McIntosh_WhitePrivilege_1990.pdf
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181
The working paper contains a longer list of privileges. This excerpted essay is reprinted from the Winter 1990 issue of Independent
School.
White Privilege: Unpacking the Invisible Knapsack
Peggy McIntosh
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Through work to bring materials from women's studies into the rest of the curriculum, I have often
noticed men's unwillingness to grant that they are overprivileged, even though they may grant that
women are disadvantaged. They may say they will work to women's statues, in the society, the
university, or the curriculum, but they can't or won't support the idea of lessening men's. Denials that
amount to taboos surround the subject of advantages that men gain from women's disadvantages. These
denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in
our society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our
society are interlocking, there was most likely a phenomenon of while privilege that was similarly
denied and protected. As a white person, I realized I had been taught about racism as something that puts
others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege,
which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize
male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have
come to see white privilege as an invisible package of unearned assets that I can count on cashing in
each day, but about which I was "meant" to remain oblivious. White privilege is like an invisible
weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools , and blank
checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege
must ask, "having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood
that much of their oppressiveness was unconscious. Then I remembered the frequent charges from
women of color that white women whom they encounter are oppressive. I began to understand why we
are just seen as oppr ...
White Privilege Unpacking the Invisible KnapsackBy Peggy Mc.docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
This article is now considered a ‘classic’ by anti-racist educators. It has been used in workshops and
classes throughout the United States and Canada for many years. While people of color have described
for years how whites benefit from unearned privileges, this is one of the first articles written by a white
person on the topics.
It is suggested that participants read the article and discuss it. Participants can then write a list
of additional ways in which whites are privileged in their own school and community setting. Or
participants can be asked to keep a diary for the following week of white privilege that they notice (and in
some cases challenge) in their daily lives. These can be shared and discussed the following week.
Through work to bring materials from Women’s Studies into the rest of the curriculum, I have
often noticed men’s unwillingness to grant that they are over privileged, even though they may grant that
women are disadvantaged. They may say they will work to improve women’s status, in the society, the
university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials, which
amount to taboos, surround the subject of advantages, which men gain from women’s disadvantages.
These denials protect male privilege from being fully acknowledged, lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that since
hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege,
which was similarly denied and protected. As a white person, I realized I had been taught about
racism as something which puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to
recognize male privilege. So I have begun in an untutored way to ask what it is like to have white
privilege. I have come to see white privilege as an invisible package of unearned assets which I can
count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is
like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes,
tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s Studies work to
reveal male privilege and ask men to give up some of their power, so one who writes about having white
privilege must ask, “ Having described it what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges
from women of color that white women whom they encounter are oppressive. I began to understand why
we are justly seen as oppressive, even when .
White Privilege Unpacking the Invisible Knapsack • Daily .docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
• Daily effects of white privilege
• Elusive and fugitive
• Earned strength, unearned power
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Peggy McIntosh
Through work to bring materials from women's studies into the rest of the curriculum, I have often noticed
men's unwillingness to grant that they are overprivileged, even though they may grant that women are
disadvantaged. They may say they will work to women's statues, in the society, the university, or the
curriculum, but they can't or won't support the idea of lessening men's. Denials that amount to taboos surround
the subject of advantages that men gain from women's disadvantages. These denials protect male privilege from
being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our
society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our society are
interlocking, there was most likely a phenomenon of while privilege that was similarly denied and protected. As
a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but
had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male
privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see
white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about
which I was "meant" to remain oblivious. White privilege is like an invisible weightless knapsack of special
provisions, maps, passports, codebooks, visas, clothes, tools , and blank checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege must ask,
"having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much
of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that
white women whom they encounter are oppressive. I began to understand why we are just seen as oppressive,
even when we don't see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege
and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a
participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her
individual moral will. My schoo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo ...
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
White Privilege Unpacking the Invisible Backpack by Pegg.docxharold7fisher61282
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible KnapsackBy Peggy Mc.docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
This article is now considered a ‘classic’ by anti-racist educators. It has been used in workshops and
classes throughout the United States and Canada for many years. While people of color have described
for years how whites benefit from unearned privileges, this is one of the first articles written by a white
person on the topics.
It is suggested that participants read the article and discuss it. Participants can then write a list
of additional ways in which whites are privileged in their own school and community setting. Or
participants can be asked to keep a diary for the following week of white privilege that they notice (and in
some cases challenge) in their daily lives. These can be shared and discussed the following week.
Through work to bring materials from Women’s Studies into the rest of the curriculum, I have
often noticed men’s unwillingness to grant that they are over privileged, even though they may grant that
women are disadvantaged. They may say they will work to improve women’s status, in the society, the
university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials, which
amount to taboos, surround the subject of advantages, which men gain from women’s disadvantages.
These denials protect male privilege from being fully acknowledged, lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that since
hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege,
which was similarly denied and protected. As a white person, I realized I had been taught about
racism as something which puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to
recognize male privilege. So I have begun in an untutored way to ask what it is like to have white
privilege. I have come to see white privilege as an invisible package of unearned assets which I can
count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is
like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes,
tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s Studies work to
reveal male privilege and ask men to give up some of their power, so one who writes about having white
privilege must ask, “ Having described it what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges
from women of color that white women whom they encounter are oppressive. I began to understand why
we are justly seen as oppressive, even when .
White Privilege Unpacking the Invisible Knapsack • Daily .docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
• Daily effects of white privilege
• Elusive and fugitive
• Earned strength, unearned power
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Peggy McIntosh
Through work to bring materials from women's studies into the rest of the curriculum, I have often noticed
men's unwillingness to grant that they are overprivileged, even though they may grant that women are
disadvantaged. They may say they will work to women's statues, in the society, the university, or the
curriculum, but they can't or won't support the idea of lessening men's. Denials that amount to taboos surround
the subject of advantages that men gain from women's disadvantages. These denials protect male privilege from
being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our
society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our society are
interlocking, there was most likely a phenomenon of while privilege that was similarly denied and protected. As
a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but
had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male
privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see
white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about
which I was "meant" to remain oblivious. White privilege is like an invisible weightless knapsack of special
provisions, maps, passports, codebooks, visas, clothes, tools , and blank checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege must ask,
"having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much
of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that
white women whom they encounter are oppressive. I began to understand why we are just seen as oppressive,
even when we don't see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege
and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a
participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her
individual moral will. My schoo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo ...
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
White Privilege Unpacking the Invisible Backpack by Pegg.docxharold7fisher61282
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxphilipnelson29183
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxalanfhall8953
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxhelzerpatrina
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic ...
WHITE PRIVILEGE AND MALE PRIVILEGE A Personal Account of Comi.docxhelzerpatrina
WHITE PRIVILEGE AND MALE PRIVILEGE: A Personal Account of Coming to See
Correspondences Through Work in Women's Studies (1988)
By Peggy McIntosh
Through work to bring materials and perspectives from Women's Studies into the rest of
the curriculum, I have often noticed men's unwillingness to grant that they are over
privileged in the curriculum, even though they may grant that women are
disadvantaged. Denials that amount to taboos surround the subject of advantages that
men gain from women's disadvantages. These denials protect male privilege from being
fully recognized, acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon with a life of
its own, I realized that since hierarchies in our society are interlocking, there was most
likely a phenomenon of white privilege that was similarly denied and protected, but alive
and real in its effects. As a white person, I realized I had been taught about racism as
something that puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are
taught not to recognize male privilege. So I have begun in an untutored way to ask what
it is like to have white privilege. This paper is a partial record of my personal
observations and not a scholarly analysis. It is based on my daily experiences within my
particular circumstances.
I have come to see white privilege as an invisible package of unearned assets
that I can count on cashing in each day, but about which I was "meant" to remain
oblivious. White privilege is like an invisible weightless knapsack of special provisions,
assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass,
emergency gear, and blank checks.
Since I have had trouble facing white privilege, and describing its results in my
life, I saw parallels here with men's reluctance to acknowledge male privilege. Only
rarely will a man go beyond acknowledging that women are disadvantaged to
acknowledging that men have unearned advantage, or that unearned privilege has not
been good for men's development as human beings, or for society's development, or
that privilege systems might ever be challenged and changed.
I will review here several types or layers of denial that I see at work protecting,
and preventing awareness about, entrenched male privilege. Then I will draw parallels,
from my own experience, with the denials that veil the facts of white privilege. Finally, I
will list forty-six ordinary and daily ways in which I experience having white privilege, by
contrast with my African American colleagues in the same building. This list is not
intended to be generalizable. Others can make their own lists from within their own life
circumstances.
Writing this paper has been difficult, despite warm receptions for the t ...
1. I can if I wish arrange to be in the company of people of .docxjackiewalcutt
1. I can if I wish arrange to be in the company of people of
my race most of the time.
2. I can avoid spending time with people whom I was
trained to mistrust and who have learned to mistrust my
kind or me.
3. If I should need to move, I can be pretty sure of renting
or purchasing housing in an area which I can afford and in
which I would want to live.
4. I can be pretty sure that my neighbors in such a
location will be neutral or pleasant to me.
5. I can go shopping alone most of the time, pretty well
assured that I will not be followed or harassed.
6. I can turn on the television or open to the front page of
the paper and see people of my race widely represented.
7. When I am told about our national heritage or about
“civilization,” I am shown that people of my color made it
what it is.
8. I can be sure that my children will be given curricular
materials that testify to the existence of their race.
9. If I want to, I can be pretty sure of fi nding a publisher
for this piece on white privilege.
10. I can be pretty sure of having my voice heard in a
group in which I am the only member of my race.
11. I can be casual about whether or not to listen to
another person’s voice in a group in which s/he is the only
member of his/her race.
12. I can go into a music shop and count on fi nding the
music of my race represented, into a supermarket and fi nd
the staple foods which fi t with my cultural traditions, into a
hairdresser’s shop and fi nd someone who can cut my hair.
13. Whether I use checks, credit cards or cash, I can
count on my skin color not to work against the appearance
of fi nancial reliability.
14. I can arrange to protect my children most of the time
from people who might not like them.
15. I do not have to educate my children to be aware of
systemic racism for their own daily physical protection.
16. I can be pretty sure that my children’s teachers
and employers will tolerate them if they fi t school and
workplace norms; my chief worries about them do not
concern others’ attitudes toward their race.
17. I can talk with my mouth full and not have people put
this down to my color.
18. I can swear, or dress in second hand clothes, or not
answer letters, without having people attribute these
choices to the bad morals, the poverty or the illiteracy of
my race.
19. I can speak in public to a powerful male group without
putting my race on trial.
20. I can do well in a challenging situation without being
called a credit to my race.
21. I am never asked to speak for all the people of my
racial group.
