional aspects of social identity. In
addition, the guilt filter can mask a rescue tendency that those with social privilege may adopt toward those with social
disadvantage, thereby reaffirming social injustices. The white person who fails to take into account the expertise of a black
[person], for instance, and instead seeks to provide help or assistance while recognizing [his, her or their] own lack of
expertise may be operating with a guilt filter (196). “White guilt…can become a badge of honor for white people who despite
their good intentions can wind up obscuring the experiences of people of color and reframing them as experiences of
victimization or powerlessness” (70).
“Relaxing the guilt and blame filters, moving past culprit and victim dichotomies, and understanding the intersectional
aspects of our own identities will provide us with a way to embrace coalition building across our differences. Acknowledging
that we have a social system that unjustly bestows EZ Passes on some people in some contexts and puts up roadblocks for
others, is a necessary first step to thinking critically and empathically about social differences” (76)
White Privilege: Unpacking the Invisible Knapsack
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Peggy McIntosh, Wellesley College, 1988: https://www.wcwonline.org/Publications-by-title/white-privilege-and-male-
privilege-a-personal-account-of-coming-to-see-correspondences-through-work-in-women-s-studies-2
…In my class and place, I did not see myself as a racist because I was taught to recognize racism only in individual acts of
meanness by members of my group, never in invisible systems conferring unsought racial dominance on my group from
birth.
…As a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but had
been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage. I think whites are
carefully taught not to recognize white privilege, as males are taught not to recognize male privilege. So I have begun in an
untutored way to ask what it is like to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but about which I was "meant" to remain oblivious. White
privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas,
clothes, tools and blank checks.
…Disapproving of the systems won't be enough to change them. I was taught to think that racism could end if white
individuals changed their attitude. But a "white" skin in the United States opens many doors for whites whether or not we
approve of the way dominance has been conferred on us. Individual acts can palliate but cannot end, these problems.
…It seems to me that obliviousness about white advantage, like obliviousness about male advantage, is kept strongly
inculturated in the United States so as to maintain the myth of meritocracy, the myth that democratic choice is equally
available to all. Keeping most people unaware that freedom of confident action is there for just a small number of people
props up those in power and serves to keep power in the hands of the same groups that have most of it already.
I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have chosen
those conditions that I think in my case attach somewhat more to skin-color privilege than to class, religion, ethnic status, or
7. 7
geographic location, though of course all these other factors are intricately intertwined. As far as I can tell, my African
American coworkers, friends, and acquaintances with whom I come into daily or frequent contact in this particular time,
place and line of work cannot count on most of these conditions.
[Excerpts from McIntosh’s list of white privileges]:
1. If I should need to move, I can be pretty sure of renting or purchasing housing in an area that I can afford and in which I
would want to live.
2. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me.
3. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed.
4. When I am told about our national heritage or about civilization, I am shown that people of my color made it what it is.
5. I can be sure that my children will be given curricular materials that testify to the existence of their race.
6. Whether I use checks, credit cards, or cash, I can count on my skin color not to work against the appearance of
financial reliability.
7. I can arrange to protect my children most of the time from people who might not like them.
8. I can swear, or dress in second-hand clothes or not answer letters without having people attribute these choices to the
bad morals, the poverty, or the illiteracy of my race.
9. I can speak in public to a powerful male group without putting my race on trial.
10. I can do well in a challenging situation without being called a credit to my race.
11. I am never asked to speak for all the people of my racial group.
12. I can remain oblivious of the language and customs of persons of color, who constitute the worlds' majority, without
feeling in my culture any penalty for such oblivion.
13. I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural
outsider.
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14. I can be sure that if I ask to talk to "the person in charge" I will be facing a person of my race.
15. If a traffic cop pulls me over, or if the IRS audits my tax return, I can be sure I haven't been singled out because of my
race.
16. I can go home from most meetings or organizations I belong to feeling somewhat tied in rather than isolated, out of
place, outnumbered, unheard, held at a distance, or feared.
17. I can take a job with an affirmative action employer without having coworkers on the job suspect that I got it because of
race.
18. I can choose public accommodations without fearing that people of my race cannot get in or will be mistreated in the
places I have chosen.
19. I can be sure that if I need legal or medical help my race will not work against me.
20. I can choose blemish cover or bandages in flesh color that more or less matches my skin.
…We usually think of privilege as being a favored state, whether earned or conferred by birth or luck. Yet some of the
conditions I have described here work systematically to over-empower certain groups. Such privilege simply confers
dominance because of one's race or sex.
OVERCOMING BIAS
Vernā Myers: How to overcome our biases? Walk boldly toward them
https://www.ted.com/talks/verna_myers_how_to_overcome_our_biases_walk_boldly_toward_them/transcript?language=en
STRONGLY RECOMMENDED BY DR. BAKER
Bryan Stevenson: We need to talk about an injustice
https://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injustice