This document discusses the topic of racism through several paragraphs. It begins by defining racism as the belief that members of each race have characteristics that distinguish races as superior or inferior. It notes that the concept of racism has changed over time to justify slavery, colonialism, and today asylum seekers. Biologically, there are no significant differences between human races. Later paragraphs discuss forms of discrimination and harassment in the workplace based on race in the USA. The document also explores reasons for racist prejudices and ways individuals and organizations can work to combat racism.
The document discusses several common misunderstandings and arguments related to racism and white privilege. It addresses the idea that racism is only interpersonal prejudice between individuals, when in fact it is also institutionalized. It also challenges the notion that people of color have faced equal opportunities for success, and critiques arguments that downplay or defend racist actions in history by claiming they were "products of their time".
This document provides a biography and overview of the work of Peggy McIntosh, who is known for her writings on white privilege. It summarizes her seminal work "White Privilege: Unpacking the Invisible Knapsack" which outlines 26 daily effects, benefits, and unearned advantages of whiteness. The document also includes a brief counterargument that claims white privilege is a myth and that whites can face discrimination.
This document provides a summary of modern discrimination in education. It discusses key concepts like the American Dream, minorities, and white privilege. It analyzes the landmark Brown v. Board of Education Supreme Court ruling in 1954 that declared separate schools for different races to be unequal. However, it notes that true integration has been a slow process, and schools have resegregated in recent decades. Segregated schools tend to be underfunded and provide fewer academic resources and opportunities to minority students. The document examines racial disparities in access to advanced courses, teacher experience, and academic achievement between white and black students. Overall, it argues that despite Brown v. Board, discrimination and unequal opportunities in education persist and negatively impact minorities.
The document discusses the concept of whiteness and what it means to be a person of color. It defines whiteness as an invisible set of unearned benefits and privileges accorded to white people in a society that establishes whiteness as the norm. It also discusses how whiteness evolved historically from a racial identity into a form of property legally acknowledged and protected. The document examines racial identity models and provides examples of how white privilege can manifest, such as making assumptions about others' experiences or controlling the parameters of conversations about race. It stresses the importance for white people to educate themselves about whiteness and privilege in order to promote social justice and equality.
10 very useful suggestions that parents, educators, and all concerned citizens can utilize in dealing with racism.
From Race Talk and the Conspiracy of Silence by Dr. Derald Wing Sue. Learn more: http://bit.ly/1xZs1tm
This document defines and discusses various aspects of racism and white privilege. It defines racism as a system that derives advantage based on race and involves cultural messages and institutional policies that affirm white superiority. Racism operates through cultural transmission via media stereotypes and individual behaviors. Forms of racism include internalized racism where stereotyped groups adopt stereotypes, and institutional racism where systems create unequal access. White privilege refers to unearned benefits received due to race that reinforce meritocracy and allow whites to ignore race and oppress others.
BLM Social Justice Slides from Issaquah School District cyrus krohn
This document provides an overview of a lesson on systemic racism and the Black Lives Matter movement for a humanities class. It includes discussion ground rules, definitions of key terms like racism and antiracism, examples of systemic racism in areas like education and housing, and reflections on how implicit bias and microaggressions allow racism to persist unconsciously. It also discusses the meaning and purpose of Black Lives Matter, examples of police violence against Black people, and how saying "All Lives Matter" misses the point. The goal is to increase understanding of these issues and discuss next steps towards promoting equity.
This is a presentation I gave at the Conference for Global Transformation in San Francisco May 2008. It is an idea developed with my students in a hip-hop class in 2005.
The document discusses several common misunderstandings and arguments related to racism and white privilege. It addresses the idea that racism is only interpersonal prejudice between individuals, when in fact it is also institutionalized. It also challenges the notion that people of color have faced equal opportunities for success, and critiques arguments that downplay or defend racist actions in history by claiming they were "products of their time".
This document provides a biography and overview of the work of Peggy McIntosh, who is known for her writings on white privilege. It summarizes her seminal work "White Privilege: Unpacking the Invisible Knapsack" which outlines 26 daily effects, benefits, and unearned advantages of whiteness. The document also includes a brief counterargument that claims white privilege is a myth and that whites can face discrimination.
This document provides a summary of modern discrimination in education. It discusses key concepts like the American Dream, minorities, and white privilege. It analyzes the landmark Brown v. Board of Education Supreme Court ruling in 1954 that declared separate schools for different races to be unequal. However, it notes that true integration has been a slow process, and schools have resegregated in recent decades. Segregated schools tend to be underfunded and provide fewer academic resources and opportunities to minority students. The document examines racial disparities in access to advanced courses, teacher experience, and academic achievement between white and black students. Overall, it argues that despite Brown v. Board, discrimination and unequal opportunities in education persist and negatively impact minorities.