White Privilege: Unpacking the Invisible Knapsack
by Peggy McIntosh
“I was taught to see racism only in individual acts of meanness,
not in invisible systems conferring dominance on my group”
DAILY EFFECTS OF WHITE PRIVILEGE
I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have
chosen those conditions that I think in my ca ...
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
6Running head PERSONAL EXPERIENCE SubjectNameInstit.docxalinainglis
6
Running head: PERSONAL EXPERIENCE
Subject:
Name:
Institution:
I had been raised up as a proud black girl. My mother and Father made sure that would help me reaffirm my sense of identity through photos of my great great- grandmother a full Indian. I could see myself through her. Thus, I was a very proud black girl and would often identify myself as African as opposed to African American. However, it was a while before I accepted who I was. Growing up as a black girl in a predominantly white neighborhood and school was not easy for me. Many of the Caucasian children of my age in the neighborhood approached me with general courtesy such as why is your nose so big? Why do you have big lips? In the beginning as a child I felt that I was like everyone else until others started pointing out my ethnic features. As I got older is started noticing that I was different. Expressed by both my parents that I was beautiful, it was not enough for validation. It did not help that both my dad and step mom had been very light skinned and could almost pass as Puerto Rican or mixed. The type of light skin that could burn and not get dark. They did not have to be the only black child on the volleyball team in middle school, or the only black girl in Girl Scouts. I started to gain a better picture of how they perceived black people in general. I often wished that I could go to a school that had more black people who were sharing my experience. Perhaps if there were more of us then we could confide in each other and show these other girls that there is absolutely nothing wrong with or awkward about being black (Sen, 2013).
Even in the black community and family no ones wants to be known as the dark one. Our culture brainwashed us to believe not to even marry another dark individual if yourself was dark. “Please don’t bring home a black ashy baby!”. Hearing that all the time, I am wondering but what about love? As a result of these thoughts, feelings I started feeling like I was an incomplete black girl. I kept all these issues to myself until I was an adult with two kids entering the military. There was a different type of discrimination. Gender discrimination.
In a dominate male organization it is very hard to achieve success in the right way. I have never been discriminated as a women and women of color until I entered the Army. TALK ABOUT THE FEMALES BEING IN THE ARMY
As an adult I now recognize that there were elements of white supremacy in the undertone of the comments being made by these girls. They thought that white girls were beautiful and naturally perfect. In the same breadth they thought much less of black girls. In effect they associated all the prominent features of black girls with ugliness such as the kinky hair. This clearly points to white supremacy. They believed in the superiority of features associated with white girls without any factual backing whatsoever (McIntosh, 2000).
Talk about the course and what affect it has on me. COURSE DES.
Chapter 12 Coping and Support in Late Adulthood I. Coping.docxbartholomeocoombs
Chapter 12 Coping and Support in Late Adulthood
I. Coping Strategies and Aging
A. Non-developmental Models of Coping
1. Late adulthood presents new challenges as adults enter their elderly years
2. One popular and long-standing way of describing cognitive coping strategies is through the use of coping mechanisms.
3. These mechanisms can range from the
a) More deliberately used and adaptive, such as humor, to
b) The more involuntary, immature, and maladaptive, such as extreme denial of a source of stress (Vaillant, 2000).
4. Another way is to divide strategies by focus- Popular non-developmental models of coping
a) Problem-focused category
(1) Aimed at searching for workable solutions or resolutions to the issues creating the stress.
b) Emotion-focused category
(1) Generally used when the target or source of the stress cannot be changed or eliminated.
B. Developmental Regulation
1. Developmental regulation
a) Highlights differences between primary control, which peaks in middle adulthood, and secondary control, which increases in strength and effectiveness throughout adulthood
b) Offers a strategy for maintaining a sense of personal control over our situation, which is likely to contribute to successful aging
c) PRIMARY CONTROL generally involves outward or external actions,
d) SECONDARY CONTROL involves deliberately adjusting our internal sense of self, identity, and motivation to cope with external changes (Heckhausen, 1997).
C. Socioemotional Selectivity Theory
1. Most people maintain the size of their social support network until very late in life.
2. The socioemotional selectivity theory (SST) encourages older adults to cope by regulating their emotional responses, primarily by limiting their social interactions to those that are positive and supportive.
D. Selection, Optimization, and Compensation
1. The Selection, Optimization, and Compensation SOC model encourages older adults to
a) Survey their resources and select reasonable goals and priorities
b) Optimize their resources with a focus on achieving those goals
c) Use their resources to compensate for losses.
2. While considered a meta-theory and applied to many areas of life, the SOC model is well suited as a coping strategy for older adults who are adjusting to limited resources and abilities.
II. Coping by Accepting Social Support
A. Social Relationships and Support
1. A helpful way to cope with the challenges of aging is to turn to trustworthy family members, friends, and neighbors.
2. Social networks generally get smaller with age, but they will increase as an older adult experiences more disability and when a crisis oc.
Homework assignmentPlease annotate one artwork you like from this.docxAbramMartino96
Homework assignment:
Please annotate one artwork you like from this week’s textbook
reading or Smarthistory. Whenever I am writing for research
presentation or publication, this is how I begin. The point is to make
sure you’re not missing anything in terms of basic data or
interpretive frameworks. When I take notes on a lecture at a
conference, this is the way I like to organize my notes, as well.
Format
Identify the artwork
Identify Period Style
Identify Subject Matter
Discuss Historical Context
Discuss Visual Elements (Line, Color, Texture, Composition etc.)
Discuss Its Place in Ideas or Culture of the Time
.
Homeland Security efforts are ably reinforced by Homeland Defense an.docxAbramMartino96
Homeland Security efforts are ably reinforced by Homeland Defense and Defense Support of Civil Authorities (DSCA), which are missions executed by the Department of Defense (DOD), most specifically by the Combatant Command, United States Northern Command (USNORTHCOM). In supporting the nation when requested by DHS, FEMA, or other lead federal agencies, or as directed by the president or the secretary of defense, DOD provides many unique capabilities for crisis response. One specific function used most notably during the post-Hurricane Katrina period was the use of airborne assets to provide damage assessments and to gauge the extent of the sea surge at various times during the recovery.
The function of deploying such assets is traditionally called
intelligence, surveillance, and reconnaissance
(ISR). Yet the U.S. military cannot legally collect intelligence on U.S. citizens. Consequently, the action, as performed during the hurricane recovery operations described here, is known as
incident awareness and assessments
(IAA). For some, the difference between these terms is merely semantics; for many, IAA differs both symbolically and practically from ISR, if not in how information is collected, then in how it is used and the motivation behind the collection. (The Web site for IAA reference is under Web sites references below.)
Assignment Guidelines
Address the following in 5–7 paragraphs:
Do you believe the distinction between ISR and IAA lies simply with terminology (and therefore there is little or no difference) or that there is a separation between the concepts? Explain and defend your answer fully. You may choose to research the topic more fully.
Contemplating the ethics of using IAA in the homeland, list at least 3 benefits of its use where ethics might potentially be secondary.
List at least 2–3 costs or opposing views to its use and how IAA—or the information gathered—might be misused or abused.
What if criminal activity (like acres of tended marijuana) was observed during IAA missions intended to conduct damage assessments? How should such information be handled?
Do you believe converting the term
intelligence, surveillance, and reconnaissance
to
incident awareness and assessments
for operations conducted in the homeland was wise or frivolous (or described otherwise)? Explain and defend your answer fully.
What is the value of using carefully selected terminology for operations in the homeland?
How does the symbolism of IAA potentially aid homeland security professionals in performing their jobs?
How does the symbolism of ISR potentially hinder homeland security professionals in performing their jobs?
Among the Web sites listed for this unit, you will find the Air Forces North (AFNORTH) Incident Awareness and Assessment Handbook, June 2010.
Why do you think this manual on IAA is available from open-source sites?
Do you think there might be ethical considerations to publicizing the use and purposes of IAA? Name and discuss at least 1.
Homecoming is an annual tradition in the United States. In this repo.docxAbramMartino96
Homecoming is an annual tradition in the United States. In this report you are going to provide a background information about Homecoming (for example, what is homecoming, what type of activities do people do, why it is celebrated in the U.S….) You must report your findings in an essay format (at least two long paragraphs) and cite any resources that you use.
.
Homer
Assignment
II
Read
three
of
the
books
from
The
Odyssey
including
Book
I.
Choose
one
character
and
trace
that
character’s
traits
throughout
your
reading
assignment.
Write
a
five-‐paragraph
character
analysis-‐interesting
insights
about
the
character-‐of
the
character
of
your
choice.
Choose
from
the
books
listed
below:
Book
I:
You
MUST
read
Book
I.
Invocation
and
part
summary
–council
of
the
gods-‐
Athena
visits
Telemachos
in
Ithaka
and
urges
him
to
go
in
search
of
his
father-‐the
suitors
feast
in
the
house
of
Telemachos.
Book
VIII:
Odysseus
at
the
games
of
the
Phaiakians-‐
he
is
asked
top
tell
his
name
and
his
story.
Book
XIII:
Return
of
Odysseus
to
Ithaka-‐
hi
is
landed,
alone-‐
strange
return
of
the
Phaiakian
ship-‐Athena
comes
to
Odysseus
and
advises
him.
Book
XVI:
Telemachos
visits
Eumaios-‐Odyssues
reveals
himself
to
Telemachos-‐Penelope
and
suitors
learn
that
Telemachos
has
returned-‐
night
at
the
house
of
Eumaios.
Book
XXI:
The
test
of
the
bow-‐the
suitors
fail-‐Odysseus
succeeds.
Book
XXII:
The
killing
of
the
suitors-‐punishment
of
the
faithless
maids
and
thrall.
Book
XXIII:
Recognition
of
Odysseus
by
Penelope-‐reunion-‐Odysseus
goes
to
Laertes’
farm.
.
Homelessness in America has been a problem since the settlement of t.docxAbramMartino96
Homelessness in America has been a problem since the settlement of the country.
How has society’s response to that population changed over time? Consider the following in your response: Cite references. Min 200 words
·
How has society’s response to that group changed over the past 300 years?
·
How has it changed in your lifetime?
·
What changes do you anticipate in society’s response in the next 50 years?
·
What factors have influenced those changes?
.
Homework Assignments One pagewhat the functional currency .docxAbramMartino96
Homework Assignments One page
what the functional currency for Johnson& Johnson
Research your JOHNSON&JOHNSON and report on any major issue(s) of international taxation that is (are) addressed in this chapter.
Post this assignment in the chapter conference.
Discuss how your JOHNSON&JOHNSON handles transfer pricing.
Topics of discussion can include but are not limited to:
Are transfers from a subsidiary to its parent (upstream)? From the parent to a subsidiary (downstream)?
