This document discusses concepts related to race and ethnicity including:
- Race is a social construct rather than a biological reality, as there is more genetic variation within racial groups than between them.
- Ethnicity refers to shared cultural traditions, values, and identities rather than physical characteristics.
- Racism exists in both individual and institutional forms, with institutional racism being embedded in social systems and policies that disadvantage racial minorities.
- Assimilation, pluralism, and separatism describe different approaches racial and ethnic groups take in relating to the dominant culture and each other within a society.
This PowerPoint addresses how bullying & harassment are not simply youth problems and behaviors, but rather, it looks at the ways that young people often acquire bullying and harassing attitudes and behaviors from the larger society through process of “social learning.”
This PowerPoint addresses how bullying & harassment are not simply youth problems and behaviors, but rather, it looks at the ways that young people often acquire bullying and harassing attitudes and behaviors from the larger society through process of “social learning.”
Based on Peggy McIntosh’s (1988) pioneering investigations of white and male privilege, we can, by analogy, understand heterosexual and cisgender privilege as constituting a seemingly invisible, unearned, and largely unacknowledged array of benefits accorded to heterosexuals and cisgender people with which they often unconsciously walk through life as if effortlessly carrying knapsacks tossed over their shoulders. This presentation examines the contents of these knapsacks.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define culture;
2. Identify and describe the components of culture;
3. Identify and describe key concepts relating to cultural diversity;
4. Recognize components of culture and cultural diversity in popular culture examples;
5. Provide examples of subcultures and countercultures;
6. Differentiate cultural exchange from cultural appropriation;
7. Describe what is meant by 'cyberculture'
An essential tenet of liberation is having the freedom to define oneself and the power over one’s own life. The presentation offers educational resources to discuss the concept of “liberation” on the personal, interpersonal, institutional, and larger societal levels.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between sex and gender;
2. Differentiate gender diversity from the binary conception of gender;
3. Describe and relate examples of gender identity, gender expression, and gender role;
4. Discuss gender socialization in North American society;
5. Identify gender stereotypes and ways to challenge such stereotypes;
6. Define, discuss and critique various models of feminism;
7. Recognize and provide examples of feminism and feminist criminology in popular culture;
8. Relate and give examples of sexism in everyday life;
9. Discuss the role of gender in crime, criminality, and criminal justice.
Unpacking Christian Privilege in a Nation Asserting "Religious Pluralism"Warren Blumenfeld
Christian hegemony I define as the overarching system of advantages bestowed on Christians. It is the institutionalization of a Christian norm or standard, which establishes and perpetuates the notion that all people are or should be Christian, thereby privileging Christians and Christianity, and excluding the needs, concerns, religious cultural practices, and life experiences of people who are not Christian. At times subtle and often overt, Christian hegemony is oppression by neglect, omission, erasure, and distortion, and also by design and intent. This unique slide presentation investigates the concept and realities of Christian privilege.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate sexuality as a spectrum;
