Assignment Four
Read chapters 6, 7 and 8 then complete the following:
Chapter Six
Part one: Complete End of Chapter Questions 1, 3, 4, 5, 6, & 8 found on page 175-6
Part two: Complete Internet Exercise found on page 177
Part three: Read The article (found at the bottom of this assignment— starting on page seven) and explain the following:
A. To what degree is Indian Mascots an issue an American society (sports and non sport entities)?
B. What is the viewpoint of the article in stating that Native American mascots are not done in respect.
C. Explain why the author concludes the following statement: The use of stereotypical images of Native Americans by educational institutions has the potential to create a racially hostile educational environment that may be intimidating to Indian students.
D. Why is it okay according to the article to use the “Fighting Irish” as a mascot and not the Washington Redskins?
E. Are organizations that utilize the Indian mascots being “cultural competent” as defined by the book. Why or Why not.
Chapter Seven
Part one: Complete End of Chapter Questions 1, 2, 4, 5 & 6 on page 210.
Part two: Complete End of Chapter Exercise on pages 211-213.
Part three: Complete part a and b below.
A. According to the Crime Report, Washington Post, etc. there is a fact: A year after Michael Brown’s fatal shooting, unarmed black men are seven times more likely than whites to die by police gunfire. Is this true? Is this accurate? Is this painting a negative picture of Caucasian police officers, many of whom may not hold biases? Please read the following article: http://foreignpolicy.com/2016/01/05/americas-police-problem-isnt-just-about-police- guns-violence/
This is not a referendum on the right of the constitution to carry, but to give additional thought to what we see and hear in the media. After reading, this article in two to four paragraphs:
1. State four points that the article made regarding violence against African Americans.
2. What connection did the article make to history? Do you agree?
3. What does this purport about racism in America and the connection between race, oppression, and poverty?
If the website above does not work, please go to: http://theundefeated.com/features/a-black-police-officers-perspective/ and read the first two police officers viewpoint.
And instead of answering 1-3 above, answer the following questions.
1. What is the perspective of the Black officers when it comes to violence against African Americans by the police as they are both part of the police department and the Black community?
2. Does their viewpoint indicate that there may be unconscious bias on the part of some White officers in regards to their view of Blacks?
3. Why is it harmful to assume that all White police officers or even many are against Blacks?
B. Watch the following: https://www.youtube.com/watch?v=eMTv0rmBEKY now answer the following questions:
a) What are all the various stereotype ...
Assignment FourRead chapters 8, 9, & 10 then complete the foll.docxssuser562afc1
Assignment Four
Read chapters 8, 9, & 10 then complete the following:
Chapter Eight
Part one: Complete End of Chapter Questions 1, 6, & 8.
Part two: Complete End of Chapter Exercise
Part three: Skim through the timeline of U.S. immigration history (see below) and state whether you think the laws benefitted the U.S. workplace or reduced fear of American citizens or both? Why?
Chapter Nine
Part one: Complete End of Chapter Questions 2, 6 (be specific in your answer) & 9.
Part two: Complete End of Exercise
Part three: In a paragraph, explain: How can managers utilize the information provided in this chapter to prevent discrimination against religion which is a protected class under the 1964 Civil Rights Act?
Chapter Ten
Part one: Complete End of Chapter Questions 1, 3, 4, & 6.
Part two: In a paragraph, explain: How a hiring manager could violate the rights of the disabled by simply not asking what question(s) at the interview or prior to be hired.
Timeline
Key Dates and Landmarks in United States Immigration History
1789
The Constitution of the United States of America takes effect, succeeding the Articles of Confederation that had governed the union of states since the conclusion of the Revolutionary War (March 4, 1789).
1790
The Naturalization Act of 1790 establishes a uniform rule of naturalization and a two-year residency requirement for aliens who are "free white persons" of "good moral character" (March 26, 1790).
1798
Considered one of the Alien and Sedition Acts, the Naturalization Act of 1798 permits Federalist President John Adams to deport foreigners deemed to be dangerous and increases the residency requirements to 14 years to prevent immigrants, who predominantly voted for the Republican Party, from becoming citizens (June 25, 1798).
1802
The Jefferson Administration revises the Naturalization Act of 1798 by reducing the residency requirement from 14 to five years.
1808
Importation of slaves into the United States is officially banned, though it continues illegally long after the ban.
1819
Congress passes an act requiring shipmasters to deliver a manifest enumerating all aliens transported for immigration. The Secretary of State is required to report annually to Congress the number of immigrants admitted.
1821–1830
143,439 immigrants arrive
1831–1840
599,125 immigrants arrive
1840s
Crop failures in Germany, social turbulence triggered by the rapid industrialization of European society, political unrest in Europe, and the Irish Potato Famine (1845–1851) lead to a new period of mass immigration to the United States.
1841–1850
1,713,251 immigrants arrive
1848
The Treaty of Guadalupe Hidalgo ends the Mexican-American War and extends citizenship to the approximately 80,000 Mexicans living in Texas, California, and the American Southwest.
1848
Gold is discovered in the American River, near Sacramento, California.
1849
The California gold rush spurs immigration from China and extensive internal migra ...
The History of ReconstructionBackground Many Americans like.docxSUBHI7
The History of Reconstruction
Background:
Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.
Resources:
Review the following resources about the differences between primary and secondary sources:
BeamLibrary. (2009, September 23).
Primary, secondary, tertiary sources
. [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
Review the
How to Research Primary Sources
and
How to Research Secondary Sources
in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.
When responding to the questions, draw from at least
ONE
of the following primary sources and specifically cite them in your post:
Bruce, B. K. (1876, March 31).
Speech in the Senate
. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php
Johnson, J. R. (1865, Aug. 4).
Northern teacher to the Freedmen’s Bureau commissioner
.
Land and Labor
, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
The Ku-Klux
. (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
United States Congress. (1866, April 9).
Civil Rights Act
. Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html
Also, draw from the material in ONE of the following films:
Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).
What is freedom?
. [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Pollard, S. (Producer & Director). (2012).
Slavery by another name
. [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/
Instr.
Hist 1377 describe events that occurred on that date/tutorialoutletStormzs
FOR MORE CLASSES VISIT
tutorialoutletdotcom
You will need to invent a believable colonial character situated in a British
American community that you choose after digesting the course materials.
Give your character an appropriate name and think about how he or she fits
in the community in terms of gender, rank, race and the like before
proceeding with the assignment.
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ISSUE 2
Is Third World Immigration a Threat
to America's Way of Life?
YES: Peter Brimelow, from Alien Nation: Common Sense About
America's Immigration Disaster (Random House, 1995)
NO: John Isbister, from The Immigration Debate: Remaking America
(Kumarian Press, 19%)
ISSUE SUMMARy
YES: Peter Brimelow, a writer and senior editor of Forbes and Na
tional Review, asserts that the large influx of immigrants from non
European countries threatens to undermine the cultural foundations
of American unity.
NO: John Isbister, a provost at the University of California, Santa
Cruz, dtes research showing that immigration does not have the
many negative impacts that people like Brimelow fear. He argues that
immigration has a negligible effect on earnings and public finances
and that its cultural impacts "will make it more obvious that the
United States is a plural and not a unicultural sodety."
I n his 1996 State of the Union speech, President Bill Clinton promised a 50
percent increase in border patrols to try to dramatically reduce illegal immigra
tion. Polls show that this stand is a popUlar one. There is also much support for
cutting back on legal immigration.
Today the number of legal immigrants to America is close to 1 million
per year, and illegal ("undocumented") immigrants probably number well over
that figure. In terms of numbers, immigration is now comparable to the level
it reached dUring the early years of the twentieth century, when millions of
immigrants arrived from southern and eastern Europe. A majority of the new
immigrants, however, do not come from Europe but from what has been called
the "Third World"-the underdeveloped nations. The largest percentages come
from Mexico, the Philippines, Korea, and the islands of the Caribbean, while
European immigration has Shrunk to about 10 percent. Much of the reason for
this shift has to do with changes made in U.S. immigration laws during the
1960s. Decades earlier, in the 1920s, America had narrowed its gate to people
22
from certain regions of the world by imposing quotas designed to preserve
the balance of races in America. But in 1965 a series of amendments to the
Immigration Act put all the world's people on an equal footing in terms of
immigration. The result, wrote journalist Theodore H. White, was "a stampede,
almost an invasion" of Third World immigrants. Indeed, the 1965 amendments
made it even easier for Third World immigrants to enter the country because
the new law gave preference to those with a family member already living in the
United States. Since most of the European immigrants who settled in the early
part of the century had died off, and since few Europeans had immigrated in
more recent years, a greater percentage of family-reuniting immigration came
from the Third World.
...
Assignment FourRead chapters 8, 9, & 10 then complete the foll.docxssuser562afc1
Assignment Four
Read chapters 8, 9, & 10 then complete the following:
Chapter Eight
Part one: Complete End of Chapter Questions 1, 6, & 8.
Part two: Complete End of Chapter Exercise
Part three: Skim through the timeline of U.S. immigration history (see below) and state whether you think the laws benefitted the U.S. workplace or reduced fear of American citizens or both? Why?
Chapter Nine
Part one: Complete End of Chapter Questions 2, 6 (be specific in your answer) & 9.