Or from one subsidiary to another of the same parent?
Transfer pricing methods?
What are the objectives of your JOHNSON&JOHNSONs transfer pricing practices?
What law(s) govern your JOHNSON&JOHNSONs practices?
What method is used?
The enforcement of transfer pricing regulations in the country where you JOHNSON&JOHNSON is located?
.
Homework Assignment Company Research This assignment req.docxAbramMartino96
Homework Assignment: Company Research
This assignment requires you to research a company which is (
The Union Pacific Railroad
)
. You are to assume that you will be interviewing with this company for a job right after graduation. As such, you want to perform in-depth research about your company so you will be the best prepared candidate to be interviewed. Your goal is to learn as much as you can about the company including their strengths and weaknesses. Your research should include
Marketing issues due
·
Product market (major products)
·
Geographic market (where it operates –
local, regional, national, international)
·
Competitors
·
Brands
Current issues
·
Effect of current economic recession
·
Opportunities for and threats to the company based on current and projected events
·
Strengths and Weaknesses
·
Career opportunities
Financial issues
·
Trend analysis (e.g. trends in income, stock price, dividends)
·
Financial stability
Management issues
·
Core competency
·
Innovation (evidence that the company is or is not innovative)
·
Ethics and social responsibility (evidence of the company’s values and how those values have been reflected in its conduct)
·
Sustainability
Overview of the company
·
History
·
Mission
·
Vision
·
Organizational Structure
·
Primary industry(ies) in which it operates
Written Summary and Reference List
·
A five to eight page well organized executive summary of your company as well as a list of the references used. The reference list should be formatted according to APA style. Additionally, your team must provide evidence of “collaborative effort”, (Meeting Agendas, Minutes, etc.)
.
Homework Assignment #1Directions Please answer each of the foll.docxAbramMartino96
Homework Assignment #1
Directions: Please answer each of the following questions in as detailed a manner as possible, and be sure to include all appropriate material discussed in the lectures and the assigned reading material.
1) Define what we mean by money and how it is used in the day to day functioning of the U.S. economy. Be sure to include the major components that make up what is defined as money and which of these components is used most widely to identify what money is. Also, include the major functions that money serves as a part of the overall economy and how banks act to create and maintain money.
2) Name and discuss the four major theories that address the term structure of interest rates. In your discussion, indicate the strengths and weaknesses of each of the theories and which theory or theories appear to be the most well accepted as explanations of term structure.
3) Explain the role that money plays under the Classical Macroeconomic Model. As a part of your discussion, include the impact the Quantity Theory of Money and Say’s Law have on this model and state in algebraic terms how the money supply relates to prices.
4) Compare and contrast pure discount bonds with coupon bonds and provide at least one example of such government or corporate bonds that can be bought and sold by investors. Describe the way interest rates are determined for these bonds by using the appropriate formula or formulas and explain the overall relationship between bond prices and interest rates.
.
Homework Assignment 9Due in week 10 and worth 30 pointsSuppose t.docxAbramMartino96
Homework Assignment 9
Due in week 10 and worth 30 points
Suppose that there are two (2) candidates (i.e., Jones and Johns) in the upcoming presidential election. Sara notes that she has discussed the presidential election candidates with 15 friends, and 10 said that they are voting for candidate Jones. Sara is therefore convinced that candidate Jones will win the election because Jones gets more than 50% of votes.
Answer the following questions in the space provided below:
Based on what you now know about statistical inference, is Sara’s conclusion a logical conclusion? Why or why not?
How many friend samples Sara should have in order to draw the conclusion with 95% confidence interval? Why?
How would you explain your conclusion to Sara without using any statistical jargon? Why?
.
Homework Assignment 4 Guidelines1. Write the paper in Microsoft Wo.docxAbramMartino96
Homework Assignment 4 Guidelines
1. Write the paper in Microsoft Word or in a comparable program saved as a Word document.
2. The text should be in 12 point CG Times, Times Roman, or New Times Roman.
3. Single spacing is fine but skip a line between questions.
4. Use a spell checker!
5. Include the corresponding question before each answer in your document.
6. Use Chicago or Turabian style citations to inform me of exactly where you found the information to answer the questions. The citation formatting does not need to be perfect, but do your best. For citation guides please see http://hub.miracosta.edu/library/ResearchGuides/Chicago.pdf
7. The title of the assignment in the Bb Section Folder is a hyperlink that opens the Assignment Submission window. Click to open. Upload your file. Copy the text of your assignment into the Assignment Materials text box on the assignment upload page. Make sure the formatting is cool by previewing before you submit.
8. Submit the assignment before the deadline.
Part A) A Reaction to Racism in American Literature, Art, and Music In the latter part of the 19th century, "Realism" became the dominant feature in American literature and influenced the Progressive Era writers of the early 20th century. In the years immediately following World War I, a number of American authors of the realist school began to explore race relations. Dramatists such as Eugene O'Neill and Paul Green wrote plays based on African American themes. O'Neill's The Emperor Jones (1920) and All God's Chillun Got Wings (1924) were immensely popular. Green won the Pulitzer Prize for In Abraham's Bosom, a play performed by a predominately African American cast in a period when few African American artists were able to find work outside vaudeville or minstrel shows. At the same time, a number of African American writers came to prominence writing novels and poetry based on their experiences as African Americans. This literary movement, originally centered in Harlem, New York, became known as the "Harlem Renaissance" (1920s-1930s). It was the outgrowth of a number of factors including the Great Migration to northern cities and the growing anger over both overt and covert racism. Authors, musicians, and painters gathered in Harlem and in other large urban areas throughout the North and developed a distinctly African American cultural movement cognizant of the political, economic, and social issues of prejudice and discrimination that were part of the Black experience in America. Historians have described the Harlem Renaissance as a period in which the African American writer ". . . had achieved a degree and kind of articulation that make it possible for him to transform his feelings into a variety of literary forms. Despite his intense feelings of hate and hurt, he possessed sufficient restraint and objectivity to use his materials artistically, but no less effectively." (John Hope Franklin, From Slavery to Freedom: A History of African Americans, .
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White Privilege Unpacking the Invisible Backpack by Pegg.docxphilipnelson29183
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxalanfhall8953
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
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also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxhelzerpatrina
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic ...
WHITE PRIVILEGE AND MALE PRIVILEGE A Personal Account of Comi.docxhelzerpatrina
WHITE PRIVILEGE AND MALE PRIVILEGE: A Personal Account of Coming to See
Correspondences Through Work in Women's Studies (1988)
By Peggy McIntosh
Through work to bring materials and perspectives from Women's Studies into the rest of
the curriculum, I have often noticed men's unwillingness to grant that they are over
privileged in the curriculum, even though they may grant that women are
disadvantaged. Denials that amount to taboos surround the subject of advantages that
men gain from women's disadvantages. These denials protect male privilege from being
fully recognized, acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon with a life of
its own, I realized that since hierarchies in our society are interlocking, there was most
likely a phenomenon of white privilege that was similarly denied and protected, but alive
and real in its effects. As a white person, I realized I had been taught about racism as
something that puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are
taught not to recognize male privilege. So I have begun in an untutored way to ask what
it is like to have white privilege. This paper is a partial record of my personal
observations and not a scholarly analysis. It is based on my daily experiences within my
particular circumstances.
I have come to see white privilege as an invisible package of unearned assets
that I can count on cashing in each day, but about which I was "meant" to remain
oblivious. White privilege is like an invisible weightless knapsack of special provisions,
assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass,
emergency gear, and blank checks.
Since I have had trouble facing white privilege, and describing its results in my
life, I saw parallels here with men's reluctance to acknowledge male privilege. Only
rarely will a man go beyond acknowledging that women are disadvantaged to
acknowledging that men have unearned advantage, or that unearned privilege has not
been good for men's development as human beings, or for society's development, or
that privilege systems might ever be challenged and changed.
I will review here several types or layers of denial that I see at work protecting,
and preventing awareness about, entrenched male privilege. Then I will draw parallels,
from my own experience, with the denials that veil the facts of white privilege. Finally, I
will list forty-six ordinary and daily ways in which I experience having white privilege, by
contrast with my African American colleagues in the same building. This list is not
intended to be generalizable. Others can make their own lists from within their own life
circumstances.
Writing this paper has been difficult, despite warm receptions for the t ...
1. I can if I wish arrange to be in the company of people of .docxjackiewalcutt
1. I can if I wish arrange to be in the company of people of
my race most of the time.
2. I can avoid spending time with people whom I was
trained to mistrust and who have learned to mistrust my
kind or me.
3. If I should need to move, I can be pretty sure of renting
or purchasing housing in an area which I can afford and in
which I would want to live.
4. I can be pretty sure that my neighbors in such a
location will be neutral or pleasant to me.
5. I can go shopping alone most of the time, pretty well
assured that I will not be followed or harassed.
6. I can turn on the television or open to the front page of
the paper and see people of my race widely represented.
7. When I am told about our national heritage or about
“civilization,” I am shown that people of my color made it
what it is.
8. I can be sure that my children will be given curricular
materials that testify to the existence of their race.
9. If I want to, I can be pretty sure of fi nding a publisher
for this piece on white privilege.
10. I can be pretty sure of having my voice heard in a
group in which I am the only member of my race.
11. I can be casual about whether or not to listen to
another person’s voice in a group in which s/he is the only
member of his/her race.
12. I can go into a music shop and count on fi nding the
music of my race represented, into a supermarket and fi nd
the staple foods which fi t with my cultural traditions, into a
hairdresser’s shop and fi nd someone who can cut my hair.
13. Whether I use checks, credit cards or cash, I can
count on my skin color not to work against the appearance
of fi nancial reliability.
14. I can arrange to protect my children most of the time
from people who might not like them.
15. I do not have to educate my children to be aware of
systemic racism for their own daily physical protection.
16. I can be pretty sure that my children’s teachers
and employers will tolerate them if they fi t school and
workplace norms; my chief worries about them do not
concern others’ attitudes toward their race.
17. I can talk with my mouth full and not have people put
this down to my color.
18. I can swear, or dress in second hand clothes, or not
answer letters, without having people attribute these
choices to the bad morals, the poverty or the illiteracy of
my race.
19. I can speak in public to a powerful male group without
putting my race on trial.
20. I can do well in a challenging situation without being
called a credit to my race.
21. I am never asked to speak for all the people of my
racial group.
White Privilege: Unpacking the Invisible Knapsack
by Peggy McIntosh
“I was taught to see racism only in individual acts of meanness,
not in invisible systems conferring dominance on my group”
DAILY EFFECTS OF WHITE PRIVILEGE
I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have
chosen those conditions that I think in my ca ...