2. Distinguish sexual identity from sexual orientation;
3. Discuss how sexuality relates to gender;
4. Discuss the notion of sexual fluidity;
5. Define and discuss heteronormativity, homophobia and heterosexism;
6. Define and discuss Straight Privilege;
7. Identify the major issues impacting the LGBTQ+ community;
8. Recognize examples of positive and negative representations of LGBTQ+ in entertainment media;
9. Define and recognize examples of bisexual erasure;
10. Identify aspects of sexuality of interest to criminologists.
Based on Peggy McIntosh’s (1988) pioneering investigations of white and male privilege, we can, by analogy, understand heterosexual and cisgender privilege as constituting a seemingly invisible, unearned, and largely unacknowledged array of benefits accorded to heterosexuals and cisgender people with which they often unconsciously walk through life as if effortlessly carrying knapsacks tossed over their shoulders. This presentation examines the contents of these knapsacks.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define culture;
2. Identify and describe the components of culture;
3. Identify and describe key concepts relating to cultural diversity;
4. Recognize components of culture and cultural diversity in popular culture examples;
5. Provide examples of subcultures and countercultures;
6. Differentiate cultural exchange from cultural appropriation;
7. Describe what is meant by 'cyberculture'
An essential tenet of liberation is having the freedom to define oneself and the power over one’s own life. The presentation offers educational resources to discuss the concept of “liberation” on the personal, interpersonal, institutional, and larger societal levels.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between sex and gender;
2. Differentiate gender diversity from the binary conception of gender;
3. Describe and relate examples of gender identity, gender expression, and gender role;
4. Discuss gender socialization in North American society;
5. Identify gender stereotypes and ways to challenge such stereotypes;
6. Define, discuss and critique various models of feminism;
7. Recognize and provide examples of feminism and feminist criminology in popular culture;
8. Relate and give examples of sexism in everyday life;
9. Discuss the role of gender in crime, criminality, and criminal justice.
Unpacking Christian Privilege in a Nation Asserting "Religious Pluralism"Warren Blumenfeld
Christian hegemony I define as the overarching system of advantages bestowed on Christians. It is the institutionalization of a Christian norm or standard, which establishes and perpetuates the notion that all people are or should be Christian, thereby privileging Christians and Christianity, and excluding the needs, concerns, religious cultural practices, and life experiences of people who are not Christian. At times subtle and often overt, Christian hegemony is oppression by neglect, omission, erasure, and distortion, and also by design and intent. This unique slide presentation investigates the concept and realities of Christian privilege.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate sexuality as a spectrum;
2. Distinguish sexual identity from sexual orientation;
3. Discuss how sexuality relates to gender;
4. Discuss the notion of sexual fluidity;
5. Define and discuss heteronormativity, homophobia and heterosexism;
6. Define and discuss Straight Privilege;
7. Identify the major issues impacting the LGBTQ+ community;
8. Recognize examples of positive and negative representations of LGBTQ+ in entertainment media;
9. Define and recognize examples of bisexual erasure;
10. Identify aspects of sexuality of interest to criminologists.
For the past centuries a number of authors and researchers have made.docxMorganLudwig40
For the past centuries a number of authors and researchers have made a number of determinisms, some based on correlational data about the relationship between the concepts of IQ, intelligence, race and other social factors. Many of these determinisms have been viewed as very problematic by other researchers because the views they take are very flawed and have been politically utilized to justify prejudiced agendas against immigrants, individuals of lower socioeconomic status and people of socially perceived differing racial attributes such as skin color. Most of the evidence purported to support these agendas are based on very limited and biased viewpoints of amassed scientific data. This scientific data isn’t fake data but data that has been twisted to fit into an ideological scheme that has pervaded human society since the middle ages or even before. That a select minority of the population are superior in terms of genetics, intelligence, beauty, strength, etc. and therefore are more deserving of higher positions of authority, power, wealth, prestige and status.
One of the greatest false premises is the notion of the concept of intelligence. Human society is obsessed with categorizing things and putting them in their proper places and this obsession is even applied to abstract concepts such as intelligence and social concepts such as race. (Gould, 1995) Everyone has their own definition of what constitutes intelligence. Psychology has attempted to operationalize intelligence in its attempt to objectively measure an abstract concept, give it some type of form and make it measurable and discernable. These attempts have produced many different theories about intelligence but one of the most prevalent is the notion that intelligence is biological, inherited and therefore fixed. Humans are born intelligent and not made. This is most recognizable as general intelligence or g factor, which is based on correlation data, taken and analyzed from different types of intelligence tests that have been designed and applied. G factor has even been correlated with race and other social factors to indicate that statistically the most intelligent of the population are white and wealthy. The biggest problem is that one can’t forget that correlation is not causation. Just because it correlates well statistically does not mean that it causes it. Also for a correlation to be considered statistically significant it need not be high. A correlation of just .25 or 25% might be considered statistically significant, even though that number would normally be considered rather low.
This correlation data has been utilized to continually justify a status quo mentality that the rich and powerful deserve to be where they are and it’s a waste for those from lower classes or lower scores of intelligence to even aspire to more. Biology completely determines one’s intellectual ability, nothing can be done about it but resign oneself to one’s place in life.