The document discusses the concept of whiteness and what it means to be a person of color. It defines whiteness as an invisible set of unearned benefits and privileges accorded to white people in a society that establishes whiteness as the norm. It also discusses how whiteness evolved historically from a racial identity into a form of property legally acknowledged and protected. The document examines racial identity models and provides examples of how white privilege can manifest, such as making assumptions about others' experiences or controlling the parameters of conversations about race. It stresses the importance for white people to educate themselves about whiteness and privilege in order to promote social justice and equality.
10 very useful suggestions that parents, educators, and all concerned citizens can utilize in dealing with racism.
From Race Talk and the Conspiracy of Silence by Dr. Derald Wing Sue. Learn more: http://bit.ly/1xZs1tm
This document defines and discusses various aspects of racism and white privilege. It defines racism as a system that derives advantage based on race and involves cultural messages and institutional policies that affirm white superiority. Racism operates through cultural transmission via media stereotypes and individual behaviors. Forms of racism include internalized racism where stereotyped groups adopt stereotypes, and institutional racism where systems create unequal access. White privilege refers to unearned benefits received due to race that reinforce meritocracy and allow whites to ignore race and oppress others.
BLM Social Justice Slides from Issaquah School District cyrus krohn
This document provides an overview of a lesson on systemic racism and the Black Lives Matter movement for a humanities class. It includes discussion ground rules, definitions of key terms like racism and antiracism, examples of systemic racism in areas like education and housing, and reflections on how implicit bias and microaggressions allow racism to persist unconsciously. It also discusses the meaning and purpose of Black Lives Matter, examples of police violence against Black people, and how saying "All Lives Matter" misses the point. The goal is to increase understanding of these issues and discuss next steps towards promoting equity.
This is a presentation I gave at the Conference for Global Transformation in San Francisco May 2008. It is an idea developed with my students in a hip-hop class in 2005.
This document discusses racism, defining it as treating someone unfairly due to their ethnicity, religion, or nationality. Racism can take many forms, including personal attacks, threats, property damage, and inappropriate language. Racism stems from the belief that one ethnic group is superior and can lead to abusive behavior towards others. Racists often feel threatened by those different from themselves due to ignorance and stereotypes. Racism is learned rather than innate, influenced by one's environment like family and society. The aim of the campaign is to raise awareness of racism's negative impacts and promote the message that underneath our skin, all humans bleed the same regardless of attributes.
The document is an autobiographical essay by a white woman exploring what it means to be white in America. She discusses some of the historical successes and cultural contributions of white Americans. However, she also acknowledges that whites have oppressed other races through events like slavery, colonialism and restricting rights of minorities and women. The essay reflects on white privilege today and the need for whites to recognize their role in oppression while also celebrating their own cultural heritage and working towards equality and understanding between all races.
Bradford mvsu fall 2012 so 211 ch 10 11 race genderJohn Bradford
The document discusses race, ethnicity, sex, and gender. It defines key terms like race, ethnicity, prejudice and discrimination. Some main points are:
1) Race is not biologically real, as there is more genetic variation within races than between them. However, race is still culturally and socially very real.
2) Prejudice involves cognitive, emotional, and behavioral components like stereotyping, discrimination, and microaggressions.
3) Contact with other groups tends to reduce prejudice when there is equal status, common goals, cooperation, and social norms promoting equality. However, not all contact reduces prejudice.
4) Sex refers to biological differences while gender involves cultural roles and expectations of
This document provides an overview of a diversity, equity, and inclusion training module. The module objectives are to define key terms, understand historical events related to educational inequities, acknowledge and address bias and racism, develop an equity mindset, and set the tone for ongoing professional development. The training covers defining diversity, equity and inclusion; the difference between equality and equity; confronting bias and racism through understanding implicit and explicit bias; and the participant's role in educational equity. Discussion of historical events, legislation, disadvantaged student groups, and implications of illiteracy are included to provide context. Participants engage in activities and are given strategies to check their biases and promote equity in their schools and communities.
This slide provides key findings for Inequality and Discrimination in Housing, which assessed how groups identified by equality legislation through factors such as age, family status, nationality and gender are affected by housing discrimination.
Read the publication here: http://www.esri.ie/publications/discrimination-and-inequality-in-housing-in-ireland/
The document discusses racism and provides tips for reducing prejudice. It notes that racial prejudice can influence who we choose as friends or social groups. It then lists stereotypical portrayals of racial groups in media and offers six actions people can take to make a difference, such as celebrating differences, befriending those of other races, changing humor that isolates others, examining one's own actions for racial bias, learning about one's heritage, and being open to other perspectives. It concludes with quotes about fighting racism with solidarity rather than racism.