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
6Running head PERSONAL EXPERIENCE SubjectNameInstit.docxalinainglis
6
Running head: PERSONAL EXPERIENCE
Subject:
Name:
Institution:
I had been raised up as a proud black girl. My mother and Father made sure that would help me reaffirm my sense of identity through photos of my great great- grandmother a full Indian. I could see myself through her. Thus, I was a very proud black girl and would often identify myself as African as opposed to African American. However, it was a while before I accepted who I was. Growing up as a black girl in a predominantly white neighborhood and school was not easy for me. Many of the Caucasian children of my age in the neighborhood approached me with general courtesy such as why is your nose so big? Why do you have big lips? In the beginning as a child I felt that I was like everyone else until others started pointing out my ethnic features. As I got older is started noticing that I was different. Expressed by both my parents that I was beautiful, it was not enough for validation. It did not help that both my dad and step mom had been very light skinned and could almost pass as Puerto Rican or mixed. The type of light skin that could burn and not get dark. They did not have to be the only black child on the volleyball team in middle school, or the only black girl in Girl Scouts. I started to gain a better picture of how they perceived black people in general. I often wished that I could go to a school that had more black people who were sharing my experience. Perhaps if there were more of us then we could confide in each other and show these other girls that there is absolutely nothing wrong with or awkward about being black (Sen, 2013).
Even in the black community and family no ones wants to be known as the dark one. Our culture brainwashed us to believe not to even marry another dark individual if yourself was dark. “Please don’t bring home a black ashy baby!”. Hearing that all the time, I am wondering but what about love? As a result of these thoughts, feelings I started feeling like I was an incomplete black girl. I kept all these issues to myself until I was an adult with two kids entering the military. There was a different type of discrimination. Gender discrimination.
In a dominate male organization it is very hard to achieve success in the right way. I have never been discriminated as a women and women of color until I entered the Army. TALK ABOUT THE FEMALES BEING IN THE ARMY
As an adult I now recognize that there were elements of white supremacy in the undertone of the comments being made by these girls. They thought that white girls were beautiful and naturally perfect. In the same breadth they thought much less of black girls. In effect they associated all the prominent features of black girls with ugliness such as the kinky hair. This clearly points to white supremacy. They believed in the superiority of features associated with white girls without any factual backing whatsoever (McIntosh, 2000).
Talk about the course and what affect it has on me. COURSE DES.
Chapter 12 Coping and Support in Late Adulthood I. Coping.docxbartholomeocoombs
Chapter 12 Coping and Support in Late Adulthood
I. Coping Strategies and Aging
A. Non-developmental Models of Coping
1. Late adulthood presents new challenges as adults enter their elderly years
2. One popular and long-standing way of describing cognitive coping strategies is through the use of coping mechanisms.
3. These mechanisms can range from the
a) More deliberately used and adaptive, such as humor, to
b) The more involuntary, immature, and maladaptive, such as extreme denial of a source of stress (Vaillant, 2000).
4. Another way is to divide strategies by focus- Popular non-developmental models of coping
a) Problem-focused category
(1) Aimed at searching for workable solutions or resolutions to the issues creating the stress.
b) Emotion-focused category
(1) Generally used when the target or source of the stress cannot be changed or eliminated.
B. Developmental Regulation
1. Developmental regulation
a) Highlights differences between primary control, which peaks in middle adulthood, and secondary control, which increases in strength and effectiveness throughout adulthood
b) Offers a strategy for maintaining a sense of personal control over our situation, which is likely to contribute to successful aging
c) PRIMARY CONTROL generally involves outward or external actions,
d) SECONDARY CONTROL involves deliberately adjusting our internal sense of self, identity, and motivation to cope with external changes (Heckhausen, 1997).
C. Socioemotional Selectivity Theory
1. Most people maintain the size of their social support network until very late in life.
2. The socioemotional selectivity theory (SST) encourages older adults to cope by regulating their emotional responses, primarily by limiting their social interactions to those that are positive and supportive.
D. Selection, Optimization, and Compensation
1. The Selection, Optimization, and Compensation SOC model encourages older adults to
a) Survey their resources and select reasonable goals and priorities
b) Optimize their resources with a focus on achieving those goals
c) Use their resources to compensate for losses.
2. While considered a meta-theory and applied to many areas of life, the SOC model is well suited as a coping strategy for older adults who are adjusting to limited resources and abilities.
II. Coping by Accepting Social Support
A. Social Relationships and Support
1. A helpful way to cope with the challenges of aging is to turn to trustworthy family members, friends, and neighbors.
2. Social networks generally get smaller with age, but they will increase as an older adult experiences more disability and when a crisis oc.
Homework assignmentPlease annotate one artwork you like from this.docxAbramMartino96
Homework assignment:
Please annotate one artwork you like from this week’s textbook
reading or Smarthistory. Whenever I am writing for research
presentation or publication, this is how I begin. The point is to make
sure you’re not missing anything in terms of basic data or
interpretive frameworks. When I take notes on a lecture at a
conference, this is the way I like to organize my notes, as well.
Format
Identify the artwork
Identify Period Style
Identify Subject Matter
Discuss Historical Context
Discuss Visual Elements (Line, Color, Texture, Composition etc.)
Discuss Its Place in Ideas or Culture of the Time
.
Homeland Security efforts are ably reinforced by Homeland Defense an.docxAbramMartino96
Homeland Security efforts are ably reinforced by Homeland Defense and Defense Support of Civil Authorities (DSCA), which are missions executed by the Department of Defense (DOD), most specifically by the Combatant Command, United States Northern Command (USNORTHCOM). In supporting the nation when requested by DHS, FEMA, or other lead federal agencies, or as directed by the president or the secretary of defense, DOD provides many unique capabilities for crisis response. One specific function used most notably during the post-Hurricane Katrina period was the use of airborne assets to provide damage assessments and to gauge the extent of the sea surge at various times during the recovery.
The function of deploying such assets is traditionally called
intelligence, surveillance, and reconnaissance
(ISR). Yet the U.S. military cannot legally collect intelligence on U.S. citizens. Consequently, the action, as performed during the hurricane recovery operations described here, is known as
incident awareness and assessments
(IAA). For some, the difference between these terms is merely semantics; for many, IAA differs both symbolically and practically from ISR, if not in how information is collected, then in how it is used and the motivation behind the collection. (The Web site for IAA reference is under Web sites references below.)
Assignment Guidelines
Address the following in 5–7 paragraphs:
Do you believe the distinction between ISR and IAA lies simply with terminology (and therefore there is little or no difference) or that there is a separation between the concepts? Explain and defend your answer fully. You may choose to research the topic more fully.
Contemplating the ethics of using IAA in the homeland, list at least 3 benefits of its use where ethics might potentially be secondary.
List at least 2–3 costs or opposing views to its use and how IAA—or the information gathered—might be misused or abused.
What if criminal activity (like acres of tended marijuana) was observed during IAA missions intended to conduct damage assessments? How should such information be handled?
Do you believe converting the term
intelligence, surveillance, and reconnaissance
to
incident awareness and assessments
for operations conducted in the homeland was wise or frivolous (or described otherwise)? Explain and defend your answer fully.
What is the value of using carefully selected terminology for operations in the homeland?
How does the symbolism of IAA potentially aid homeland security professionals in performing their jobs?
How does the symbolism of ISR potentially hinder homeland security professionals in performing their jobs?
Among the Web sites listed for this unit, you will find the Air Forces North (AFNORTH) Incident Awareness and Assessment Handbook, June 2010.
Why do you think this manual on IAA is available from open-source sites?
Do you think there might be ethical considerations to publicizing the use and purposes of IAA? Name and discuss at least 1.
Homecoming is an annual tradition in the United States. In this repo.docxAbramMartino96
Homecoming is an annual tradition in the United States. In this report you are going to provide a background information about Homecoming (for example, what is homecoming, what type of activities do people do, why it is celebrated in the U.S….) You must report your findings in an essay format (at least two long paragraphs) and cite any resources that you use.
.
Homer
Assignment
II
Read
three
of
the
books
from
The
Odyssey
including
Book
I.
Choose
one
character
and
trace
that
character’s
traits
throughout
your
reading
assignment.
Write
a
five-‐paragraph
character
analysis-‐interesting
insights
about
the
character-‐of
the
character
of
your
choice.
Choose
from
the
books
listed
below:
Book
I:
You
MUST
read
Book
I.
Invocation
and
part
summary
–council
of
the
gods-‐
Athena
visits
Telemachos
in
Ithaka
and
urges
him
to
go
in
search
of
his
father-‐the
suitors
feast
in
the
house
of
Telemachos.
Book
VIII:
Odysseus
at
the
games
of
the
Phaiakians-‐
he
is
asked
top
tell
his
name
and
his
story.
Book
XIII:
Return
of
Odysseus
to
Ithaka-‐
hi
is
landed,
alone-‐
strange
return
of
the
Phaiakian
ship-‐Athena
comes
to
Odysseus
and
advises
him.
Book
XVI:
Telemachos
visits
Eumaios-‐Odyssues
reveals
himself
to
Telemachos-‐Penelope
and
suitors
learn
that
Telemachos
has
returned-‐
night
at
the
house
of
Eumaios.
Book
XXI:
The
test
of
the
bow-‐the
suitors
fail-‐Odysseus
succeeds.
Book
XXII:
The
killing
of
the
suitors-‐punishment
of
the
faithless
maids
and
thrall.
Book
XXIII:
Recognition
of
Odysseus
by
Penelope-‐reunion-‐Odysseus
goes
to
Laertes’
farm.
.
Homelessness in America has been a problem since the settlement of t.docxAbramMartino96
Homelessness in America has been a problem since the settlement of the country.
How has society’s response to that population changed over time? Consider the following in your response: Cite references. Min 200 words
·
How has society’s response to that group changed over the past 300 years?
·
How has it changed in your lifetime?
·
What changes do you anticipate in society’s response in the next 50 years?
·
What factors have influenced those changes?
.
Homework Assignments One pagewhat the functional currency .docxAbramMartino96
Homework Assignments One page
what the functional currency for Johnson& Johnson
Research your JOHNSON&JOHNSON and report on any major issue(s) of international taxation that is (are) addressed in this chapter.
Post this assignment in the chapter conference.
Discuss how your JOHNSON&JOHNSON handles transfer pricing.
Topics of discussion can include but are not limited to:
Are transfers from a subsidiary to its parent (upstream)? From the parent to a subsidiary (downstream)?
Or from one subsidiary to another of the same parent?
Transfer pricing methods?
What are the objectives of your JOHNSON&JOHNSONs transfer pricing practices?
What law(s) govern your JOHNSON&JOHNSONs practices?
What method is used?
The enforcement of transfer pricing regulations in the country where you JOHNSON&JOHNSON is located?
.