Part two: Complete End of Exercise
Part three: In a paragraph, explain: How can managers utilize the information provided in this chapter to prevent discrimination against religion which is a protected class under the 1964 Civil Rights Act?
Chapter Ten
Part one: Complete End of Chapter Questions 1, 3, 4, & 6.
Part two: In a paragraph, explain: How a hiring manager could violate the rights of the disabled by simply not asking what question(s) at the interview or prior to be hired.
Timeline
Key Dates and Landmarks in United States Immigration History
1789
The Constitution of the United States of America takes effect, succeeding the Articles of Confederation that had governed the union of states since the conclusion of the Revolutionary War (March 4, 1789).
1790
The Naturalization Act of 1790 establishes a uniform rule of naturalization and a two-year residency requirement for aliens who are "free white persons" of "good moral character" (March 26, 1790).
1798
Considered one of the Alien and Sedition Acts, the Naturalization Act of 1798 permits Federalist President John Adams to deport foreigners deemed to be dangerous and increases the residency requirements to 14 years to prevent immigrants, who predominantly voted for the Republican Party, from becoming citizens (June 25, 1798).
1802
The Jefferson Administration revises the Naturalization Act of 1798 by reducing the residency requirement from 14 to five years.
1808
Importation of slaves into the United States is officially banned, though it continues illegally long after the ban.
1819
Congress passes an act requiring shipmasters to deliver a manifest enumerating all aliens transported for immigration. The Secretary of State is required to report annually to Congress the number of immigrants admitted.
1821–1830
143,439 immigrants arrive
1831–1840
599,125 immigrants arrive
1840s
Crop failures in Germany, social turbulence triggered by the rapid industrialization of European society, political unrest in Europe, and the Irish Potato Famine (1845–1851) lead to a new period of mass immigration to the United States.
1841–1850
1,713,251 immigrants arrive
1848
The Treaty of Guadalupe Hidalgo ends the Mexican-American War and extends citizenship to the approximately 80,000 Mexicans living in Texas, California, and the American Southwest.
1848
Gold is discovered in the American River, near Sacramento, California.
1849
The California gold rush spurs immigration from China and extensive internal migra ...
The History of ReconstructionBackground Many Americans like.docxSUBHI7
The History of Reconstruction
Background:
Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.
Resources:
Review the following resources about the differences between primary and secondary sources:
BeamLibrary. (2009, September 23).
Primary, secondary, tertiary sources
. [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
Review the
How to Research Primary Sources
and
How to Research Secondary Sources
in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.
When responding to the questions, draw from at least
ONE
of the following primary sources and specifically cite them in your post:
Bruce, B. K. (1876, March 31).
Speech in the Senate
. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php
Johnson, J. R. (1865, Aug. 4).
Northern teacher to the Freedmen’s Bureau commissioner
.
Land and Labor
, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
The Ku-Klux
. (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
United States Congress. (1866, April 9).
Civil Rights Act
. Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html
Also, draw from the material in ONE of the following films:
Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).
What is freedom?
. [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Pollard, S. (Producer & Director). (2012).
Slavery by another name
. [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/
Instr.
Hist 1377 describe events that occurred on that date/tutorialoutletStormzs
FOR MORE CLASSES VISIT
tutorialoutletdotcom
You will need to invent a believable colonial character situated in a British
American community that you choose after digesting the course materials.
Give your character an appropriate name and think about how he or she fits
in the community in terms of gender, rank, race and the like before
proceeding with the assignment.
(J)
o
~ ~
< -
~~ ::z:_
m
0_
3en
°enZc
rD
en
()
Q
U'>
::r
::J
CO
<
CO"
~
U'>
o
::J
()
o
::J
-+....
~
....
SQ.
Q
ISSUE 2
Is Third World Immigration a Threat
to America's Way of Life?
YES: Peter Brimelow, from Alien Nation: Common Sense About
America's Immigration Disaster (Random House, 1995)
NO: John Isbister, from The Immigration Debate: Remaking America
(Kumarian Press, 19%)
ISSUE SUMMARy
YES: Peter Brimelow, a writer and senior editor of Forbes and Na
tional Review, asserts that the large influx of immigrants from non
European countries threatens to undermine the cultural foundations
of American unity.
NO: John Isbister, a provost at the University of California, Santa
Cruz, dtes research showing that immigration does not have the
many negative impacts that people like Brimelow fear. He argues that
immigration has a negligible effect on earnings and public finances
and that its cultural impacts "will make it more obvious that the
United States is a plural and not a unicultural sodety."
I n his 1996 State of the Union speech, President Bill Clinton promised a 50
percent increase in border patrols to try to dramatically reduce illegal immigra
tion. Polls show that this stand is a popUlar one. There is also much support for
cutting back on legal immigration.
Today the number of legal immigrants to America is close to 1 million
per year, and illegal ("undocumented") immigrants probably number well over
that figure. In terms of numbers, immigration is now comparable to the level
it reached dUring the early years of the twentieth century, when millions of
immigrants arrived from southern and eastern Europe. A majority of the new
immigrants, however, do not come from Europe but from what has been called
the "Third World"-the underdeveloped nations. The largest percentages come
from Mexico, the Philippines, Korea, and the islands of the Caribbean, while
European immigration has Shrunk to about 10 percent. Much of the reason for
this shift has to do with changes made in U.S. immigration laws during the
1960s. Decades earlier, in the 1920s, America had narrowed its gate to people
22
from certain regions of the world by imposing quotas designed to preserve
the balance of races in America. But in 1965 a series of amendments to the
Immigration Act put all the world's people on an equal footing in terms of
immigration. The result, wrote journalist Theodore H. White, was "a stampede,
almost an invasion" of Third World immigrants. Indeed, the 1965 amendments
made it even easier for Third World immigrants to enter the country because
the new law gave preference to those with a family member already living in the
United States. Since most of the European immigrants who settled in the early
part of the century had died off, and since few Europeans had immigrated in
more recent years, a greater percentage of family-reuniting immigration came
from the Third World.
...
Read the brief paragraph before each set of documents to understand .docxleonorepour284
Read the brief paragraph before each set of documents to understand what you need to learn from the readings. Write on one question from chapter 3 or one question from chapter 4. Type in the question you are answering above the essay. Be sure to clearly state your position in the first paragraph and then support it with facts. Cite the sources within your essay and the length of the essay must a be minimum of one full page single-spaced.
CHAPTER 3
The British Parliament passed several acts such as the Stamp Act 1765, the Townshend 1767 and Tea Act of 1773 on the American colonies to generate revenue to help pay for the debt incurred by England in the French Indian War. As you read the documents note the time frame and consider the colonial reaction to each act.
"
The Sugar Act 1764"
Link
(Links to an external site.)
"The Quartering Act 1765"
Link
(Links to an external site.)
"The Stamp Act 1765"
Link
(Links to an external site.)
"
Benjamin Franklin and the Stamp Act Crisis 1766
(Links to an external site.)
"
"
The Declaratory Act 1766"
Link
(Links to an external site.)
"The Townshend Act 1767"
Link
(Links to an external site.)
"
Bostonians Protest the Townshend Acts 1767; John Hancock
(Links to an external site.)
"
(Links to an external site.)
"The Tea Act 1773"
Link
(Links to an external site.)
"John Adams Describes the Situation in Boston Five Days Prior to the Boston Tea Party 1773"
(Links to an external site.)
"
The Boston Tea Part 1773; George Robert Twelve Hewes"
Link
(Links to an external site.)
"
From the documents, which of the British acts angered the colonist most and why? Cite specific passages from the document.
Did the colonists reaction to these acts change over time or the item(s) being taxed and why?
The concept of independence from England was not a notion favored by all colonists.
Many colonists were not sure of what the benefits or disadvantages were as no colonies had rebelled against a European colonial power. As you read the following documents consider the difference in the time frame of the speeches and what was the central point of each speaker regarding independence.
"
Speech Against the Writs of Assistance 1761; James Otis"
(Links to an external site.)
"
The Rights of Colonists 1772; Samuel Adams"
Link
(Links to an external site.)
"
Give Me Liberty or Give Me Death 1775; Patrick Henry"
Link
(Links to an external site.)
Which of the speakers presents the best argument for independence and why? Cite specific passages from the documents.
Compare and contrast each speaker definition independence and effectiveness in convincing undecided Americans to favor separation from Britain..
CHAPTER 4
The events of 1786 led several of the key statesmen of the time and states to call for meeting known as the “Annapolis Convention” to discuss a revision of the Articles of Confederation or produce a new governing document. The meeting led to the Constitutional convention in may of 1787. As you read both d.
CCJ 240 Punishment and Corrections Short Essay Assignment 3.docxketurahhazelhurst
CCJ 240 Punishment and Corrections
Short Essay Assignment 3: Prison and Reentry
Please provide a one- to two-page written response to the question listed below.
Your response should address all parts of the question and integrate the
assigned readings and lecture material as appropriate. Your response should
adhere to APA format, with 1” margins all around, Times New Roman, 12-pt font,
with a left general alignment and double lined spacing. You must appropriately
cite all references used in your response. You do not need to seek out other
sources of information for this assignment as you have been provided with more
than enough information in class and through the assigned readings to address
this question. If you do refer to material not assigned in the class, you must also
list them in a supplemental reference page. To receive full credit, you must use
proper grammar and correct spelling, write in complete sentences, use
appropriate punctuation, and avoid using abbreviations. I strongly encourage you
to proof read your essay before turning it in.