Complex Identities and Intersectionality Unit Three.docxdonnajames55
Complex Identities and Intersectionality
Unit Three
Learning Objectives
Be able to define race, ethnicity, social class, and sexual orientation.
Understand the theoretical concepts of “intersectionality”, “social location” , & “standpoint”.
Have a clear understanding of the ways in which oppressions are not “additive” but rather “multiples”
Be able to describe your own power/privileges
Know how stereotypes work in American society, including the ways in which they are perpetuated and some of their repercussions
Understand that everyone is vulnerable to their influence
2
PART ONE:
What are race, class, and sexuality?
Understanding: Race
RACE: is social constructed category that divides people into groups based on visible physical characteristics such as skin color, eye shape, hair texture, etc.
Although race is related to the physical body, the meaning we give these superficial differences between us are entirely socially constructed. There are NO actual genetic differences between the various races.
Because race categories are socially constructed, they change over time. Which categories we measure, and how we measure them, shifts.
4
Understanding: Ethnicity
Ethnicity: is a socially constructed category, a way of grouping people based on their shared culture, such as religion, language, and history.
The difference between “race” and “ethnicity” can be confusing. For example, “Asian American” is treated as a race, but “Chinese American” and “Japanese American” are treated as ethnicities because they have distinct languages and traditions.
In the United States, there is a great deal of pressure on ethnic minority groups to assimilate the norms, values, and characteristics of the majority ethnic group.
Race and Ethnicity in America
Different racial groups are just that– different. Even thought we often speak in terms of binaries (“minorities” verses “the majority”), it is important to realize that not all minority race and/or ethnic groups share the same characteristics, both between themselves and within themselves.
White Americans: white is a race!
Hispanic Americans
African Americans
Native Indigenous Americans
Asian Americans
Arab Americans
Multiracial
Racial and Ethnic Inequality
A commonality among those which are considered minority groups is the experience of inequality.
Inequalities are socially structured and thus can impact multiple aspects of an individual’s life– not just, for example, their ability to get a job.
Racism: the belief that the physical and cultural characteristics associated with a group of people are inferior and thus unequal treatment of the group and its members is justified.
Racism can occur at both the individual and institutional level.
7
Race Impacts Life Chances in a Multitude of Ways
The process of Maintaining Inequality
A stereotype is developed and is circulated throughout a society via cultural channels such as popular media .
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ANTH 3142 - 006 Article Response 18 Isabella Saad
THIS IS AN EXAMPLE FOR YOU TO GO BY FOR ANTHROPOLOGY 3142, ARTICLE
RESPONSES. EACH ARTICLE FOR EACH WEEK NEEDS TO BE SET UP IN THIS
WAY.
!
Article 1:
Citation:
Kottak, C., & Kozaitis, K. 2012. On Being Different: Diversity & Multiculturalism in the North
American Mainstream. (4th ed., pp. 108-125). New York, NY: McGraw-Hill. Chapter 7.
!
Central Theme:
The central theme in the seventh chapter of On Being Different is about the concept of race in
terms of biological and cultural views. The chapter goes into different approaches at discussing
major topics on race and differentiate between the biological and social.
!
What was the article about?:
Race is a complex and ambiguous term that has political, social, and cultural
connotations. Race was used as means to categorize peoples in order to ascertain the natural
superiority of white Europeans. However, science has proven that human races, as mistakenly
understood, are not static and distinct. Phenotypic differences result from an unclear association
and combination of environmental factors and inherited genes (Kottak & Kozaitis, 2012).
!
The assumption that race is a biological concept led scientists to classify certain diseases
as black or white. Because Europeans and White Americans had economic control over
resources, they believed that biological differences accounted for their apparent success. In fact,
economic and health disparities are results of discrimination and political decisions rather than
biological differences.
!
Culture plays a crucial role in confining, or enlarging, the genetic pool of a population.