Homework Assignment Company Research This assignment req.docxAbramMartino96
Homework Assignment: Company Research
This assignment requires you to research a company which is (
The Union Pacific Railroad
)
. You are to assume that you will be interviewing with this company for a job right after graduation. As such, you want to perform in-depth research about your company so you will be the best prepared candidate to be interviewed. Your goal is to learn as much as you can about the company including their strengths and weaknesses. Your research should include
Marketing issues due
·
Product market (major products)
·
Geographic market (where it operates –
local, regional, national, international)
·
Competitors
·
Brands
Current issues
·
Effect of current economic recession
·
Opportunities for and threats to the company based on current and projected events
·
Strengths and Weaknesses
·
Career opportunities
Financial issues
·
Trend analysis (e.g. trends in income, stock price, dividends)
·
Financial stability
Management issues
·
Core competency
·
Innovation (evidence that the company is or is not innovative)
·
Ethics and social responsibility (evidence of the company’s values and how those values have been reflected in its conduct)
·
Sustainability
Overview of the company
·
History
·
Mission
·
Vision
·
Organizational Structure
·
Primary industry(ies) in which it operates
Written Summary and Reference List
·
A five to eight page well organized executive summary of your company as well as a list of the references used. The reference list should be formatted according to APA style. Additionally, your team must provide evidence of “collaborative effort”, (Meeting Agendas, Minutes, etc.)
.
Homework Assignment #1Directions Please answer each of the foll.docxAbramMartino96
Homework Assignment #1
Directions: Please answer each of the following questions in as detailed a manner as possible, and be sure to include all appropriate material discussed in the lectures and the assigned reading material.
1) Define what we mean by money and how it is used in the day to day functioning of the U.S. economy. Be sure to include the major components that make up what is defined as money and which of these components is used most widely to identify what money is. Also, include the major functions that money serves as a part of the overall economy and how banks act to create and maintain money.
2) Name and discuss the four major theories that address the term structure of interest rates. In your discussion, indicate the strengths and weaknesses of each of the theories and which theory or theories appear to be the most well accepted as explanations of term structure.
3) Explain the role that money plays under the Classical Macroeconomic Model. As a part of your discussion, include the impact the Quantity Theory of Money and Say’s Law have on this model and state in algebraic terms how the money supply relates to prices.
4) Compare and contrast pure discount bonds with coupon bonds and provide at least one example of such government or corporate bonds that can be bought and sold by investors. Describe the way interest rates are determined for these bonds by using the appropriate formula or formulas and explain the overall relationship between bond prices and interest rates.
.
Homework Assignment 9Due in week 10 and worth 30 pointsSuppose t.docxAbramMartino96
Homework Assignment 9
Due in week 10 and worth 30 points
Suppose that there are two (2) candidates (i.e., Jones and Johns) in the upcoming presidential election. Sara notes that she has discussed the presidential election candidates with 15 friends, and 10 said that they are voting for candidate Jones. Sara is therefore convinced that candidate Jones will win the election because Jones gets more than 50% of votes.
Answer the following questions in the space provided below:
Based on what you now know about statistical inference, is Sara’s conclusion a logical conclusion? Why or why not?
How many friend samples Sara should have in order to draw the conclusion with 95% confidence interval? Why?
How would you explain your conclusion to Sara without using any statistical jargon? Why?
.
Homework Assignment 4 Guidelines1. Write the paper in Microsoft Wo.docxAbramMartino96
Homework Assignment 4 Guidelines
1. Write the paper in Microsoft Word or in a comparable program saved as a Word document.
2. The text should be in 12 point CG Times, Times Roman, or New Times Roman.
3. Single spacing is fine but skip a line between questions.
4. Use a spell checker!
5. Include the corresponding question before each answer in your document.
6. Use Chicago or Turabian style citations to inform me of exactly where you found the information to answer the questions. The citation formatting does not need to be perfect, but do your best. For citation guides please see http://hub.miracosta.edu/library/ResearchGuides/Chicago.pdf
7. The title of the assignment in the Bb Section Folder is a hyperlink that opens the Assignment Submission window. Click to open. Upload your file. Copy the text of your assignment into the Assignment Materials text box on the assignment upload page. Make sure the formatting is cool by previewing before you submit.
8. Submit the assignment before the deadline.
Part A) A Reaction to Racism in American Literature, Art, and Music In the latter part of the 19th century, "Realism" became the dominant feature in American literature and influenced the Progressive Era writers of the early 20th century. In the years immediately following World War I, a number of American authors of the realist school began to explore race relations. Dramatists such as Eugene O'Neill and Paul Green wrote plays based on African American themes. O'Neill's The Emperor Jones (1920) and All God's Chillun Got Wings (1924) were immensely popular. Green won the Pulitzer Prize for In Abraham's Bosom, a play performed by a predominately African American cast in a period when few African American artists were able to find work outside vaudeville or minstrel shows. At the same time, a number of African American writers came to prominence writing novels and poetry based on their experiences as African Americans. This literary movement, originally centered in Harlem, New York, became known as the "Harlem Renaissance" (1920s-1930s). It was the outgrowth of a number of factors including the Great Migration to northern cities and the growing anger over both overt and covert racism. Authors, musicians, and painters gathered in Harlem and in other large urban areas throughout the North and developed a distinctly African American cultural movement cognizant of the political, economic, and social issues of prejudice and discrimination that were part of the Black experience in America. Historians have described the Harlem Renaissance as a period in which the African American writer ". . . had achieved a degree and kind of articulation that make it possible for him to transform his feelings into a variety of literary forms. Despite his intense feelings of hate and hurt, he possessed sufficient restraint and objectivity to use his materials artistically, but no less effectively." (John Hope Franklin, From Slavery to Freedom: A History of African Americans, .
Hi we are a group doing a research and we split up the work ev.docxAbramMartino96
Hi
we are a group doing a research and we split up the work every one took apart and my part is to do
the Value Chain Analysis only
FOR the
company in question
(
company info you will find it in the attachment
)
so
there is no need to do introduction or anything
else just go directly to the topic and start doing the Value Chain Analysis
instruction in general
1-
12 font Double space
2-
2-3 pages maximum
3-
Add appendix
4-
Reliable sources important
I will check plagiarism just in case
Specific
my part is to do the value chain analysis only again do not write introduction or any thing just start with the analysis
please do not waste my and your time
read the attachment carefully first then start do the reaserch
if you have any regards
contact me
.
hi I need research paper about any topics in Manufacturing Proc.docxAbramMartino96
hi
I need research paper about any topics in
Manufacturing Processes
a.
To introduce students to some of the fundamentals of materials (behavior and manufacturing properties)
b.
To give students a working knowledge of production processes of casting, forming and shaping, machining and machine tools, sheet metal, and joining processes
c.
To introduce students computer integrated manufacturing, flexible manufacturing systems and other modern technologies in manufacturing
d.
To give students common aspects of manufacturing including statistical control and life expectancy of some products.
e.
Students will design a simple artifact, present case studies or designs, and write reports
.
HMIS Standards Please respond to the followingFrom the e-A.docxAbramMartino96
"HMIS Standards"
Please respond to the following:
From the e-Activity, determine a key factor that has delayed the widespread implementation of electronic health records in health care organizations. Provide an example of the effects of each factor to support your rationale.
Determine two areas where HIPPA has influenced the development of HIMS standards. Justify your response.
.
Hi i need a paper about (Head On )German film ( Turkey part)3 to.docxAbramMartino96
Hi
i need a paper about (Head On )German film ( Turkey part)
3 to 5 sentences each
Summary:
Time context:
Details about the film:
Thesis: explain
Characters:
Camera technique:
Light:
Music:
Situation effects:
Power struggle:
Sources: 3 academic
.
Hi i have new work can you do it, its due in 6 hours Boyd, Ga.docxAbramMartino96
Hi
i have new work can you do it, it's due in 6 hours
Boyd,
Gayle M.,
Jan Howard,
and
Robert A. Zucker
.
Alcohol Problems among Adolescents: Current Directions in Prevention Research.
Psychology Press
, 2013.
Lowe, Geoff
,
David R. Foxcroft,
and
David Sibley
.
Adolescent Drinking and Family Life
.
Taylor & Francis, 1993
.
National Institute on Alcohol Abuse and Alcoholism.
Underage Drinking: A Major Public Health Challenge
. Apr. 2003. Web. 10 Oct. 2016.
Office of Juvenile Jus
tice and Delinquency Prevention.
Effects and Consequences of Underage Drinking
. Sept.
2012
. Web. 10 Oct. 2016.
I want you to chose any two of these sources and write two pergraph for each, total 4 pergraghs. Can you do it?
.
HIT Management and Implementation Please respond to the followi.docxAbramMartino96
"HIT Management and Implementation"
Please respond to the following:
Determine a key process in the delivery of health care services that would be more efficient and effective through the application of a specific model of HIT. Support your response.
Analyze the barriers to the implementation of HIMS in a complex adaptive system (CAS). Propose a strategy to help reduce the level of resistance from the clinical staff during a transition from CAS to HIMS innovations. Provide a rationale to support your response
"Innovationin HIMS"
Please respond to the following:
•Compare and contrast the functionality and efficiency of the complaint-push model and data-pull model within the process of health care service delivery. Recommend a strategy improving the effectiveness of each method for delivering patient care.
•Determine a significant aspect of a complex health care system that represents barriers to a more rapid diffusion of HIT. Next, suggest how these barriers can be removed or minimized. Support your rationale.
.
History and TheoryConsiderthe eras, life histories.docxAbramMartino96
History and Theory
Consider
the eras, life histories, and personalities of Freud and Rogers.
Identify
two research articles published in the last 5 years: one that investigates a psychoanalytic or Freudian construct and one that investigates a client-centered, humanistic, or Rogerian construct.
Write
a 700- to 1,050-word paper about Freud and Rogers that addresses the following:
Provide a summary of each article, highlighting the processes that contemporary psychologists use to develop the theories of Freud and Rogers.
Explain their views of human nature and their worldviews as expressed in their respective theories.
Which aspect of their theory do you think would be different if they were alive and working today?
Explain how social and cultural factors influenced the development of Freud's and Rogers' respective theories of personality.
Do
NOT
use about.com, psychology.about.com, ask.com, simplypsychology.org, AllPsych.com, SparkNotes.com, wikipedia, or other sources that are not scholarly in nature.
You
MUST
have a minimum of 2 scholarly sources as references. You may use your textbook but it does not count as one of these sources.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Read the Case of Jim in Chapter 6
Each team member should discuss the case using the humanistic theory as a model. Then use the humanistic theory to discuss how you would use it to assess the client.
Post an initial response
to this case analysis (approximately 350 words with at least 1 scholarly source).