Question
Terms such as “humanization” and “normalization” are increasingly being used in
reference to offender treatment and the prison experience. Oregon and other
state correctional systems have launched system-wide initiatives to incorporate
humanizing and normalizing practices, with the aim of increasing the chances of
rehabilitation and reducing recidivism. Many see the Norway prison system as
the standard for the way prisons should operate; while others believe such a
system jeopardizes facility safety and security and fails to serve as a deferent to
crime. What is meant by the terms humanization and normalization? What are
the primary differences between the Norway system and that of the US? What
are the differences in outcome measures such as recidivism between the two
systems?
1793 1846 1848 1850 1854 1857
Eli Whitney
Cotton Gin
Compromise of
1850
Dred Scott v.
Sandford
Kansas/Nebraska
Act
National
Election
Wilmot
Proviso
([Above timeline] U.S. National
Archive, 2016; [Below timeline]
Sheppard, 1869; Burkhardt, 2008;
Currier & Ives, 1848; Rothermel,
1855; Colton, 1855; Adams, 1865)
References
Adams, R. F. (1865). St. Louis courthouse [Photograph]. Retrieved from
http://collections.mohistory.org/resource/140771.html
Burkhardt, B. (2008). David Wilmot [Painting]. Retrieved from
https://commons.wikimedia.org/wiki/File:David_Wilmot.png
Colton, J. H. (1855). Kansas and Nebraska [Map]. Retrieved from
https://commons.wikimedia.org/wiki/File:Kansas-Nebraska_Act.jpg
Currier, N., & Ives, J. M. (1848). Grand national Whig banner: Press onward [Lithograph].
Retrieved from https://www.loc.gov/pictures/resource/cph.3a10198/
Rothermel, P. F. (1855). The United States Senate, A.D. 1850 [Painting]. Retrieved from
http://www.loc.gov/pictures/resource/ppmsca.09398/
Sheppard, W. L. (1869, December 18). The first cotton gin [Illustra ...
In a two- to three-page paper (excluding the title and reference pag.docxrock73
In a two- to three-page paper (excluding the title and reference pages), explain the purpose of an income statement and how it reflects the firm’s financial status. Include important points that an analyst would use in assessing the financial condition of the company. Also, analyze Ford Motor Company’s income statement from its
2012 Annual Report
.
Your paper must be formatted according to APA style, and must include citations and references for the text and at least two scholarly sources.
.
In a substantial paragraph respond to either one of the following qu.docxrock73
In a substantial paragraph respond to either one of the following questions:
1.) Choose one source of energy, explain its origins, how does it impact our Earth, and what effect does it have on our planet?
OR
2.) Explain, with details, how geology influences the distribution of natural resources.
NO MINIMUM WORD LENGTH REQUIRED.
.
In a study by Dr. Sandra Levitsky, she considers why the economic,.docxrock73
In a study by Dr. Sandra Levitsky, she considers why the economic, physical, and emotional challenges of providing chronic care for a family member have not produced more salient political demands for aggressive policy intervention (Hudson, 2014).
Discuss her findings as well as your own theory on why there has not been a stronger demand from the public for policy intervention to assist caregivers.
Support your statements with evidence from the Required Studies and your research. Cite and reference your sources in APA style.
References
Hudson, R. (Ed). (2014).
The new politics of old age policy
(3rd ed.). Baltimore, John Hopkins.
.
In a response of at least two paragraphs, provide an explanation o.docxrock73
In a response of at least two paragraphs, provide an explanation of the steps you took to rewrite the Romantic poem you selected. Your explanation should point out at least three typically modernist qualities in your work with regard to elements such as
language, style, literary elements, and themes. Here, as an example, is a brief explanation of the modernist rewrite of the first stanza of Wordsworth
’s “I Wandered Lonely as a Cloud”:
.
in a minimum of 1000 words, describe why baseball is Americas past .docxrock73
in a minimum of 1000 words, describe why baseball is America's past time. As part of your paper you can share some of your memories of baseball. How did baseball mirror society(good and bad?) as a reflection of American society. Be sure to cite all of your sources and you must show direct evidence of integrating your textbook once per chapter as part of your final exam. Your paper should at include at least one resource from the library.
.
In a minimum 200 word response, describe some ways how the public .docxrock73
In a minimum 200 word response, describe some ways how the public has responded to the October 2001 USA Patriot Act. Has the public’s response been positive or negative? What are some pros and cons of the USA Patriot Act with the American public? Explain your answer.
Dempsey, J. S., & Forst, L. S. (2011, Pg. 213-214).
Police
. Clifton Park, NY: Delmar.
.
In a weekly coordination meeting, several senior investigators from .docxrock73
In a weekly coordination meeting, several senior investigators from the state crime lab request that AB Investigative Services (ABIS) prepare a standard operations procedure document concerning the general processing of computer evidence. Recent forensic investigator actions during the processing of computer evidence have failed to show understanding of how computer data are created, modified, and stored. In addition, the investigators have not understood the underlying technical issues tied to evidence processing and associated security issues. Provide four general evidence processing guidelines to ensure investigators understand the steps of processing evidence and the results when standard operating procedures are not followed.
Please submit your assignment.
.
In a memo, describe 1) the form and style of art as well as 2) the e.docxrock73
In a memo, describe 1) the form and style of art as well as 2) the engineering phenomenon – a substantial paragraph for each. You will need to research both the art and engineering, so each section of the memo should include citations from credible sources.
i need to wrote two paragraph also incloude two citation for each one
.
In a minimum 200 word response explain the problems that law enforce.docxrock73
In a minimum 200 word response explain the problems that law enforcement officials have faced regarding the issues of federal, state, and local jurisdictions attempting to intervene in tribal policing. How has this issue contributed to confusion and discontent with law enforcement? Dempsey, J. S., & Forst, L. S. (2011, Pg. 22-25). Police. Clifton Park, NY: Delmar.
.
In a minimum 200 word response explain some of the reasons why, in.docxrock73
In a minimum 200 word response explain some of the reasons why, in the context of span of control, it is more beneficial to
limit the number of officers reporting to one supervisor.
What factors can affect how many employees are supervised at one time?
Dempsey, J. S., & Forst, L. S. (2011, Pg.
Pg. 35-40
).
Police
. Clifton Park, NY: Delmar.
.
In a maximum of 750 words, you are required to1. Summarize the ar.docxrock73
In a maximum of 750 words, you are required to:
1. Summarize the article (include all necessary background information);
2. Identify, discuss and analyze the main issue covered in the article, making links to all secondary
issues, theories and concepts;
3. Critique the actions taken by management and the union, (i.e., what did each do particularly
well or poorly); and
4. Discuss how the event in the article affects the lives of people other than those in management
or the union
.
in a two- to- three page paper (not including the title and referenc.docxrock73
in a two- to- three page paper (not including the title and reference pages), explain how Foreign Direct Investment (FDI) would cause an increase in the BRIC (Brazil, Russia, India, and China) countries’ Gross Domestic Product (GDP).
Your paper must be formatted according to APA Style and include at least two scholarly sources to support your assertions.
.
In a two- to three-page paper (not including the title and reference.docxrock73
In a two- to three-page paper (not including the title and reference pages), explain the purpose of a balance sheet and how it reflects the firm’s financial status. Analyze Ford Motor Company’s balance sheet from its
2012 Annual Report
.
Your paper must be formatted according to APA style and it must include citations and references for the text and at least two scholarly
.
In a group, take a look at the two student essays included in this f.docxrock73
In a group, take a look at the two student essays included in this folder. For each of these essays: (1) outline the organization of the components, (2) label the components, (3) name the audience and purpose, (4) decide if you found the organization of the components to be effective, and if the components themselves were well written or poorly written. You'll type your notes into a Microsoft Word document, include the names of all group members, and then upload the document individually to your own iLearn dropbox.
.
BASEBALLRuns Scored (X)Wins (Y)7086987590654797048078795730716678661963867976457455667707918559674381731946418965471735797357361556
Develop a position paper on best practices for teaching English Learners. This paper should contain the student’s personal beliefs about and the best models to practice. Statements must be supported with research data. There must be at least THREE references. The textbook may serve as ONE reference (Education English Learners for a Transformed World) The paper must be typed using APA style, double spaced, and with a title page and a reference page. The paper should be no less than three pages in length.
The positon paper: why two way is the best method in Bilingual Education
1) Please explain the components of the Prism Model and why these components are important in creating a welcoming school that promotes success for English Learners.
2) There have been many programs and ideas in the US Public schools for how best to serve English Learners and close the gap between those who enter school speaking English and those who have to learn English along the way.
Following is a list of Bilingual Education Models that have been tried. According to the text book and the research of Virginia Collier and Wayne Thomas, please rate the following programs from 1-6 with 1 being the most effective program for student success and 6 being the least effective program for learning English:
__________Maintenance Bilingual Ed., Self-Contained
__________Transitional Bilingual Ed.
__________One-way Dual Language
__________Pull-out Bilingual Ed.
__________Two-way Dual Language
__________Enrichment Bilingual Education (30 min. per day)
The following programs are designed for ELs who do not live in an area where bilingual ed. is available or do not qualify for bilingual education due to the language they speak. Please rate the following ESL programs on a scale of 1-4 with 1 being the most successful way to teach English and 4 being the least effective program:
__________ESL Pull-out
__________Sheltered Instruction in the regular classroom
__________Total emersion with no language support
__________English enrichment, 30 minutes per day, by classroom teacher
3) Please explain the difference between a 50/50 model and a 90/10 model of Dual Language Education.