The concept of whiteness was a cultural construct contoured by restrictions on social behavior
and interactions, such interracial marriages. Therefore, racial classification was institutionalized
in concordance to what culture identifies as natural. Culture works because in addition to
interpreting differences, it is a dynamic way to establish social order and homogeneity. Racial
classification was the result of cultural norms within a political and socioeconomic context.
Thoughts and Feelings:
This chapter was very interesting as I have been exposed to race all of my life. I live in a Middle-
Eastern home in the United States, and I have been exposed to the profiling of people towards
ANTH 3142 - 006 Article Response 18 Isabella Saad
my faith. There have been times when I was about to board a plane and airport security did
"extra" screening at the gate and "randomly". My uncle whose name is Mohammad is almost
always questioned when entering the United States even though he is a citizen. This shows how
racial profiling actually works on the personal level at airports. The controversial utilization of
race as a measure of difference between individuals and groups is dependent of the political,
historic, social, and economic contexts. Race .
Liu Lingzhi LiuEAD IIPaul Hufker September 16th Universa.docxcroysierkathey
Liu
Lingzhi Liu
EAD II
Paul Hufker
September 16th
Universal traits among the world
Throughout the entire human history, people have never stopped debating about the issue of “what universal traits is” . A universal trait is the term to describe that every individual is sharing the same cultural background worldwide. However, for most people around the world their opinions toward “universal trait”are not balanced. According to the author Ethan Watter ’s “ Being Weird: How Culture Shapes the Mind “ , Kwame Appiah’s articles of “ Making Conversation” and “ The Primacy of Practice” , all of these articles are discussing about the universal traits but with a different view of it . Though people may come from different backgrounds, each person has his right to form their own recognition of the world in three ways: education, changing perspective of stereotypes and the conviction of human rights.
Appiah mentioned in his article “ Making Conversation” that under this diverse world, the key to become “cosmopolitan” is “globalized”. However, under the current society, it is hard for people to abandon their own background and fit in the world stage. The way to better solve this problem is through education. Education is the key to unlock the barriers between all odds around the world. “One is the idea that we have obligations to others, obligations that stretch beyond those to whom we are related by the ties of kith and kind, or even the more formal ties of a shared citizenship. The other is that we take seriously the value not just of human life but of particular human lives, which means taking an interest in the practices and beliefs that lend them significance.” One of education's responsibilities is to teach people how to be responsible citizens in any given society. For example , the existence of law is to preventing people from making mistakes.
Since the world has never been this globalized before ,changing perspective of stereotype is necessary for diversified society . “It’s generally agreed that all of us see the world in ways that are sometimes socially and culturally constructed, that pluralism is good, and that ethnocentrism is bad.”[920 ] It is all agreed that currently international interaction play a major role in all society , thus , it is important to recognize people from different backgrounds and places . It was found that where you grew up, and your culture affected how drastically the illusion was seen. Results reported Americans struggling the most to see identical lines. Understanding different cultures and traditions could help you be open-minded in order to become globalized . It had previously been assumed that Western culture was a good basis for human similarities. “the very way we think…makes us distinct from other humans on the planet” (497). The lack of cross cultural research has lead to wide misunderstandings about human kind. Scientists must reevaluate the way they think about the human brain, because i ...
Chapter 3 The Central Frames of Color-Blind Racism The mas.docxchristinemaritza
Chapter 3
The Central Frames
of Color-Blind Racism
The master defense against accurate social perception and change is al-
ways and in every society the tremendous conviction of Tightness about
any behavior form which exists.
— John Dollard, Class and Caste in a Southern Town
If Jim Crow's racial structure has been replaced by a "new racism,"
what happened to Jim Crow racism? What happened to beliefs about
blacks' mental, moral, and intellectual inferiority, to the idea that "it is
the [black man's] own fault that he is a lower-caste ... a lower-class man"
or the assertion that blacks "lack initiative, are shiftless, have no sense of
time, or do not wish to better themselves" 1 ; in short, what happened to
the basic claim that blacks are subhuman? 2 Social analysts of all stripes
agree that most whites no longer subscribe to these tenets. However, this
does not mean the "end of racism," 3 as a few conservative commentators
have suggested. Instead, a new powerful ideology has emerged to defend
the contemporary racial order: the ideology of color-blind racism. Yet,
color-blind racism is a curious racial ideology. Although it engages, as all
ideologies do, in "blaming the victim," it does so in a very indirect, "now
you see it, now you don't" style that matches the character of the new
racism. Because of the slipperiness of color-blind racism, in this chapter, I
examine its central frames and explain how whites use them in ways that
justify racial inequality.