THE CASE OF JIM
SEMANTIC DIFFERENTIAL: PHENOMENOLOGICAL THEORY
Jim completed ratings of the concepts self, ideal self, father, and mother using the semantic differential (
Chapter 5
), a simple rating scale. Although the semantic differential is not the exact measure recommended by Rogers, its results can be related to Rogerian theory since its procedures have a phenomenological quality and assess perceptions of self and ideal self.
First, consider how Jim perceives his self. Based on the semantic differential, Jim sees himself as intelligent, friendly, sincere, kind, and basically good—as a wise person who is humane and interested in people. At the same time, other ratings suggest that he does not feel free to be expressive and uninhibited. Thus, he rates himself as reserved, introverted, inhibited, tense, moral, and conforming. There is a curious mixture of perceptions: being involved, deep, sensitive, and kind while also being competitive, selfish, and disapproving. There is also the interesting combination of perceiving himself as being good and masculine but simultaneously weak and insecure. One gets the impression of an individual who would like to believe that he is basically good and capable of.
History of an argument Are there too many people There h.docxAbramMartino96
History of an argument: Are there too many people?
There have been several points in history at which someone has argued that we have too many people, and that this will be a problem.
Please do some research and choose at least one of these arguments to discuss in some detail in a paper of about 2-3 pages.
Who was making the argument?
Which people were identified as being too many?
Was a solution proposed, and if so, what was it?
Did the predicted overpopulation crisis come to pass, and why or why not?
How many people would be about right?
How many are too many?
Who decides?
What are the criteria for the decision?
The usual formatting and proper mechanics of good writing apply.
.
history essays- 1000 words each essay- mla and 2 works cited. every .docxAbramMartino96
history essays- 1000 words each essay- mla and 2 works cited. every question should be submitted in its own sheet.
1.Trace the patterns of international migration since 1970, with reference to at least two examples. How do these differ from migration patterns of a century earlier?
2.
Discuss advantages and disadvantages of globalization in contemporary world. Who has benefited and who has not? Has globalization brought the world together or driven it further apart?
.
Historical Background of Housing PolicyHousing is one of the requi.docxAbramMartino96
Historical Background of Housing Policy
Housing is one of the requirements in human life
(not true!)
. Therefore,
it
greatly influences the day to day life of citizens in a country as well as the country's economy. As a result of
its
importance, there
should be
secure policies in the state that protect citizens against exploitation and the economy of the nation
This is not a neutral statement of the evidence
(Turis, 2011).
Good
housing provided with essential social amenities means healthy lives for the citizens since
they will be enjoying all the services
. Poor housing, for instance, can result in health issues for the individuals of a given society. Crime rates are also found to be higher in places with inadequate housing and this
becomes a threat
may be a threat
to the security of the community.
The housing policy
,
??????
therefore, was formed
so as to
address the housing challenges facing the nation and its citizens (Turis, 2011).
indent
To deal with the housing problems
(what housing problems?)
the Section 8 Housing Choice Voucher program
(The correct name is Section 8 of the Housing Act of 1937 (42 U.S.C. § 1437f)
was established in 1974 as the Housing Act (Turis, 2011). This housing policy enables low income earners
to pay for houses of their choice
in the private market. The state funds the program and as a result, it benefits over five million low-income families as it enables them to pay for the housing
with ease
. Provision of
the
vouchers is one of the
policies
ways
in which
the state addresses the housing problem for its citizens (Turis, 2011). Compared to other policies
such as….
, vouchers provide a wider range of shelter and they are less expensive. For the low-income earners to use the vouchers, the kind of houses they find
should not
exceed the maximum allowable rent by the vouchers and must be in line with the program policies. The program also
covers a wide variety of houses
which include single family home; this was aimed at small families. Apartments and houses in towns are also covered by the program.
This description of the HCV is not clear.
indent
The housing voucher programs is managed by the Department of Housing and Urban Development (Kotz, 2012)
.
Public Housing Agencies (PHAs) are
the ones
responsible for carrying out the local programs outlines
(Kotz, 2012)
.
The mode of operation of this program is that an individual finds a suitable house for them to live and they pay rent to the landlords. The subsidy for the rent is paid by the PHAs to the owners of the house directly, and the person receiving such voucher will have to pay the remaining amount of money to the landlord (Kotz, 2012)
.
Therefore, in this program, the kind of benefits the citizens receive is subsidies on the rent they pay to the owners. A Certain amount is paid by the PHAs on the behalf of the low-income families, which makes houses relatively cheaper for citizens to choose where they want to li.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter 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.
McIntosh_WhitePrivilege_1990.pdfPeggy McIntosh is associat
1. McIntosh_WhitePrivilege_1990.pdf
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This essay is excerpted from
Working
Paper 189. "White Privilege and Male Privilege: A Personal
Account of Coming To See Correspondences through Work in
Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from
the Wellesley College Center for Research on Women,
Wellesley MA 02181
The working paper contains a longer list of privileges. This
excerpted essay is reprinted from the Winter 1990 issue of
Independent
School.
White Privilege: Unpacking the Invisible Knapsack
Peggy McIntosh
"I was taught to see racism only in individual acts of meanness,
not in invisible systems conferring
dominance on my group"
Through work to bring materials from women's studies into the
rest of the curriculum, I have often
noticed men's unwillingness to grant that they are
overprivileged, even though they may grant that
women are disadvantaged. They may say they will work to
women's statues, in the society, the
university, or the curriculum, but they can't or won't support the
idea of lessening men's. Denials that
amount to taboos surround the subject of advantages that men
2. gain from women's disadvantages. These
denials protect male privilege from being fully acknowledged,
lessened, or ended.
Thinking through unacknowledged male privilege as a
phenomenon, I realized that, since hierarchies in
our society are interlocking, there are most likely a
phenomenon, I realized that, since hierarchies in our
society are interlocking, there was most likely a phenomenon of
while privilege that was similarly
denied and protected. As a white person, I realized I had been
taught about racism as something that puts
others at a disadvantage, but had been taught not to see one of
its corollary aspects, white privilege,
which puts me at an advantage.
I think whites are carefully taught not to recognize white
privilege, as males are taught not to recognize
male privilege. So I have begun in an untutored way to ask what
it is like to have white privilege. I have
come to see white privilege as an invisible package of unearned
assets that I can count on cashing in
each day, but about which I was "meant" to remain oblivious.
White privilege is like an invisible
weightless knapsack of special provisions, maps, passports,
codebooks, visas, clothes, tools , and blank
checks.
Describing white privilege makes one newly accountable. As we
in women's studies work to reveal male
privilege and ask men to give up some of their power, so one
who writes about having white privilege
must ask, "having described it, what will I do to lessen or end
it?"
After I realized the extent to which men work from a base of
3. unacknowledged privilege, I understood
that much of their oppressiveness was unconscious. Then I
remembered the frequent charges from
women of color that white women whom they encounter are
oppressive. I began to understand why we
are just seen as oppressive, even when we don't see ourselves
that way. I began to count the ways in
which I enjoy unearned skin privilege and have been
conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an
oppressor, as an unfairly advantaged person, or
as a participant in a damaged culture. I was taught to see myself
as an individual whose moral state
depended on her individual moral will. My schooling followed
the pattern my colleague Elizabeth
Minnich has pointed out: whites are taught to think of their
lives as morally neutral, normative, and
average, and also ideal, so that when we work to benefit others,
this is seen as work that will allow
"them" to be more like "us."
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This essay is excerpted from
Working
Paper 189. "White Privilege and Male Privilege: A Personal
Account of Coming To See Correspondences through Work in
Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from
the Wellesley College Center for Research on Women,
Wellesley MA 02181
The working paper contains a longer list of privileges. This
excerpted essay is reprinted from the Winter 1990 issue of
Independent
4. School.
Daily effects of white privilege
I decided to try to work on myself at least by identifying some
of the daily effects of white privilege in
my life. I have chosen those conditions that I think in my case
attach somewhat more to skin-color
privilege than to class, religion, ethnic status, or geographic
location, though of course all these other
factors are intricately intertwined. As far as I can tell, my
African American coworkers, friends, and
acquaintances with whom I come into daily or frequent contact
in this particular time, place and time of
work cannot count on most of these conditions.
1. I can if I wish arrange to be in the company of people of my
race most of the time.
2. I can avoid spending time with people whom I was trained to
mistrust and who have learned to
mistrust my kind or me.
3. If I should need to move, I can be pretty sure of renting or
purchasing housing in an area which I can
afford and in which I would want to live.
4. I can be pretty sure that my neighbors in such a location will
be neutral or pleasant to me.
5. I can go shopping alone most of the time, pretty well assured
that I will not be followed or harassed.
6. I can turn on the television or open to the front page of the
paper and see people of my race widely
represented.
5. 7. When I am told about our national heritage or about
"civilization," I am shown that people of my
color made it what it is.
8. I can be sure that my children will be given curricular
materials that testify to the existence of their
race.
9. If I want to, I can be pretty sure of finding a publisher for
this piece on white privilege.
10. I can be pretty sure of having my voice heard in a group in
which I am the only member of my race.
11. I can be casual about whether or not to listen to another
person's voice in a group in which s/he is the
only member of his/her race.
12. I can go into a music shop and count on finding the music of
my race represented, into a supermarket
and find the staple foods which fit with my cultural traditions,
into a hairdresser's shop and find
someone who can cut my hair.
13. Whether I use checks, credit cards or cash, I can count on
my skin color not to work against the
appearance of financial reliability.
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This essay is excerpted from
Working
Paper 189. "White Privilege and Male Privilege: A Personal
Account of Coming To See Correspondences through Work in
6. Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from
the Wellesley College Center for Research on Women,
Wellesley MA 02181
The working paper contains a longer list of privileges. This
excerpted essay is reprinted from the Winter 1990 issue of
Independent
School.
14. I can arrange to protect my children most of the time from
people who might not like them.
15. I do not have to educate my children to be aware of
systemic racism for their own daily physical
protection.
16. I can be pretty sure that my children's teachers and
employers will tolerate them if they fit school and
workplace norms; my chief worries about them do not concern
others' attitudes toward their race.
17. I can talk with my mouth full and not have people put this
down to my color.
18. I can swear, or dress in second hand clothes, or not answer
letters, without having people attribute
these choices to the bad morals, the poverty or the illiteracy of
my race.
19. I can speak in public to a powerful male group without
putting my race on trial.
20. I can do well in a challenging situation without being called
a credit to my race.
21. I am never asked to speak for all the people of my racial
7. group.
22. I can remain oblivious of the language and customs of
persons of color who constitute the world's
majority without feeling in my culture any penalty for such
oblivion.
23. I can criticize our government and talk about how much I
fear its policies and behavior without
being seen as a cultural outsider.