4) Why does 2-way Dual Language Education usually have better results than 1-way Dual Language Education?
5) In order to have an effective Dual Language program, there are two important things teachers should not do. What are they?
6) What does it mean to see other cultures not as a deficit but as a difference? Why is this idea important to your classroom?
7) We are required to have many formal assessments in our educational curriculum. However, informal assessment can be much more informative to the teacher of language learners. Please explain why Informal Assessments might be a better way for the teacher to know the true level of the student.
...
Based on Santa Clara University Ethics DialogueEthics .docxrock73
Based on Santa Clara University Ethics Dialogue
Ethics case studies
This is an extra credit assignment that I am offering for the first time this term. In this booklet, you will find 38 separate case studies. You are free to respond to any or all of these cases.
You may earn up to 5 extra credit points per question, based on the complexity of the case and the logic of your response. You may not earn more than 100 points (10 percent of your final grade).
You may find it helpful to read the paper “Four Tough Ethical Dilemmas” prior to responding.
While these are your opinions, citations are not expected; however, if you make use of the work of others, include APA style citations for complete credit.
Either cut and paste the cases you select to a separate file or use this file for your submission. If you use this file to submit a response, please delete those cases to which you are not responding.
Dr. Frick
Case 1: Family Loyalty vs. Meritocracy
A man was appointed president of the newly-acquired Philippine subsidiary of a large American company. He was reviewing the organization with the company's head of human resources. One thing the president noted was that the same names reoccurred frequently in several departments. "It is our tradition," commented the HR head. "Families take care of their own. If one family member gets a good job in a Philippine company, other members of the family apply to join that company and the first member there can help the whole family become successful by helping them get hired and by coaching them to be successful. The company benefits. Our costs of recruiting are lower, we know more about the people we hire, and the commitment to family success results in fewer performance and discipline problems because family members want to please their older relatives."
The president wondered how these practices would be regarded in a large American firm, and whether or not he should take action to change them.
1. Nepotism is not illegal, but is it ethical?
2. If the business is family-owned, does that make a difference?
3. How does national culture affect this discussion?
Case 2: Is the Two-Tier System Ethically Problematic
Employees at a cereal makers plant were “locked-out” from their jobs producing cereal for over 3 months. Company management and the union representing the employees reached a stalemate in negotiations resulting in the lockout. The union claims that the primary issue is the company’s demand of dramatically increasing the number of temporary workers, who would earn $6 less per hour and receive fewer benefits. Critics claim this effectively creates a two-tier system at the plant. Under the current agreement, the company may use temporary workers for up to 30% of the workforce, but the union claims the company is now pushing for 100%. The workers, who have had their health insurance suspended, fear that their jobs will either be replaced entirely by temporary workers, or they will be f ...
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1793 1846 1848 1850 1854 1857
Eli Whitney
Cotton Gin
Compromise of
1850
Dred Scott v.
Sandford
Kansas/Nebraska
Act
National
Election
Wilmot
Proviso
([Above timeline] U.S. National
Archive, 2016; [Below timeline]
Sheppard, 1869; Burkhardt, 2008;
Currier & Ives, 1848; Rothermel,
1855; Colton, 1855; Adams, 1865)
References
Adams, R. F. (1865). St. Louis courthouse [Photograph]. Retrieved from
http://collections.mohistory.org/resource/140771.html
Burkhardt, B. (2008). David Wilmot [Painting]. Retrieved from
https://commons.wikimedia.org/wiki/File:David_Wilmot.png
Colton, J. H. (1855). Kansas and Nebraska [Map]. Retrieved from
https://commons.wikimedia.org/wiki/File:Kansas-Nebraska_Act.jpg
Currier, N., & Ives, J. M. (1848). Grand national Whig banner: Press onward [Lithograph].
Retrieved from https://www.loc.gov/pictures/resource/cph.3a10198/
Rothermel, P. F. (1855). The United States Senate, A.D. 1850 [Painting]. Retrieved from
http://www.loc.gov/pictures/resource/ppmsca.09398/
Sheppard, W. L. (1869, December 18). The first cotton gin [Illustra ...
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BASEBALLRuns Scored (X)Wins (Y)7086987590654797048078795730716678661963867976457455667707918559674381731946418965471735797357361556
Develop a position paper on best practices for teaching English Learners. This paper should contain the student’s personal beliefs about and the best models to practice. Statements must be supported with research data. There must be at least THREE references. The textbook may serve as ONE reference (Education English Learners for a Transformed World) The paper must be typed using APA style, double spaced, and with a title page and a reference page. The paper should be no less than three pages in length.
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1) Please explain the components of the Prism Model and why these components are important in creating a welcoming school that promotes success for English Learners.
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__________Transitional Bilingual Ed.
__________One-way Dual Language
__________Pull-out Bilingual Ed.
__________Two-way Dual Language
__________Enrichment Bilingual Education (30 min. per day)
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__________ESL Pull-out
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3) Please explain the difference between a 50/50 model and a 90/10 model of Dual Language Education.
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...
Based on Santa Clara University Ethics DialogueEthics .docxrock73
Based on Santa Clara University Ethics Dialogue
Ethics case studies
This is an extra credit assignment that I am offering for the first time this term. In this booklet, you will find 38 separate case studies. You are free to respond to any or all of these cases.
You may earn up to 5 extra credit points per question, based on the complexity of the case and the logic of your response. You may not earn more than 100 points (10 percent of your final grade).
You may find it helpful to read the paper “Four Tough Ethical Dilemmas” prior to responding.
While these are your opinions, citations are not expected; however, if you make use of the work of others, include APA style citations for complete credit.
Either cut and paste the cases you select to a separate file or use this file for your submission. If you use this file to submit a response, please delete those cases to which you are not responding.
Dr. Frick
Case 1: Family Loyalty vs. Meritocracy
A man was appointed president of the newly-acquired Philippine subsidiary of a large American company. He was reviewing the organization with the company's head of human resources. One thing the president noted was that the same names reoccurred frequently in several departments. "It is our tradition," commented the HR head. "Families take care of their own. If one family member gets a good job in a Philippine company, other members of the family apply to join that company and the first member there can help the whole family become successful by helping them get hired and by coaching them to be successful. The company benefits. Our costs of recruiting are lower, we know more about the people we hire, and the commitment to family success results in fewer performance and discipline problems because family members want to please their older relatives."
The president wondered how these practices would be regarded in a large American firm, and whether or not he should take action to change them.
1. Nepotism is not illegal, but is it ethical?
2. If the business is family-owned, does that make a difference?
3. How does national culture affect this discussion?
Case 2: Is the Two-Tier System Ethically Problematic
Employees at a cereal makers plant were “locked-out” from their jobs producing cereal for over 3 months. Company management and the union representing the employees reached a stalemate in negotiations resulting in the lockout. The union claims that the primary issue is the company’s demand of dramatically increasing the number of temporary workers, who would earn $6 less per hour and receive fewer benefits. Critics claim this effectively creates a two-tier system at the plant. Under the current agreement, the company may use temporary workers for up to 30% of the workforce, but the union claims the company is now pushing for 100%. The workers, who have had their health insurance suspended, fear that their jobs will either be replaced entirely by temporary workers, or they will be f ...
Barbara Corcoran Learns Her Heart’s True Desires In her.docxrock73
Barbara Corcoran Learns Her Heart’s True Desires
In her hilarious and lighthearted book, Shark Tales: How I Turned $1,000 Into a
Billion Dollar Business, Barbara Corcoran demonstrates the importance of knowing what
you really want out of life (Corcoran & Littlefield, 2011). As her title suggests, Barbara
founded her real estate company, The Corcoran Group, with only $1,000 and some big
dreams. Shortly after founding the company, Barbara took out a piece of paper and wrote
down some big goals for herself and the company. In 1978, she had only 14 sales agents
working for her, who earned a total of $250,000 in commissions. She set a goal of
doubling the number of agents and the commissions every year. So she put down 28 sales
people for 1979, 56 for 1980, and so on, all the way up to 1,792 salespeople in 1985 with
total commissions of $32,000,000. Barbara was amazed when she saw the fantastic sums
projected for 1985, and of course many people, when they see such amazing sums, would
dismiss the calculations as fantasy But as Barbara put it, she went to work the next day
hustling hard for her $32 million.
Real estate agents are paid largely by commission, which is about as close as you
can get to a pure form of contingent reward for performance. However, Barbara didn’t
rely solely on the commissions to motivate her workers. She threw theme parties and held
numerous social events to build a committed workforce. Good sales agents could always
move to another firm, but not every firm had Barbara’s positive attitude and fun-filled
atmosphere. In the early years of the firm, when money was tight, Barbara and her
relatives did the cooking for the outings and parties, and she found clever ways to
entertain people with skating parties and other lively activities. As the firm became larger
and more profitable, she even hired professional entertainers for the company’s midweek
picnics, which included elephant shows, daring rides on hot air balloons, horses, or
Harley Davidsons, etc. Barbara stated “I built my company on pure fun, and believe that
fun is the most underutilized motivational tool in business today. All of my best ideas
came when I was playing outside the office with the people I worked with” (Corcoran &
Littlefield, 2011, p. 283). What did she get in return for the fun atmosphere? She had the
“most profitable real estate company per person in the United States” (p. 284). By the
time she sold her agency in 2001, she had 1,000 agents working for her, and she had the
largest real estate agency in New York – clearly her motivational strategies attracted a
large number of productive employees.