73
74
Chapter 3
THE FRAMES OF COLOR-BLIND RACISM
Ideologies are about "meaning in the service of power." 4 They are expres-
sions at the symbolic level of the fact of dominance. As such, the ideolo-
gies of the powerful are central in the production and reinforcement of
the status quo. They comfort rulers and charm the ruled much like an
Indian snake handler. Whereas rulers receive solace by believing they are
not involved in the terrible ordeal of creating and maintaining inequal-
ity, the ruled are charmed by the almost magic qualities of a hegemonic
ideology. 5
The central component of any dominant racial ideology is its frames or
set paths for interpreting information. These set paths operate as cul-de-sacs
because after people filter issues through them, they explain racial phe-
nomena following a predictable route. Although by definition dominant
frames must misrepresent the world (hide the fact of dominance), this
does not mean that they are totally without foundation. (For instance, it
is true that people of color in the United States are much better off today
than at any other time in history. However, it is also true — facts hidden
by color-blind racism — that because people of color still experience sys-
tematic discrimination and remain appreciably behind whites in many
important areas of life, their chances of catching up with whites are very
slim.) Dominant racial frames, therefore, provide the intellectual road
ma ...
S50 September-October 2015 H A S T I N G S C E N T E R R .docxanhlodge
S50 September-October 2015/ H A S T I N G S C E N T E R R E P O R T
T
he history of research on the genetics of intel-
ligence is fraught with social bias. During the
eugenics era, the hereditary theory of intelligence
justified policies that encouraged the proliferation of
favored races and coercively stemmed procreation by
disfavored ones. In the 1970s, Berkeley psychologist
Arthur Jensen argued that black students’ innate cogni-
tive inferiority limited the efficacy of federal education
programs.1 The 1994 controversial bestseller The Bell
Curve: Intelligence and Class Structure in American Life,
by Richard J. Herrnstein and Charles Murray, rehashed
the claim that race and class disparities stem from immu-
table differences in inherited intelligence, which could
not be eliminated through social interventions.2 Today
most scientists studying the genetics of intelligence dis-
tance themselves from this history of social bias by argu-
ing that their research need not investigate intellectual
differences between social groups. Rather, they argue,
examining the heritability of intelligence can be socially
neutral and may even help to reduce social inequities.3
I argue that research on the genetics of intelligence
cannot be socially neutral. The original purpose of men-
tal tests was to determine individuals’ “fitness” for social
roles. Even if we divorce the heritability of intelligence
from a eugenicist mission, measuring intelligence re-
mains useful only as a gage of individuals’ appropriate
positions in society. Research into the genetics of intel-
ligence ultimately helps to determine individuals’ inher-
ited capacity for particular social positions, even when
researchers aim to modify the effects of inheritance.
Moreover, intelligence has social value. Many aspects
of mainstream U.S. culture treat people who are deemed
to be more intelligent as more socially valuable than peo-
ple who are deemed to be less intelligent. Research into
the genetics of intelligence, therefore, helps to identify
an aspect of the inherited worth of individuals. This fea-
ture of intelligence testing historically legitimated race
and class hierarchies in explicit terms. Today, research
on the genetics of intelligence—even if the research does
not use social classifications—maps onto existing social
hierarchies and the stereotypes about intelligence that
support them. Efforts to improve individuals’ intellectu-
al capacities or social mobility would be better served by
nurturing the actual skills that intelligence is supposed
to make it possible to develop and, more importantly,
by more equitably distributing educational resources in
our society. Such efforts need no genetic information—
or even IQ testing—and are likely to be hindered by the
hereditary concept of intelligence.