24. I can be pretty sure that if I ask to talk to the "person in
charge", I will be facing a person of my race.
25. If a traffic cop pulls me over or if the IRS audits my tax
return, I can be sure I haven't been singled
out because of my race.
26. I can easily buy posters, post-cards, picture books, greeting
cards, dolls, toys and children's
magazines featuring people of my race.
27. I can go home from most meetings of organizations I belong
to feeling somewhat tied in, rather than
isolated, out-of-place, outnumbered, unheard, held at a distance
or feared.
28. I can be pretty sure that an argument with a colleague of
another race is more likely to jeopardize
her/his chances for advancement than to jeopardize mine.
29. I can be pretty sure that if I argue for the promotion of a
person of another race, or a program
centering on race, this is not likely to cost me heavily within
my present setting, even if my colleagues
disagree with me.
8. 30. If I declare there is a racial issue at hand, or there isn't a
racial issue at hand, my race will lend me
more credibility for either position than a person of color will
have.
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This essay is excerpted from
Working
Paper 189. "White Privilege and Male Privilege: A Personal
Account of Coming To See Correspondences through Work in
Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from
the Wellesley College Center for Research on Women,
Wellesley MA 02181
The working paper contains a longer list of privileges. This
excerpted essay is reprinted from the Winter 1990 issue of
Independent
School.
31. I can choose to ignore developments in minority writing and
minority activist programs, or disparage
them, or learn from them, but in any case, I can find ways to be
more or less protected from negative
consequences of any of these choices.
32. My culture gives me little fear about ignoring the
perspectives and powers of people of other races.
33. I am not made acutely aware that my shape, bearing or body
odor will be taken as a reflection on my
race.
34. I can worry about racism without being seen as self-
9. interested or self-seeking.
35. I can take a job with an affirmative action employer without
having my co-workers on the job
suspect that I got it because of my race.
36. If my day, week or year is going badly, I need not ask of
each negative episode or situation whether
it had racial overtones.
37. I can be pretty sure of finding people who would be willing
to talk with me and advise me about my
next steps, professionally.
38. I can think over many options, social, political, imaginative
or professional, without asking whether
a person of my race would be accepted or allowed to do what I
want to do.
39. I can be late to a meeting without having the lateness reflect
on my race.
40. I can choose public accommodation without fearing that
people of my race cannot get in or will be
mistreated in the places I have chosen.
41. I can be sure that if I need legal or medical help, my race
will not work against me.
42. I can arrange my activities so that I will never have to
experience feelings of rejection owing to my
race.
43. If I have low credibility as a leader I can be sure that my
race is not the problem.
10. 44. I can easily find academic courses and institutions which
give attention only to people of my race.
45. I can expect figurative language and imagery in all of the
arts to testify to experiences of my race.
46. I can chose blemish cover or bandages in "flesh" color and
have them more or less match my skin.
47. I can travel alone or with my spouse without expecting
embarrassment or hostility in those who deal
with us.
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This essay is excerpted from
Working
Paper 189. "White Privilege and Male Privilege: A Personal
Account of Coming To See Correspondences through Work in
Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from
the Wellesley College Center for Research on Women,
Wellesley MA 02181
The working paper contains a longer list of privileges. This
excerpted essay is reprinted from the Winter 1990 issue of
Independent
School.
48. I have no difficulty finding neighborhoods where people
approve of our household.
49. My children are given texts and classes which implicitly
support our kind of family unit and do not
turn them against my choice of domestic partnership.
11. 50. I will feel welcomed and "normal" in the usual walks of
public life, institutional and social.
Elusive and fugitive
I repeatedly forgot each of the realizations on this list until I
wrote it down. For me white privilege has
turned out to be an elusive and fugitive subject. The pressure to
avoid it is great, for in facing it I must
give up the myth of meritocracy. If these things are true, this is
not such a free country; one's life is not
what one makes it; many doors open for certain people through
no virtues of their own.
In unpacking this invisible knapsack of white privilege, I have
listed conditions of daily experience that
I once took for granted. Nor did I think of any of these
perquisites as bad for the holder. I now think that
we need a more finely differentiated taxonomy of privilege, for
some of these varieties are only what
one would want for everyone in a just society, and others give
license to be ignorant, oblivious, arrogant,
and destructive.
I see a pattern running through the matrix of white privilege, a
patter of assumptions that were passed on
to me as a white person. There was one main piece of cultural
turf; it was my own turn, and I was among
those who could control the turf. My skin color was an asset for
any move I was educated to want to
make. I could think of myself as belonging in major ways and of
making social systems work for me. I
could freely disparage, fear, neglect, or be oblivious to anything
outside of the dominant cultural forms.
Being of the main culture, I could also criticize it fairly freely.
12. In proportion as my racial group was being made confident,
comfortable, and oblivious, other groups
were likely being made unconfident, uncomfortable, and
alienated. Whiteness protected me from many
kinds of hostility, distress, and violence, which I was being
subtly trained to visit, in turn, upon people
of color.
For this reason, the word "privilege" now seems to me
misleading. We usually think of privilege as
being a favored state, whether earned or conferred by birth or
luck. Yet some of the conditions I have
described here work systematically to over empower certain
groups. Such privilege simply confers
dominance because of one's race or sex.
Earned strength, unearned power
I want, then, to distinguish between earned strength and
unearned power conferred privilege can look
like strength when it is in fact permission to escape or to
dominate. But not all of the privileges on my
list are inevitably damaging. Some, like the expectation that
neighbors will be decent to you, or that your
race will not count against you in court, should be the norm in a
just society. Others, like the privilege to
ignore less powerful people, distort the humanity of the holders
as well as the ignored groups.
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This essay is excerpted from
Working
Paper 189. "White Privilege and Male Privilege: A Personal
Account of Coming To See Correspondences through Work in
13. Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from
the Wellesley College Center for Research on Women,
Wellesley MA 02181
The working paper contains a longer list of privileges. This
excerpted essay is reprinted from the Winter 1990 issue of
Independent
School.
We might at least start by distinguishing between positive
advantages, which we can work to spread, and
negative types of advantage, which unless rejected will always
reinforce our present hierarchies. For
example, the feeling that one belongs within the human circle,
as Native Americans say, should not be
seen as privilege for a few. Ideally it is an unearned
entitlement. At present, since only a few have it, it is
an unearned advantage for them. This paper results from a
process of coming to see that some of the
power that I originally say as attendant on being a human being
in the United States consisted in
unearned advantage and conferred dominance.
I have met very few men who truly distressed about systemic,
unearned male advantage and conferred
dominance. And so one question for me and others like me is
whether we will be like them, or whether
we will get truly distressed, even outraged, about unearned race
advantage and conferred dominance,
and, if so, what we will do to lessen them. In any case, we need
to do more work in identifying how they
actually affect our daily lives. Many, perhaps most, of our white
students in the United States think that
racism doesn't affect them because they are not people of color;
they do not see "whiteness" as a racial
identity. In addition, since race and sex are not the only
14. advantaging systems at work, we need similarly
to examine the daily experience of having age advantage, or
ethnic advantage, or physical ability, or
advantage related to nationality, religion, or sexual orientation.
Difficulties and angers surrounding the task of finding parallels
are many. Since racism, sexism, and
heterosexism are not the same, the advantages associated with
them should not be seen as the same. In
addition, it is hard to disentangle aspects of unearned advantage
that rest more on social class, economic
class, race, religion, sex, and ethnic identity that on other
factors. Still, all of the oppressions are
interlocking, as the members of the Combahee River Collective
pointed out in their "Black Feminist
Statement" of 1977.
One factor seems clear about all of the interlocking oppressions.
They take both active forms, which we
can see, and embedded forms, which as a member of the
dominant groups one is taught not to see. In my
class and place, I did not see myself as a racist because I was
taught to recognize racism only in
individual acts of meanness by members of my group, never in
invisible systems conferring unsought
racial dominance on my group from birth.
Disapproving of the system won't be enough to change them. I
was taught to think that racism could end
if white individuals changed their attitude. But a "white" skin in
the United States opens many doors for
whites whether or not we approve of the way dominance has
been conferred on us. Individual acts can
palliate but cannot end, these problems.
To redesign social systems we need first to acknowledge their
15. colossal unseen dimensions. The silences
and denials surrounding privilege are the key political
surrounding privilege are the key political tool
here. They keep the thinki ng about equality or equity
incomplete, protecting unearned advantage and
conferred dominance by making these subject taboo. Most talk
by whites about equal opportunity seems
to me now to be about equal opportunity to try to get into a
position of dominance while denying that
systems of dominance exist.
It seems to me that obliviousness about white advantage, like
obliviousness about male advantage, is
kept strongly inculturated in the United States so as to maintain
the myth of meritocracy, the myth that
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This essay is excerpted from
Working
Paper 189. "White Privilege and Male Privilege: A Personal
Account of Coming To See Correspondences through Work in
Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from
the Wellesley College Center for Research on Women,
Wellesley MA 02181
The working paper contains a longer list of privileges. This
excerpted essay is reprinted from the Winter 1990 issue of
Independent
School.
democratic choice is equally available to all. Keeping most
people unaware that freedom of confident
action is there for just a small number of people props up those
in power and serves to keep power in the
16. hands of the same groups that have most of it already.
Although systemic change takes many decades, there are
pressing questions for me and, I imagine, for
some others like me if we raise our daily consciousness on the
perquisites of being light-skinned. What
will we do with such knowledge? As we know from watching
men, it is an open question whether we
will choose to use unearned advantage, and whether we will use
any of our arbitrarily awarded power to
try to reconstruct power systems on a broader base.
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This
essay is excerpted from Working Paper 189. "White Privilege
and Male Privilege: A Personal Account
of Coming To See Correspondences through Work in Women's
Studies" (1988), by Peggy McIntos h;
available for $4.00 from the Wellesley College Center for
Research on Women, Wellesley MA 02181
The working paper contains a longer list of privileges. This
excerpted essay is reprinted from the
Winter 1990 issue of Independent School.
__MACOSX/._McIntosh_WhitePrivilege_1990.pdf
soc1106WA_criticalanalysis_rubric.docx
SOC1106WA: Exploring Diversity in Canada
Prof. J.E. Sawan, [email protected]
Critical Analysis Paper (20%)
DUE Thursday, July 29th, 11:59pm on Brightspace
Name:______________________ ID#_________________
Mark: _________________
Out of 100
17. Marks
Overview of topic & social issue (20 points)
· Clear presentation of thesis statement and explanation of
social issue
· Summary of what will be included/excluded in your paper
Literature Review (30 points)
· Summary of key literature on topic selected, including course
materials & external sources.
· Clear discussion of literature in relation to topic selected
Critical Reflection & Analysis (30 points)
· Examination of topic in relation to everyday life – how can
concepts/theories help to understand the social issue you are
examining?