Barbara Corcoran had sold her firm for $66 million. She thought that would make
her happy, but instead, it made her sad. Although she pretended to be happy with her new
wealth and freedom, she was “secretly miserable” (Corcoran & Littlefield, 2011, p. 232).
She had lost her purpose ...
Bapsi Sidhwa’s Cracking India
1947 Partition
Deepa Mehta’s earth (1998)
Characters
Aamir Khan - Dil Navaz, the Ice Candy Man
Nandita Das - Shanta, the Ayah
Rahul Khanna - Hassan, the Masseur
Maia Sethna - Lenny Sethna
Shabana Azmi - older Lenny, narrator
Kitu Gidwani - Bunty Sethna
Arif Zakaria - Rustom Sethna
Kulbhushan Kharbanda - Imam Din
Kumar Rajendra - Refugee Police
Pavan Malhotra - Butcher
IN Deepa Mehta’s words
I wanted desperately to make CRACKING INDIA into a film, a particular film, EARTH, which would be the second in my trilogy of the elements of Fire, Earth and Water.
Tracing Bapsi was no easy task but persevere we did and soon I was talking to Bapsi on the phone, hoping that the film rights to her book were still available. Two months later, thanks to David Hamilton's unwavering belief in the project, we owned the rights, had development funds, and I was sitting at my kitchen table, writing the screenplay of EARTH.
David and Anne Masson and I had worked together on FIRE and we re-assembled the team to begin the detailed planning of the production.
During this phase Bapsi became a friend and was exceedingly generous with information and old photographs. She would talk with me for hours about what it was like growing up in Lahore during those times. Lenny, after all, was based on Bapsi. In fact, Lenny was Bapsi.
The irony of our situation hasn't escaped Bapsi or myself. Bapsi is from Pakistan and now a US citizen. I'm from India and now living in Canada. If neither of us had moved from our respective homelands, the film just wouldn't have been possible. Pakistan and India, since the Partition of 1947, are sworn enemies. Not only have they fought three major wars against each other, but also, as I write this, both countries talk blithely about their nuclear capabilities and continue their militant aggression against each other across the still- disputed Kashmir border.
Fallen Women in the novel and film
Abducted women like Ayah and Hamdia, Lenny’s new nanny are viewed with suspicion from Lenny.
Page 226
“It isn’t a jail, Lenny baby…it’s a camp for fallen women.”
“What are fallen women?”
“Hai! The questions you ask! Your mother won’t like such talk…Now keep quiet”
“Are you a fallen woman?”
Fallen women – Abducted and raped women
In the aftermath of the 1947 declaration of Indian independence, the roughly drawn new state boundaries triggered what may have been the biggest migration in human history.
Historical consensus supports a figure of 12 million people displaced, although the BBC suggests figures as high as 14.5 million people. An undeclared civil war erupted as communities of Hindus, Muslims, and Sikhs fought one another to establish their own identities in their redefined homelands. And, in the process, the Indian government estimates, 83,000 women were abused and abducted. Others put the number even higher.
“Rather than being raped and abandoned,” Yasmin Khan writes in The Great Partition: The ...
Barriers of therapeutic relationshipThe therapeutic relations.docxrock73
Barriers of therapeutic relationship:
The therapeutic relationship between patient and nurse is often filled with barriers that can generate obstacles for the relationship and, in the end, the health system as a whole (Sfoggia et al.,2014). There are many factors that hinder building a therapeutic relationship: language, professional jargon, communication impairment, and cultural diversity (ibid).
Language:
Language can be an obstacle to nurse-patient communication because a patient may not be able to speak the same language and therefore communication is not possible (Levin,2006). The best way to overcome this barrier is providing a translator who can explain a professional facilitator's message easily to the patient(ibid). For instance, if the nurse only speaks English but the patient is only able to speak Arabic, a translation to the patient of what the professional facilitator is saying leads to less chance of misunderstanding (ibid). Translation also allows a patient to feel comfortable through being able to speak in their own language (ibid).
Medical jargon:
Jargon is a technical language that is comprehended by people in a specific industry or area of work (Leblanc et al.,2014). Health professionals often use jargon to communicate with each other(ibid). For example, T.B. disease stands for tubercle bacillus and HIV stands for human immunodeficiency virus (Mccrary & Christensen,1993). Jargon often makes sense to health professionals but a patient who does not understand these acronyms will not understand such communication, leading to a barrier in therapeutic relationship between patient and health professional (Leblanc et al.,2014).
Communication impairment:
Patients with communication impairment such as blindness, deafness and speech impairment often feel isolated, frustrated and self-conscious (O’Halloran et al.,2009). Some patients are born with such disabilities or have developed them as a result of disease (ibid). Therefore, nurses should provide enough time in order to describe any issue to such patients so that they do not feel uncomfortable or censured by health professionals, who must remain impartial (ibid).
Cultural diversity:
Patients often have various differences (Leblanc et al.,2014).Some of these differences are due to a patient's illness, social status, economic class, education and personality(ibid). However, according to Kirkham (1998), the deepest differences might be cultural diversity. Beheri (2009) points out that many nurses believe if they just treat patients with respect, they will avoid most cultural issues. Nevertheless, avoiding misunderstanding can be achieved through some knowledge of cultural customs, which might help and enable nurses to provide better health care to patients (ibid).
Facilitators of therapeutic relationship:
UNCRPD (2006) states that the most fundamental human right in hospital is communication. Patients are required to be provided with an effective communication method by nurs ...
Barada 2Mohamad BaradaProfessor Andrew DurdinReligions of .docxrock73
Barada 2
Mohamad Barada
Professor Andrew Durdin
Religions of the World Hum 201-02
March 23rd, 2018
References:
1. Rachel. Rachel’s Musings: Buddhism is a Religion. Retrieved from https://www.rabe.org/thoughts-on-buddhism/buddhism-is-a-religion/
2. Winfield, Pamela. The Conversation: Why so many Americans think Buddhism is just a philosophy. Retrieved from https://theconversation.com/why-so-many-americans-think-buddhism-is-just-a-philosophy-89488
Critical Analysis of the religious nature of Buddhism
The religious community often debates on whether Buddhism is categorized as a religion or as philosophical teaching. The answer to the question varies depending on an individual’s point of view. There are three main types of Buddhism practices across the world with each of them having smaller branches with slights variances in their teachings and beliefs. The different styles of Buddhist mainly encompass Theravada Buddhism, Vajrayana Buddhism, and Mahayana Buddhism. The various forms often have deities that are worshipped while others do not. Some often have scriptures while others do not usually believe in any physical form of the Buddhist teachings. The first article is authored by Rachel, a blogger, presenting the argument that Buddhism is a religion (Rachel, 1). On the other hand, the second article authored by Pamela Winfield recognizes Buddhism as a philosophy. Analyzing and comparing the two pieces having divergent views on the religious nature of Buddhism is crucial for understanding whether it is a religion or philosophy.
Summary of the articles
Rachel in her article considers Buddhism as a religion. The author acknowledges the fact that Mahayana Buddhism which is often found in greater part of Asia that includes Japan, Korea, and China often teaches on attaining enlightenment (Rachel, 1). The Mahayana often accept that every individual wishes to ensure the effective attainment of enlightenment and thus end the cycle of rebirth which others recognize as “Karma.” The article proceeds to state that Buddha is the greatest of the deities but is not worshipped. Instead, Buddha often inspires all those who practice doing as he once did. The author states that Buddhism often requires that the individuals that choose the wrong path attempt to re-accomplish these tasks in their next life alongside other punishments imposed on them by karma. The characteristics of this type of Buddhism thus often play a significant role in showing the religious nature of Buddhism. The author concludes by stating that Buddhism often contains all the different elements of a religion. Moreover, the article associates Buddhism with fallacies that characterize other religions and just as dangerous as other religions as well. A quote proves the claim on the dangerous nature of Buddhism that the author uses to summarize the teachings of Buddhism.
On the other hand, Winfield tends to focus on enlightening the readers on some of the aspects of Buddhism that ensures its a ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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!
Assignment FourRead chapters 6, 7 and 8 then complete the foll.docx
1. Assignment Four
Read chapters 6, 7 and 8 then complete the following:
Chapter Six
Part one: Complete End of Chapter Questions 1, 3, 4, 5, 6,
& 8 found on page 175-6
Part two: Complete Internet Exercise found on page 177
Part three: Read The article (found at the bottom of this
assignment— starting on page seven) and explain the
following:
A. To what degree is Indian Mascots an issue an American
society (sports and non sport entities)?
B. What is the viewpoint of the article in stating that Native
American mascots are not done in respect.
C. Explain why the author concludes the following statement:
The use of stereotypical images of Native Americans by
educational institutions has the potential to create a racially
hostile educational environment that may be intimidating to
Indian students.