This document summarizes strategies for having effective inter-racial dialogues about race. It discusses why talking about race is important, why it is difficult, and strategies that can make discussions more productive. These include not blaming individuals, rejecting false dichotomies, focusing on desired outcomes rather than disparities, and acknowledging implicit bias and structural racialization. The goal is to have a transformative dialogue that promotes equal opportunity and democratic values.
Racial discrimination occurs when someone is treated less favorably than others because of their race, ethnicity, or national origin. Examples include offensive online posts or comments targeting someone's race. Laws against racial discrimination and hatred aim to ensure equal treatment and opportunities for all backgrounds. A Racial Discrimination Act can protect against discrimination in areas like employment, education, services, and public places. It also covers harassment and unfair treatment at work due to someone's race. While allowing free communication, the goal is to balance rights and prevent racial hatred. Those experiencing discrimination can address it directly or report it, and everyone can work to prevent discrimination by promoting equal opportunities.
This document discusses stereotypes, discrimination, and minority groups in Turkey. It provides examples of common stereotypes about various nationalities. It then explains that Turkey has ethnic, linguistic, and religious minority groups, and has also taken in over 3 million Syrian refugees due to the civil war. The document outlines some of the discrimination faced by Kurds, Romani people, Armenians/Greeks, and refugees in Turkey, especially in employment, education, health, accommodation, and access to services. It emphasizes that all people deserve equal rights and a peaceful life.
- john a. powell discusses his early experiences with race as a black man growing up in Detroit in the 1940s and 50s, including facing discrimination in school that prevented his brothers from participating in sports and advanced classes. He had to fight to take college prep courses and was often the only black male in his classes.
- He describes how the federal government's housing policies in the post-WWII era constructed racial divides by directing funding to create segregated white suburbs while investing little in urban areas and public housing projects where people of color lived, draining resources from cities.
- The creation of large suburban developments like Levittown that had racially restrictive covenants excluding black residents shaped modern segregated metropolitan
This document discusses political correctness and related terminology. It explores how language has evolved to be more inclusive of different racial, ethnic, religious, gender, disability and age groups. Specifically, it provides examples of terms that were previously used but are now seen as offensive, and suggested replacement terms that are considered more politically correct like using "African American" instead of "black" or "Latino/Latina" instead of "Hispanic". The document also discusses how language has become more gender neutral and inclusive of disabilities.
This document discusses racial discrimination and provides causes and solutions. It notes that racial discrimination causes violence, self-hatred through skin bleaching, and negative effects. Common causes include ignorance, lack of knowledge, fear, parents passing down ignorance, and wanting to feel superior. Solutions proposed are standing and thrusting collective power against racism, educating the ignorant, and judging people by character rather than skin color.
Colorblind' Admissions Proccess in Universities KristopherKeach
This document summarizes a thesis submitted by Kristopher Keach examining the 'colorblind' admissions process in universities. It discusses the legacy of slavery and discrimination against minorities in the US education system. It describes how affirmative action was implemented in the 1940s-1960s to address this, though it faced resistance and was dismantled in California. It argues that a truly colorblind admissions system is impossible, as factors like an applicant's name and address can reveal their race, and implicit biases cannot be avoided. Studies have shown affirmative action remains the most effective way to promote equal access to education following centuries of racial inequalities.
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.
The document discusses diversity and implicit bias. It summarizes key concepts from the U.S. Supreme Court case Regents of the University of California v. Bakke, which addressed affirmative action in university admissions. It also discusses the concepts of colorblindness versus color-consciousness and argues that colorblindness will not end racism while color-consciousness can foster appreciation of diversity. The document advocates for the approach of targeted universalism to pursue justice and benefit all.
The document provides instructions for a lesson on social studies. It begins with having students prepare their materials and discuss homework questions. It then defines social studies and explains how different social sciences can help make decisions as a television program director. Students assume roles and get advice from social scientist experts on potential television show topics. They reflect on cultural experiences and the reliability of sources. The lesson emphasizes how social studies integrates various disciplines to promote civic competence.
Racism and xenophobia against people of color has persisted for a long time and manifests in various forms of discrimination. People of color face prejudice and unequal treatment in areas like law enforcement, employment, housing, and the justice system. They are also subject to racism and xenophobia in domains like music, sports, and their daily lives. While discrimination causes harm, people of color have also responded with understandable hostility and wariness born from historical injustices. Overall, combating racism requires collective efforts like education, awareness, legal accountability, and solidarity against discrimination.