Scientists doing basic research investigating the role
genes play in the mechanisms of brain development un-
derlying cognitive function may not .
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
14. Race is mostly a modern idea.
People’s were previously sorted
by class, religion and even
language.
14
15. •The term Race refers to physical
characteristics that others deem socially
significant.
•This could be skin color, hair shape or eye
shape. These are insignificant
characteristics which, nonetheless, are
apparent.
•Note that while race refers to said physical
characteristics it is NOT biologically
determined. 15
16. States Farley (2005):
An ethnic group is “a group of people who
are generally regarded by themselves or
others as a distinct group, with such
recognition based on social or cultural
characteristics such as nationality, language,
and religion.”
16
17. In the United States, a few examples of
ethnic groups would be Jewish Americans,
Italian Americans, and Hispanics.
17
18. Stereotypes:
An unreliable generalization about members of a
group that do not recognize individual
differences within the group.
Giddens
Think of some stereotypes about such minority groups
as Hispanics, Asians, American Indians, African
Americans or Jewish Americans.
18
19. Prejudice: Prejudice is an attitude toward an entire
category of people, often an ethnic or racial minority.
Discrimination: Discrimination is the action of
prejudice—it is the practice of deliberately treating one
group or individual differently than another.
19
Prejudice and Discrimination
20. Racism:
The extremely negative attitude, the
prejudice, based upon somewhat obvious
physical distinctions.
A racist is a person who believes that
some individuals are superior, or inferior,
to others as a result of racial differences.
Giddens
20
21. 1. The culturally symbolic antagonism
between white and black. EXAMPLE:
https://www.youtube.com/watch?v=k
E84dHl5Nr0 2 min vid
2. The invention and diffusion of the
concept of race.
3. The exploitative relations that
Europeans established with nonwhite
peoples. 21
Racism has flourished for three primary
reasons:
22. Institutional Racism or
Institutional Discrimination:
Any arrangement or practice within a
social institution or its related
organizations that tends to favor one
racial or ethnic group over another.
It may be conscious and deliberate or
subtle and unintended.
Farley, 2005
22
23. Ethnocentrism:
The tendency to assume that
one’s own culture and way of
life are superior to all others.
This can happen on a local
level or on a national level.
23
25. There is no genetic basis for
race—no one characteristic or
trait distinguishes one group
of people from another.
25
26. As such, then race is a social construct.
States Omni and Winant (in Konradi
and Schmidt 2004:179):
Race is “a concept which signifies and
symbolizes social conflicts and interests
by referring to different types of human
bodies.”
26
27. It might be best to take a constructionist view
of race and understand it as a social
construction.
Thus it is to be understood as structural rather
than as an individual feature of society. (ibid:
180)
27
29. Slavery pre-dates race. So
there is no logical
connection based upon
historical evidence for racial
dominance.
That is, a past of slavery is
no reason for one race to be
subordinate to another.
29
30. The idea of freedom and race
were born together in the U.S.
While some believed in
equality, this was an economy
largely based upon slavery.
30
33. As the race concept evolved it
justified the extermination of
Native Americans, the
exclusion of Asian
immigrants and the taking of
Mexican lands.
33
34. A controversial study by
Herrnstein and Murray on the
superiority of the white race,
written in 1994.
34
38. Researchers Herrnstein and Murray (1994) did a
study that claimed that minority groups and
those in lower SES had lower IQs, and that this
was about 40 percent genetically based.
Do you recall the concept of “social Darwinism?”
38
39. The eight major claims of the study are:
1 General intelligence exists.
2 At least half of the variation in intelligence is genetically transmitted.
3 Intelligence has become more necessary in the work world than before.
4 Colleges have shifted their entrance priorities away from inherited wealth
to those based upon merit.
5 Society is now dominated by a “cognitive elite.”
6 As the elite forms a social group it reproduces itself through marriage.
7 As well, poor people tend to marry those alike passing on their “modest”
abilities to their children.
8 Because of this genetically passed on intelligence we should see the poor
as having higher crime rates and drug abuse.