· Reflection on the topic selected from your own experiences
and observations
Organization, format & clarity(20 points)
· Well-organized presentation of material
· Clearly structured paper following APA format
· Grammar, spelling and word usage
· At least 4 scholarly references – 2 must be outside of course
materials
· Does not exceed four pages (not including title page &
bibliography)
Total:
__MACOSX/._soc1106WA_criticalanalysis_rubric.docx
Fleras_Ch4.pdf
19. University of Ottawa
Joseph E. ‘Youssef’ Sawan, Ph.D.
[email protected]
https://uniweb.uottawa.ca/members/1270
mailto:[email protected]
https://uniweb.uottawa.ca/members/1270
Administration
■ Midterm Exam, Thursday, July 15, 9am – 3pm (availability),
90 minutes duration
■ Critical Analysis Paper, due date extended, Thursday July
29th, 11:59pm
■ Office Hours & Group Discussion, Thursdays, 4pm - 6pm via
Zoom
– July 15, 4 – 5pm – Critical Analysis Paper Discussion (will be
recorded)
■ Brightspace : https://uottawa.brightspace.com
■ Email: [email protected]
https://uottawa.brightspace.com/
mailto:[email protected]
TA Cohorts – by last name
A – E
20. Ruishu (Arissa) Cao, [email protected]
F – Li
Dariel Helmesi, [email protected]
Lj – Sh
Marie Suzor-Morin, [email protected]
Si – Z
Gina Vukojević, [email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
Course materials
Required:
■ Anzovino, T., Oresar, J., Boutilier, D. (2019). Walk a Mile: A
Journey
Towards Justice & Equity in Canadian Society. 2nd Ed.
■ https://www.vitalsource.com/en-ca/products/walk-a-mile-
experiencing-
and-understanding-theresa-anzovino-v9780176798918
Recommended:
■ Fleras, A. (2017). Inequality Matters: Diversity & Exclusion
in Canada.
Toronto: Oxford University Press.
21. ■ https://www.redshelf.com/book/545286/inequality-matters-
545286-
9780199000876-augie-fleras
*In addition to the required & recommended textbooks, please
be aware that
additional required materials will be posted on Brightspace.
https://www.vitalsource.com/en-ca/products/walk-a-mile-
experiencing-and-understanding-theresa-anzovino-
v9780176798918
https://www.redshelf.com/book/545286/inequality-matters-
545286-9780199000876-augie-fleras
Course structure & evaluation
Evaluation format Weight Date
Weekly reading
response
15% 5 weekly reflections, due Friday
Midterm exam 30% Thursday, July 15
Critical Analysis Paper 20% Thursday, July 29th
Final exam 35% Thursday, August 5th, 9:30am –
12:30pm
Weekly Reading Response (15%)
■ Weekly participation on Brightspace (15%)
22. – 5 responses throughout course (one bonus week to make-up
for missed
marks)
– Due Friday, 11:59pm for the current week’s topic
– Week 1 & 2 DUE on Friday, July 2nd , 11:59pm
■ Each response should be around 300 – 500 words in length
and include 1)
a brief summary of required readings and 2) a
reflection/analysis of the
materials. A total of 5 reflections are expected to complete this
assessment,
with an opportunity for one bonus reflection for extra credit.
Weekly
reflections should be between 300 – 500 words in length.
■ You may not make-up missed marks without documentation
Critical Analysis Paper (20%)
■ DUE on Thursday, July 29th, by 11:59pm
■ Select one of the themes discussed throughout the course
and provide a summary of key literature on the topic with a
critical analysis.
■ Papers must be no longer than 4 pages, double-spaced,
using APA format guidelines.
■ Papers must be submitted via Brightspace in Microsoft
Word (.doc, .docx) or Adobe Acrobat (.pdf) format.
23. *All submissions via Brightspace (.doc, .docx or .pdf)
Rubric – Critical Analysis Paper
Overview of topic & social issue (20 points)
• Clear presentation of thesis statement and explanation of
social issue
• Summary of what will be included/excluded in your paper
Literature Review (30 points)
• Summary of key literature on topic selected, including course
materials & external sources.
• Clear discussion of literature in relation to topic selected
Critical Reflection & Analysis (30 points)
• Examination of topic in relation to everyday life – how can
concepts/theories help to understand
the social issue you are examining?
• Reflection on the topic selected from your own experiences
and observations
Organization, format & clarity (20 points)
• Well-organized presentation of material
• Clearly structured paper following APA format
24. • Grammar, spelling and word usage
• At least 4 scholarly references – 2 must be outside of course
materials
• Does not exceed four pages (not including title page &
bibliography)
Starting strategies & purpose
■ What is the purpose of this piece of writing?
■ Who am I writing for?
■ What does the reader expect?
– To demonstrate understanding concepts/theories related to
social inequality in Canada
– To apply a theory/concept to a social issue related to diversity
in
Canada
– To show your ability to think critically and reflect on your
selected topic
(Northey et al., 2018, p. 2)
Developing a thesis statement
■ “…typically a single sentence that expresses what your essay
or paper is about—a
25. big idea boiled down to one thought” (Northey et al., 2018, p.
5)
■ Avoid ambiguity, be precise – this is your opportunity to
guide the structure of your
paper
■ The thesis Asserts; the writer must Be an insider; and the
thesis must be Clear
What is a research question?
■ https://writingcenter.gmu.edu/guides/how-to-write-a-research-
question
■ A research question is a...
– clear
– focused
– concise
– complex
– arguable
■ ...question around which you center your research. You
should ask a
question about an issue that you are genuinely curious and/or
26. passionate about.
https://writingcenter.gmu.edu/guides/how-to-write-a-research-
question
Choosing a topic
■ Any theme from the required readings
■ Be clear about what you are addressing (and not addressing)
in
your paper
■ A research question can help guide your paper
■ Concepts, theories, social issues – important distinction when
selecting your paper topic
Plagiarism & APA Formatting
■ https://owl.english.purdue.edu/owl/resource/560/01/
■ Please follow APA guidelines from above site
■ Do not commit academic fraud! This includes (but not limited
to)
paraphrasing without citations, quotations without quotes,
copying
papers from other classes, submitting work produced by
others…
27. https://owl.english.purdue.edu/owl/resource/560/01/
Discussion
■ What topic are you considering for you Critical Analysis
Paper?
■ What is the main challenge you are facing in writing your
paper?
■ Do you have a research question? Have you found sufficient
scholarly articles?
__MACOSX/._soc1106wa_CriticalAnalysisPaper.pdf
soc1106wa_03_Gender&Sexuality (1).pdf
WEEK 03:
GENDER & SEXUALITY
SOC1106WA: Exploring Diversity in Canada
6 July 2021
School of Sociological & Anthropological Studies
University of Ottawa
Joseph E. ‘Youssef’ Sawan, Ph.D.
[email protected]
https://uniweb.uottawa.ca/members/1270
28. mailto:[email protected]
https://uniweb.uottawa.ca/members/1270
Administration
■ Midterm Exam, Thursday, July 15, 9am – 3pm (availability),
90 minutes duration
■ Lecture delayed this week – video will be posted by
Wednesday morning
■ Office Hours & Group Discussion, Thursdays, 4pm - 6pm via
Zoom
– July 8th, 4 – 5pm – Midterm Review (will be recorded)
■ Brightspace : https://uottawa.brightspace.com
■ Email: [email protected]
https://uottawa.brightspace.com/
mailto:[email protected]
TA Cohorts – by last name
A – E
Ruishu (Arissa) Cao, [email protected]
F – Li
Dariel Helmesi, [email protected]
Lj – Sh
29. Marie Suzor-Morin, [email protected]
Si – Z
Gina Vukojević, [email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
Course materials
Required:
■ Anzovino, T., Oresar, J., Boutilier, D. (2019). Walk a Mile: A
Journey
Towards Justice & Equity in Canadian Society. 2nd Ed.
■ https://www.vitalsource.com/en-ca/products/walk-a-mile-
experiencing-
and-understanding-theresa-anzovino-v9780176798918
Recommended:
■ Fleras, A. (2017). Inequality Matters: Diversity & Exclusion
in Canada.
Toronto: Oxford University Press.
■ https://www.redshelf.com/book/545286/inequality-matters-
545286-
9780199000876-augie-fleras
*In addition to the required & recommended textbooks, please
be aware that
additional required materials will be posted on Brightspace.
31. – Week 1 & 2 DUE on Friday, July 2nd , 11:59pm
■ Each response should be around 300 – 500 words in length
and include 1)
a brief summary of required readings and 2) a
reflection/analysis of the
materials. A total of 5 reflections are expected to complete this
assessment,
with an opportunity for one bonus reflection for extra credit.
Weekly
reflections should be between 300 – 500 words in length.
■ You may not make-up missed marks without documentation
Midterm exam (30%)
■ Thursday, July 15, 90 minutes to complete,
available from 9am – 3pm on Brightspace
■ Once you begin the exam, you must complete it
within 90 minutes.
■ If you require a deferral, you must submit
documentation to the department.
■ Exam will be 90% MC/TF and 10% Short Answer
Critical Analysis Paper (20%)
32. ■ DUE on Friday, July 23rd, by 11:59pm
■ Select one of the themes discussed throughout the course
and provide a summary of key literature on the topic with a
critical analysis.
■ Papers must be no longer than 4 pages, double-spaced,
using APA format guidelines.
■ The rubric will available on Brightspace and discussed in
class. Papers must be submitted via Brightspace in
Microsoft Word (.doc, .docx) or Adobe Acrobat (.pdf) format.
*All submissions via Brightspace (.doc, .docx or .pdf)
Rubric – Critical Analysis Paper
Overview of topic & social issue (20 points)
• Clear presentation of thesis statement and explanation of
social issue
• Summary of what will be included/excluded in your paper
Literature Review (30 points)
• Summary of key literature on topic selected, including course
materials & external sources.
• Clear discussion of literature in relation to topic selected
Critical Reflection & Analysis (30 points)
• Examination of topic in relation to everyday life – how can
concepts/theories help to understand
33. the social issue you are examining?
• Reflection on the topic selected from your own experiences
and observations
Organization, format & clarity (20 points)
• Well-organized presentation of material
• Clearly structured paper following APA format
• Grammar, spelling and word usage
• At least 4 scholarly references – 2 must be outside of course
materials
• Does not exceed five pages (not including title page &
bibliography)
Final Exam (35%)
■ Thursday, August 5th, 9:30am – 12:30pm, 3 hours to
complete.
■ Exam will be available on Brightspace, between 9:30am
– 12:30pm. Once you begin, you must complete within 3
hours
■ 90% multiple choice & true/false, 10% short essays
■ If you require a deferral, you must submit documentation
to the department.