D. Why is it okay according to the article to use the “Fighting
Irish” as a mascot and not the Washington Redskins?
E. Are organizations that utilize the Indian mascots being
“cultural competent” as defined by the book. Why or Why not.
Chapter Seven
Part one: Complete End of Chapter Questions 1, 2, 4, 5 & 6 on
2. page 210.
Part two: Complete End of Chapter Exercise on pages 211-213.
Part three: Complete part a and b below.
A. According to the Crime Report, Washington Post, etc. there
is a fact: A year after Michael Brown’s fatal shooting,
unarmed black men are seven times more likely
than whites to die by police gunfire. Is this true? Is this
accurate? Is this painting a negative picture of
Caucasian police officers, many of whom may not hold
biases? Please read the following article:
http://foreignpolicy.com/2016/01/05/americas-police-
problem-isnt-just-about-police- guns-violence/
This is not a referendum on the right of the constitution to
carry, but to give additional thought to what we see and hear
in the media. After reading, this article in two to four
paragraphs:
1. State four points that the article made regarding violence
against African Americans.
2. What connection did the article make to history? Do you
agree?
3. What does this purport about racism in America and the
connection between race, oppression, and poverty?
If the website above does not work, please go to:
http://theundefeated.com/features/a-black-police-officers-
perspective/ and read the first two police officers viewpoint.
And instead of answering 1-3 above, answer the following
questions.
1. What is the perspective of the Black officers when it comes
to violence against African Americans by the police as they are
both part of the police department and the Black community?
2. Does their viewpoint indicate that there may be unconscious
3. bias on the part of some White officers in regards to their view
of Blacks?
3. Why is it harmful to assume that all White police officers or
even many are against Blacks?
B. Watch the following:
https://www.youtube.com/watch?v=eMTv0rmBEKY now answer
the following questions:
a) What are all the various stereotypes of Blacks that are
presented?
b) Do you think these stereotypes are real?
c) How would people that hold them interact with Blacks in the
workplace, in the criminal justice field, in universities?
Chapter Eight
Part one: Complete End of Chapter Questions 3, 4, 5, 8 & 9 on
pages 238-239.
Part two: Complete Internet Exercise on pages 239
Part three: Part A: Make a chart where you list, Asian
American, Latino, Europeans, General Population. Then
go through the timeline below and put a checkmark next to each
group that illustrates when laws were created to
prevent that group from migration or equal opportunity
while in the U.S.
Part B: Now state what groups were targeted more as
it relates to unfavorable laws toward their
immigration.
Part C: Now answer the following questions:
1. Do you think this biased behavior created workplace
unfairness? (Why or Why not)
4. 2. Do you think this bias can still exist today as it relates to
certain groups who migrate to the U.S. and people looking at
them as an Us vs. Them mindset? Would this mindset contribute
to workplace bias?
Timeline
Key Dates and Landmarks in United States Immigration History
1789
The Constitution of the United States of America takes effect,
succeeding the Articles of Confederation that had governed the
union of states since the conclusion of the Revolutionary War
(March 4, 1789).
1790
The Naturalization Act of 1790 establishes a uniform rule of
naturalization and a two-year residency requirement for aliens
who are "free white persons" of "good moral character" (March
26, 1790).
1798
Considered one of the Alien and Sedition Acts, the
Naturalization Act of 1798 permits Federalist President John
Adams to deport foreigners deemed to be dangerous and
increases the residency requirements to 14 years to prevent
immigrants, who predominantly voted for the Republican Party,
from becoming citizens (June 25, 1798).
1802
The Jefferson Administration revises the Naturalization Act of
1798 by reducing the residency requirement from 14 to five
years.
5. 1808
Importation of slaves into the United States is officially banned,
though it continues illegally long after the ban.
1819
Congress passes an act requiring shipmasters to deliver a
manifest enumerating all aliens transported for immigration.
The Secretary of State is required to report annually to
Congress the number of immigrants admitted.
1821–1830
143,439 immigrants arrive
1831–1840
599,125 immigrants arrive
1840s
Crop failures in Germany, social turbulence triggered by the
rapid industrialization of European society, political unrest in
Europe, and the Irish Potato Famine (1845–1851) lead to a new
period of mass immigration to the United States.
1841–1850
1,713,251 immigrants arrive
1848
The Treaty of Guadalupe Hidalgo ends the Mexican-American
War and extends citizenship to the approximately 80,000
6. Mexicans living in Texas, California, and the American
Southwest.
1848
Gold is discovered in the American River, near Sacramento,
California.
1849
The California gold rush spurs immigration from China and
extensive internal migration.
1850
For the first time, the United States Census surveys the
"nativity" of citizens (born inside or outside the US).
1851–1860
2,598,214 immigrants arrive
1854
The Know-Nothings, a nativist political party seeking to
increase restrictions on immigration, win significant victories in
Congress, a sign of popular dissatisfaction with growing
immigration from Catholic Ireland. Protestant Americans feared
that growing Catholic immigration would place American
society under control of the Pope.
1855
Castle Garden is established as New York's principal point of
entry.
7. 1861–1870
2,314,825 immigrants arrive
1861
Outbreak of the American Civil War (April 12, 1861).
1862
The Homestead Act provides free plots of up to 160 acres of
western land to settlers who agree to develop and live on it for
at least five years, thereby spurring an influx of immigrants
from overpopulated countries in Europe seeking land of their
own.
1862
The "Anti-Coolie" Act discourages Chinese immigration to
California and institutes special taxes on employers who hire
Chinese workers.
1863
Riots against the draft in New York City involve many
immigrants opposed to compulsory military service (July 13–16,
1863).
1863
The Central Pacific hires Chinese laborers and the Union
Pacific hires Irish laborers to construct the first transcontinental
railroad, which would stretch from San Francisco to Omaha,
allowing continuous travel by rail from coast to coast.
8. 1869
The First Transcontinental Railroad is completed when the
Central Pacific and Union Pacific lines meet at Promontory
Summit, Utah (May 10, 1869).
1870
The Naturalization Act of 1870 expands citizenship to both
whites and African-Americans, though Asians are still excluded.
1870
The Fifteenth Amendment is ratified, granting voting rights to
citizens, regardless of "race, color, or previous condition of
servitude."
1870
Jacob Riis, who later pioneered photojournalism and authored
How the Other Half Lives, emigrates from Denmark to the
United States.
1871–1880
2,812,191 immigrants arrive
1881–1890
5,246,613 immigrants arrive
1881–1885
1 million Germans arrive in the peak of German immigration
1881–1920
9. 2 million Eastern European Jews immigrate to the United States
1882
The Chinese Exclusion Act restricts all Chinese immigration to
the United States for a period of ten years.
1882
The Immigration Act of 1882 levies a tax of 50 cents on all
immigrants landing at US ports and makes several categories of
immigrants ineligible for citizenship, including "lunatics" and
people likely to become public charges.
1885
The Alien Contract Labor Law prohibits any company or
individual from bringing foreigners into the United States under
contract to perform labor. The only exceptions are those
immigrants brought to perform domestic service and skilled
workmen needed to help establish a new trade or industry in the
US.
1886
The Statue of Liberty is dedicated in New York Harbor.
1886
Emma Goldman, Lithuanian-born feminist, immigrates to the
United States, where over the next 30 years she will become a
prominent American anarchist. During the First World War, in
1917, she is deported to Russia for conspiring to obstruct the
draft.
10. 1889
Jane Addams and Ellen Gates Starr found Hull-House in
Chicago.
1890
The demographic trends in immigration to the United States
shift as immigration from Southern and Eastern Europe
substantially increases, while the relative proportion of
immigration from Northern and Western Europe begins to
decrease.
1891–1900
3,687,564 immigrants arrive.
1891
Congress makes "persons suffering from a loathsome or a
dangerous contagious disease," those convicted of a
"misdemeanor involving moral turpitude," and polygamists
ineligible for immigration. Congress also establishes the Office
of the Superintendent of Immigration within the Treasury
Department.
1892
The Geary Act extends the Chinese Exclusion Act for ten more
years, and adds the requirement that all Chinese residents carry
permits, as well as excluding them from serving as witnesses in
court and from bail in habeus corpus proceedings.
1892
Ellis Island, the location at which more than 16 million
immigrants would be processed, opens in New York City.
11. 1901–1910
8,795,386 immigrants arrive
1901
After President William McKinley is shot by a Polish anarchist
(September 6, 1901) and dies a week later (September 14,
1901), Congress enacts the Anarchist Exclusion Act, which
prohibits the entry into the US of people judged to be anarchists
and political extremists.
1902
The Chinese Exclusion Act is again renewed, with no ending
date.
1906
The Naturalization Act of 1906 standardizes naturalization
procedures, makes some knowledge of the English language a
requirement for citizenship, and establishes the Bureau of
Immigration and Naturalization in the Commerce Department to
oversee national immigration policy.
1907
The Expatriation Act declares that an American woman who
marries a foreign national loses her citizenship.
1907
Under an informal "Gentlemen's Agreement," the United States
agrees not to restrict Japanese immigration in exchange for
Japan's promise to voluntarily restrict Japanese emigration to
12. the United States by not issuing passports to Japanese laborers.
In return, the US promises to crack down on discrimination
against Japanese-Americans, most of whom live in California.