39
40. Assertion (1) Intelligence is a single, unitary
phenomenon consisting of a "core human
mental ability." This "general intelligence"
underlies all forms of "complex mental work."
40
41. Response: People may be smart in some
respects, in some contexts, and at some tasks,
but not in others. Some may have a facility for
numbers, others for words…The kind of
intelligence facilitating high performance in one
arena does not necessarily have the same
payoff in another. …[R]anking on a single
intelligence continuum cannot explain much
about their social and economic outcomes.
41
42. Assertion (2) Standardized intelligence tests
provide a precise measure of general
intelligence, making it possible to rank
individuals on a linear scale according to their
intelligence quotient.
42
43. Response: There are many kinds of cognitive
abilities and many kinds of social endeavors as well,
each favoring a somewhat different set of skills and
talents. IQ scores, therefore, tell us little about
people's overall practical competence, nor do they
dictate social and economic destinies.
43
44. Assertion (3) Intelligence is "substantially
inherited," with genes accounting for at least 40
percent and as much as 80 percent of the
variation among individuals in cognitive
ability.
44
45. Response: The Bell Curve, according to many
critics, overestimates the genetic basis and
heritability of IQ and underestimates the
influence of the social environment. [..] While
they claim the heritability of IQ may be as
much as 80 percent, other research, drawing on
a wider range of studies, suggests a much
lower figure, somewhere between 30 and 50
percent.
45
46. Assertion (4) People at birth are either blessed
or doomed with a level of intelligence that is
largely unalterable. Social and educational
interventions cannot appreciably raise the
cognitive ability of persons born with low
IQs….Though it is not impossible to boost IQ,
they admit, it is impractical because of
insufficient knowledge and limitations in "the
available repertoire of social interventions."
46
47. Response: The problem is not that nothing can
be done, but that an "inexpensive, reliable
method of raising IQ is not available."
This is a political, not a scientific, judgment,
however
47
48. The ordinary routine of neutral reviewers [peer
review] having a month or two to go over the
book with care did not occur. Another
handpicked group was flown to Washington at
the expense of the American Enterprise Institute
and given a weekend-long personal briefing on
the book's contents by Murray himself … just
before publication. The result was what you'd
expect: The first wave of publicity was either
credulous or angry, but short on evidence,
because nobody had had time to digest and
evaluate the book carefully.
48
49. For a more complete critique of the work of
Murray and Herrnstein, see the following link:
Critique of the Bell Curve study
(NOTE: You must already be logged in to
Hartnell’s EBSCOhost for link to work.)
49
50. In the concluding remarks:
"It is time for America once
again to try living with
inequality, as life is lived...."
50
51.
52. Just suppose that blacks, and browns, and reds,
and yellows, and whites, had different IQs.
What should we do?
Do you ever think of treating a C student
worse than an A student? How about
disabilities?
Keep thinking…
52
53. Imagine taking the Star Ship Enterprise to a
planet far, far away. The population has an IQ
that is 20 points lower than your species' does.
They read, make music, have science. Will you
treat them as inferiors? Would you take
advantage of them for their resources?
What if they had an average IQ 20 point higher
than ours. How would that impact the
relationship?
53
54. This is a related to the pseudo-
science of eugenics—the idea that a
more “pure” race can be bread.
(The German Nazis stated that
they got most of their ideas for
eugenics from the United States.) I
keep forgetting not everyone
knows this story. Learn more here:
http://www.nature.com/scitable/topicpage/human-testing-the-
eugenics-movement-and-irbs-724
54
55. Steven Jay Gould states in
the film on race that
modern humans have not
been around long enough
to have evolved into
separate races.
55
56. Most traits are inherited
independently of one
another. The genes for skin
color have nothing to do
with genes for hair texture,
eye shape, blood type,
musical talent, or athletic
ability.
56
57. So what interests sociologists
is not so much race per se,
but the significance some
people place on traits such
as skin color and hair shape.
57
58. Most variation is within, not
between “races.”
Of the small amount of total
human genetic variation, 85%
exists within any local
population, be they Italians,
Kurds, Koreans, etc.