1907
The Dillingham Commission is established by Congress to
investigate the effects of immigration on the United States.
1911–1920
2 million Italians arrive in the peak of Italian immigration
1911–1920
5,735,811 immigrants arrive
1911
The Dillingham Commission, established in 1907, publishes a
42-volume report warning that the "new" immigration from
Southern and Eastern Europe threatens to subvert American
society. The Dillingham Commission's recommendations lay the
foundation for the Quota Acts of the 1920s.
1913
California's Alien Land Law prohibits "aliens ineligible for
citizenship" (Chinese and Japanese) from owning property in
the state, providing a model for similar anti-Asian laws in other
states.
1917
Congress enacts a literacy requirement for immigrants by
overriding President Woodrow Wilson's veto. The law requires
13. immigrants to be able to read 40 words in some language and
bans immigration from Asia, except for Japan and the
Philippines.
1917
The US enters the First World War.
1917
The Immigration Act of 1917 restricts immigration from Asia
by creating an "Asiatic Barred Zone."
1917
The Jones-Shafroth Act grants US citizenship to Puerto Ricans,
provided that they can be recruited by the US military.
1919
The First Red Scare leads to an outbreak of fear and violence
against people deemed to be political radicals and foreigners
considered to be susceptible to communist propaganda and more
likely to be involved in the Bolshevik Revolution.
1921–1930
4,107,209 immigrants arrive.
1921
The Emergency Quota Act restricts immigration from a given
country to 3% of the number of people from that country living
in the US in 1910.
14. 1922
The Cable Act partially repeals the Expatriation Act, but
declares that an American woman who marries an Asian still
loses her citizenship.
1923
In the landmark case of United States v. Bhaghat Singh Thind,
the Supreme Court rules that Indians from the Asian
subcontinent cannot become US citizens.
1924
The Immigration Act of 1924 limits annual European
immigration to 2% of the number of people from that country
living in the United States in 1890. The Act greatly reduces
immigration from Southern and Eastern European nationalities
that had only small populations in the US in 1890.
1924
The Oriental Exclusion Act prohibits most immigration from
Asia, including foreign-born wives and the children of
American citizens of Chinese ancestry.
1924
The Border Patrol is created to combat smuggling and illegal
immigration.
1929
The National Origins Formula institutes a quota that caps
national immigration at 150,000 and completely bars Asian
immigration, though immigration from the Western Hemisphere
is still permitted.
15. 1931–1940
532,431 immigrants arrive.
1933
To escape persecution by the Nazis, Albert Einstein, the
greatest theoretical physicist of the century, immigrates to the
United States from Germany.
1934
The Tydings-McDuffe Act grants the Philippines independence
from the United States on July 4, 1946, but strips Filipinos of
US citizenship and severely restricts Filipino immigration to the
United States.
1940
The Alien Registration Act requires the registration and
fingerprinting of all aliens in the United States over the age of
14.
Sources
Calavita, Kitty. US Immigration Law and the Control of Labor:
1820-1924. London, Orlando: Academic Press, 1984.
Digital History: Ethnic Voices.
LeMay, Michael and Robert Barkan Elliott, eds., US
Immigration and Naturalization Laws and Issues: A
Documentary History. Westport, Conn.: Greenwood Press, 1999.
Smith, Marian L. Overview of INS History to 1998.
ARTICLE (for Chapter six exercise)
Contact Information:
16. Dr. Chris Kraatz
Visiting Assistant Professor, Department of Philosophy
Indiana University – Purdue University Indianapolis
Cavanaugh Hall, Rm 331
425 University Blvd
Indianapolis, IN 46202
[email protected]
http://www.iupui.edu/~philosop/ckraatz.htm
(317) 274-5344
Abstract: The Truth About American Indian Mascots
The truth about American Indian mascots is that they cannot be
morally justified. This is demonstrated by outlining the extent
of the “mascotizing” of Indians in American culture, and then
assessing the reliability of the various means at our disposal for
morally evaluating this practice. In the end, the argument is that
the only reliable avenue to ascertaining the truth about such
mascots is listening to what representative groups of Indians
have to say about them. Moreover, the opinions of such
representative groups regarding the mascots that depict them are
overwhelmingly condemnatory.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The Truth about American Indian Mascots
by Dr. Chris Kraatz
Schools that continue the use of Indian imagery and
references…have simply failed to listen to the Native groups,
religious leaders, and civil rights organizations that oppose
these symbols…[T]he use of the imagery and traditions, no
matter how popular, should end when they are offensive.
(United States Civil Rights Commission - April 13, 2001)
To “mascotize” a group of people is systematically to
attach depictions of that group to commercial products, ventures
17. or enterprises such that (1) the depicted group is defined by
nationality, race, ethnicity or religion, (2) the depictions are
designed by and profit only people outside the depicted group,
and (3) the depictions are considered disrespectful,
inappropriate, or stereotypic by a majority of persons within the
depicted group.
The “mascotizing” of a group is to be distinguished from
isolated individual cases of such depictions. For although
individual cases of depictions fitting the above description may
in fact be offensive or stereotypic, they do not systematically
reduce the status of a group from “persons” to “mascots.” The
infamous “Frito Bandito,” for example, had all of the above
three properties. But it does not follow that Mexican-Americans
have as a group been reduced to mascots. “Mascotizing” is a
systematic reduction of group status achieved through a
multitude of commercial enterprises. As this paper will argue,
although there are a variety of mascots in American culture
which depict different groups of people, American Indians are
the only group to have been “mascotized” in this systematic
fashion.
Due to their significant media coverage, sports teams are
the most visible users of Indian mascots. It is no surprise,
therefore, that most of the controversy surrounding Indian
mascots involves sports teams. Major league teams receive most
of the attention on this matter, but Indian mascots are not
limited to teams of professional status. According to the
National Coalition on Racism in Sports and the Media, there are
nearly 3,000 sports teams in the United States with mascots of
Indian theme. This figure includes professional teams, college
and university teams, high school and junior high school teams,
and elementary school teams. These figures do not include
“little league” teams for baseball, football, soccer, etc.
Despite the overwhelming multitude of sports team
18. mascots in the United States, sports represents only a portion of
the mascotizing of American Indians. There are significant
areas of interest outside the sports arenas where this curious
phenomenon can readily be observed, and discussion of the
mascot issue would lack important insights were these areas not
included. Automobile manufacturers, for example, often make
explicit use of Indian names, images and themes. A casual
perusing of the Kelley Blue Book can find at least ten recent
models which confirm this, and this number grows significantly
when motorcycles and recreational vehicles are included.
The task of enumerating the Indian names and images on
grocery store products would be daunting indeed. Products
including apple juice, margarine, beef jerky, chewing tobacco,
and bottled water are but a few examples of those bearing
Indian names and/or logos. There are alcoholic beverages with
such names or themes on their labels; Crazy Horse has a malt
liquor named after him (not to mention a stunning line of
women’s clothing by Liz Claiborne). The Indianapolis telephone
book has five different listings for “Cherokee” including a
construction firm, a concrete supplier, a home remodeling
company, a realtor, and a window manufacturer; “Indian” is
used to name a church, a youth league, a food service, a country
club and a golf shop; “Dakota” names a consulting group, an
engineering company, a golf course and a retail watch company
(the “Dakota Watch Company” is an inexplicable curiosity, as
the Dakota have no word in their language for “time”).
Sports teams are a flash point for the Indian mascot
controversy, but the central issue at stake extends into nearly
every corner of life in America. There seems to be no kind of
product or company that falls outside the scope of this
pervasive use of American Indian names, images and themes.
An attempt to list all the products, companies and teams which
use American Indian names, logos, etc. would itself more than
exhaust the limits of this paper. In light of the endlessness of
19. this phenomenon, one cannot help but ask: “Is this a good
thing?”
This question would perhaps be easier to answer if there
were other readily available examples of systematic use of
nationality, race, ethnicity or religious tradition in a way that is
similar to what we have been describing. But there are no other
circumstances or phenomena in American culture that could be
considered even roughly analogous to this overwhelming
commercial appropriation of Indians. Although it is often noted,
for example, that there are sports teams that use names or
images of other groups of people besides Indians, the way in
which sports teams use non-Indian group names is
fundamentally different from the way in which Indian names are
used. Team names such as “Cowboys,” “Patriots,” “Senators” or
“Cavaliers,” for example, do not constitute an analogous
mascotizing of anyone for the simple reason that even though
these names refer to groups of people, the group names are
generic and do not refer in any significant way to nationality,
race, ethnicity or religion. Names, however, such as
“Seminoles,” “Chiefs,” “Braves” or “Fighting Sioux” refer
explicitly to nationality, race, ethnicity and religion.