Two random Koreans are
likely to be as genetically
different as a Korean and an
Italian.
58
59. Races are NOT characterized by clear-cut and
fixed differences. Apparent differences are
vague at best.
Take a walk from central Africa to Norway.
Differences are gradual, not punctuated.
(Yes, the Inuit is an exception. A diet high in
vitamin D is a common, if not perfect,
explanation.)
59
60. Race is not biological, but racism is
still real. Out of a desire for
exploitation, a need to justify that
exploitation and perhaps a
collective desire for self-worth,
races impact one another in the
competition for resources.
All manner of justification is used
for racial stereotyping, but mostly
it is the manufacture of
opportunity.
60
62. Racial formation is the process
which “defines both who the
racial groups in a society are and
how the meaning of race is
understood.”
(Omni and Winant in Farley, 2005:7)
Perhaps, then, this is just a formal
term for the social construction
of race.
62
63. In fact, “the process of defining
and, over time, redefining
racial groups is always driven
by political interests.”
(Farley, 2005:7)
63
64. Thus, if you are a biologist, race
does not exist.
But if you are a sociologist, it
most certainly does.
64
66. Individual or “ideological” racism is what we
normally think of when we think of racism at
all.
This is the term used for the belief that some
races “are biologically, intellectually or
culturally inferior to others.” (Ibid:13)
66
67. But it is institutional racism that persists today
as a powerful social force, even if an
unintentional one. It is rooted in American
history and persists today.
67
68. Institutional racism and
institutional discrimination are
arrangements or practices in
social institutions and their
related organizations that tend
to favor one racial or ethnic
group … over another.” (Ibid:
15)
68
69. Measuring standard test scores from
children of greatly varied SES backgrounds.
Proportionality by ethnicity of employees in
the least preferred jobs.
Current recruitment techniques and quotas
by the military (recently emphasizing
Hispanics).
Redlining housing districts.
Environmental racism. (slide follows)
69
71. The difference, then, between
individual and institutional racism is
not a difference in intent or of
visibility. Both the individual act of
racism and the racist institutional
policy may occur without the
presence of conscious bigotry and
both may be masked intentionally or
innocently. (Knowles and Prewitt in
Konradi and Schmidt, 2004:181)
71
73. A majority is not by numbers.
A majority is by power.
73
74. Minority and Majority groups:
A minority group is subordinate to a majority group.
This is not determined by numbers but rather by
POWER.
A majority group is dominant by virtue of how much
power it has over a minority group.
A good example of this would be South Africa and its
white rule of apartheid.
74
77. Among his many academic achievements was his
sociological study of a black community
entitled “The Philadelphia Negro,” the first
such study of its kind.
77
87. Assimilation is the process “whereby groups
with distinctive identities become culturally
and socially fused.” (Marger in Hughes and
Kroehler, 2007:159)
87
88. Pluralism is a situation by which diverse
groups coexist side by side and mutually
accommodate themselves to their
differences while maintaining boundries.
Ethnic differences are maintained and only
some resources are shared while others are
not.
88
89. Separatism is the establishment of, or
attempt to establish, entirely separate
societies made up of distinct racial, ethnic,
or other groups that formerly existed within
one society.
Farley, 2005
89Marcus Garvey (1887-1940)
92. Just had to share this so I stuck it here until I find
a proper place. Stunning.
http://thedailyshow.cc.com/videos/10h8gx/the-
only-unfair-thing-ever
92
93. DIANE SAWYER (Primetime Show). A twenty
minute collection of videos of racial
discrimination in play. C 2010
https://www.youtube.com/watch?v=YyL5EcAw
B9c
93
Discovered by alert student leslie mosqueda
138. 138
Dr. Huey Percy Newton (February
17, 1942 – August 22, 1989) was
an African-American political activist
and revolutionary who, along with
Bobby Seale, co-founded the Black
Panther Party in 1966. He
continued to pursue an education,
eventually earning a Ph.D. in social
philosophy. In 1989 he was shot
and killed in Oakland, California.