“Trojans,” “Spartans” and “Vikings” are popular sports
team names that pick out groups according to nationality, race
or ethnicity, but these are also fundamentally different from
Indian mascots. These names do not depict existing peoples and
cannot, therefore, affect the lives of those they depict (for better
or for worse) – neither can they be regarded as appropriate or
inappropriate by the groups in question. The Notre Dame
Fighting Irish and the Boston Celtics actually are examples of
sports teams whose names and images depict an existing racial
or ethnic group, but even these are significantly different from
the cases of Indian mascots. The Celtics play in a city with a
large Irish population, the Fighting Irish represent a university
established and largely populated by Irish people. Although it
20. may appear that these would constitute examples of mascotizing
analogous to that of American Indians, they do not for the
simple reason that they were thought up and instituted by the
very people (or group) that they depict. There is no such Indian
mascot that was similarly devised by Indian persons. Another
relevant difference between these cases is that what Irish people
say about the mascots that depict them is taken as decisive in
establishing the legitimacy of the mascots. The team names
“Celtics” and “Fighting Irish” tend to be quite popular among
persons of Irish heritage, and this popularity is taken as a
reliable indicator of the appropriateness of these names. But the
fact that Indian mascots tend to be grossly unpopular among
Indians is not taken as an indicator that there may be something
inappropriate about them – if it were, then there would be no
more Indian mascots. The only persons who defend the use of
American Indians as sports team mascots are those who profit
from the use of such images – coincidentally, there is no group
of American Indian affiliation that profits even from a single
mascot.
In searching for other instances of mascots that are similar in
relevant ways, we always come up short. American Indian
sports mascots are unique in that they have all of the following
properties: (1) they depict groups of people based on
nationality, race, ethnicity or religion, (2) they are designed
only by and make a profit solely for people outside the group
that they depict, and (3) they are considered disrespectful,
inappropriate, and stereotypic by a majority of persons within
the group that they depict. Even assuming that these points have
been overstated and that there actually are several (or even one
hundred) teams with non-Indian mascots that satisfy these same
criteria, we still have no basis for meaningful comparison or
analogy due to the sheer overwhelming number of teams with
Indian names, etc. It is not only the name use that we are trying
to address here, but also the pervasive scope of the
phenomenon. There are thousands of Indian-themed teams in the
21. United States, no similar situation exists for any other group.
This apparent uniqueness of the mascotizing of Indians can
also be observed in the other areas mentioned previously. There
are no automobiles named after other groups of people, Indians
are the only people named in any way at all on various means of
transportation.
The same is true concerning the labels on common grocery
store items, and at this point the disparity which is coming to
the fore becomes astonishing. The number of different items
that are commonly found on grocery store shelves must
certainly be huge, each requiring a name on the label. And yet,
despite this enormous demand for names and images to go on
product labels, the number of items one can find whose names
or images depict the nationality, race, ethnicity or religion of a
non-Indian group is almost nothing (with perhaps maple syrup,
pancake mix, and frozen waffles being the sole offenders).
Regardless of what they are attached to, American Indian
mascots (and product names) constitute a kind of cultural
singularity in the United States. The undeniably unique and
systematic character of this phenomenon is significant if for no
other reason than that it demonstrates conclusively that the
question of the Just or Unjust character of Indian mascots (and
product names) cannot be answered by appealing to similar
depictions of other groups – there are no other groups that are
mascotized in this systematic way. How then are we to find the
truth about American Indian mascots; their legitimacy or
illegitimacy, their showing of respect or disrespect, their
morality or immorality?
Owners of teams or products who are asked to explain
their choice of mascot, name or logo often do so by contending
that their choice is motivated by a desire to show respect to the
group they are depicting. Indians (so the argument often
22. proceeds) are a people of great courage and integrity, it is
therefore a show of respect and honor to name a baseball team
after them, or an SUV, or a line of clothing, or a malt liquor,
etc.
Assuming that respect and honor really were the true motives in
naming such a great variety of items and teams after American
Indians, we might encourage (or even expect) a more even
distribution of such use of group imagery and theme. After all,
respect ought not be demonstrated only for Indians – all peoples
deserve to be respected similarly. But a world in which groups
are respected by being mascotized would be absurd and even
comical. This is easily confirmed when we suppose even
isolated instances of similar treatment of other groups. One
never sees a “Jeep Grande Jew” on the highway, for example,
but one regularly sees “Jeep Grande Cherokees;” one cannot
drive a “Plymouth Holy Communion,” or camp in an “African-
American,” but one can drive a “Plymouth Sundance” and camp
in a “Winnebago;” neither can one purchase Martin Luther
King, Jr. malt liquor or Angel Gabriel wine (as one can Crazy
Horse malt liquor or Thunderbird wine); there are no
Blackskins, Yellowskins or Whiteskins playing football
anywhere, but there are Redskins. Tim Giago (Lakota), former
editor in chief of The Lakota Times and Indian Country Today
puts it this way: "Would you paint your face black, wear an afro
wig and prance around the football field trying to imitate your
perceptions of Black people? Of course not! That would be
insulting to Blacks, so why is it OK to do it to Indians?"
These outrageous examples of product names and team mascots
could not be established as respectful or appropriate by simply
noting that they were chosen by people with innocent motives.
If the motive of the owner of such a team or product were to be
taken seriously, then wouldn’t the motive of profit deserve
significant consideration? We would be wise to remember that
team mascots (as well as product names and logos) are
23. motivated principally by profit. Names are chosen to sell,
period. Appealing to the motives or attitudes of those who chose
these mascots or product names is not a helpful tool in
answering the question of the respect or disrespect, the morality
or immorality of such depictions. Respect as a motive is
untenable, profit as a motive creates suspicion. Motive tells us
something about the owners of these teams or products, but it
doesn’t tell us anything about the mascots or images they have
chosen.
Whence comes the truth about American Indian mascots?
The truth is not ascertainable by way of any comparison to other
similar phenomena. The motives of people endorsing these
images are irrelevant at best - profit oriented at worst. Are not
the only relevant voices left to listen to the voices of Indians
themselves? If so, then it follows that the truth about mascots
and other images can only be ascertained by way of consulting
the groups that are so depicted. Only the voices of the groups
depicted are to be considered as authoritative.
What do we hear about the mascot issue when we listen to
American Indians? So strong is the unanimity of representative
organizations in condemning the mascotizing of Indians that
once we become aware of it, nothing seems to count as an
informed opinion on this matter unless these voices be included.
Consider, for example, this statement from The Society of
Indian Psychologists of the Americas:
We are concerned that the continued use of Indian symbols and
mascots seriously compromises our ability to engage in ethical
professional practice…it establishes an unwelcome academic
environment for Indian (students, staff, and faculty) and
contributes to the miseducation of all members of the (campus)
community regarding the cultural practices and traditions of an
entire ethnic group.
(January 1999)
24. The National Congress of American Indians has this to add:
[T]he NCAI denounces the use of any American Indian name or
Artifice associated with Indian mascots; and calls upon all
reasonable individuals in decision making positions to
voluntarily change racist and dehumanizing mascots.
(Resolution MID-GB-93-58, June 1993)
Similar positions have also been expressed by The National
Coalition on Racism in Sports and the Media, Kola, The
American Indian Movement, and The Institute of American
Indian Arts.
Whether or not someone is harmed by a practice can be very
informative as to whether or not that practice can be morally
justified. This idea does not necessarily bind us to a Utilitarian
approach to the problem. It seems that even the stiffest of
Kantians would have to acknowledge that the practice of
mascotizing treats rational beings as merely a means to an end.
But if it is further established that mascotizing is significantly
harmful to Indians, then the practice is certainly shown to be
unjustifiable in a more comprehensive way. Not only is it the
case that American Indians accrue no profits or benefits of any
kind from being mascotized, but it is also widely asserted that
there is great harm suffered as a result of this. The United
States Civil Right Commission has echoed this theme from the
claims of the above organizations in its 2001 statement:
The use of stereotypical images of Native Americans by
educational institutions has the potential to create a racially
hostile educational environment that may be intimidating to
Indian students. American Indians have the lowest high school
graduation rates. The perpetuation of harmful stereotypes may
exacerbate these problems.
25. It is important to note here that the reasons used to support
the claims of Native groups (that Indian mascots are harmful)
need not themselves be compelling to non-Indians. The is surely
an idea that many non-Indian Philosophers and academics will
find hard to swallow, but what Indian groups say about mascots
that depict them is compelling because it is said by Indians.
Many people do find the reasons in support of their claims to be
strongly supportive of the position that mascotizing is harmful,
but to debate this point would betray a misinformed treatment
of the subject. What we have established here is that native
groups occupy a privileged position with respect to providing a
moral assessment of mascots that depict them. They occupy this
privileged position not because they offer compelling reasons
for what they say, but rather because no other groups can
reasonably be understood as being similarly competent to render
such an opinion. There are no other groups in similar
circumstances with respect to being mascotized, and those who
benefit from or own Indian themed commodities can only be
taken as offering assessments motivated by profit. That leaves
Native groups as the sole voices of authority on this matter.
This short summary should serve to consolidate the points that
have hopefully been demonstrated. First, through a multitude of
commercial ventures, Indians have been mascotized in
American culture. Second, in estimating the moral status of this
mascotizing, the only reliable avenue for ascertaining any truth
is the consultation of representative groups of American
Indians. Third, an opinion informed by what such representative
groups of Indians have to say is unable to include any notion of
the justifiability of Indian mascots. Mascotizing reduces
persons to charicatures, it reduces intrinsic worth to financial
worth, it creates an environment of ignorance and intimidation.
The force of these arguments is expressed in a simple and direct
way by Barbara Munson (Oneida): "When someone says you are
hurting them by your action, if you persist - then the harm
26. becomes intentional."
[I am deeply indebted to American Indian Cultural
Supporthttp://www.aics.org/
for providing much of the information and references in this
paper.]
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