The document discusses discrimination in the workplace. It outlines several forms of discrimination including race, age, sex, disability, religion, national origin, and pay. The document also notes that while laws are in place to prevent discrimination, it still occurs subtly. Discrimination complaints remain common, with over 90,000 filed in 2016 alone according to the EEOC. The document recommends that businesses implement effective anti-discrimination policies, conduct regular trainings for employees, and promptly investigate any complaints to promote a positive work environment.
This document discusses various topics related to individuals and society, including research credibility, conflicts between individuals and society, decision-making, social norms, morality, literature addressing moral dilemmas, immigration throughout American history, and current debates around immigration policy. It provides discussion questions, reading assignments, and writing prompts on these topics. Students are instructed to work in small groups to discuss the material and complete assignments.
El documento describe los conceptos fundamentales de los datos, incluyendo caracteres, campos, registros, archivos y bases de datos. Explica que los caracteres son los elementos más básicos de datos y que los campos, registros y archivos se construyen a partir de estos. Indica que una base de datos consolida registros de archivos separados para proporcionar información a múltiples aplicaciones de manera independiente del hardware.
Este documento presenta una guía de inicio rápido para el uso de SugarSync. Explica cómo instalar la aplicación SugarSync en un ordenador, agregar carpetas para sincronizar, y acceder a archivos desde cualquier lugar usando el sitio web de SugarSync o aplicaciones móviles. Además, describe cómo compartir archivos con otros y acceder a versiones anteriores de archivos.
This document discusses racism, defining it as treating someone unfairly due to their ethnicity, religion, or nationality. Racism can take many forms, including personal attacks, threats, property damage, and inappropriate language. Racism stems from the belief that one ethnic group is superior and can lead to abusive behavior towards others. Racists often feel threatened by those different from themselves due to ignorance and stereotypes. Racism is learned rather than innate, influenced by one's environment like family and society. The aim of the campaign is to raise awareness of racism's negative impacts and promote the message that underneath our skin, all humans bleed the same regardless of attributes.
The document is an autobiographical essay by a white woman exploring what it means to be white in America. She discusses some of the historical successes and cultural contributions of white Americans. However, she also acknowledges that whites have oppressed other races through events like slavery, colonialism and restricting rights of minorities and women. The essay reflects on white privilege today and the need for whites to recognize their role in oppression while also celebrating their own cultural heritage and working towards equality and understanding between all races.
Bradford mvsu fall 2012 so 211 ch 10 11 race genderJohn Bradford
The document discusses race, ethnicity, sex, and gender. It defines key terms like race, ethnicity, prejudice and discrimination. Some main points are:
1) Race is not biologically real, as there is more genetic variation within races than between them. However, race is still culturally and socially very real.
2) Prejudice involves cognitive, emotional, and behavioral components like stereotyping, discrimination, and microaggressions.
3) Contact with other groups tends to reduce prejudice when there is equal status, common goals, cooperation, and social norms promoting equality. However, not all contact reduces prejudice.
4) Sex refers to biological differences while gender involves cultural roles and expectations of
This document provides an overview of a diversity, equity, and inclusion training module. The module objectives are to define key terms, understand historical events related to educational inequities, acknowledge and address bias and racism, develop an equity mindset, and set the tone for ongoing professional development. The training covers defining diversity, equity and inclusion; the difference between equality and equity; confronting bias and racism through understanding implicit and explicit bias; and the participant's role in educational equity. Discussion of historical events, legislation, disadvantaged student groups, and implications of illiteracy are included to provide context. Participants engage in activities and are given strategies to check their biases and promote equity in their schools and communities.
This slide provides key findings for Inequality and Discrimination in Housing, which assessed how groups identified by equality legislation through factors such as age, family status, nationality and gender are affected by housing discrimination.
Read the publication here: http://www.esri.ie/publications/discrimination-and-inequality-in-housing-in-ireland/
The document discusses racism and provides tips for reducing prejudice. It notes that racial prejudice can influence who we choose as friends or social groups. It then lists stereotypical portrayals of racial groups in media and offers six actions people can take to make a difference, such as celebrating differences, befriending those of other races, changing humor that isolates others, examining one's own actions for racial bias, learning about one's heritage, and being open to other perspectives. It concludes with quotes about fighting racism with solidarity rather than racism.
This document summarizes strategies for having effective inter-racial dialogues about race. It discusses why talking about race is important, why it is difficult, and strategies that can make discussions more productive. These include not blaming individuals, rejecting false dichotomies, focusing on desired outcomes rather than disparities, and acknowledging implicit bias and structural racialization. The goal is to have a transformative dialogue that promotes equal opportunity and democratic values.
Racial discrimination occurs when someone is treated less favorably than others because of their race, ethnicity, or national origin. Examples include offensive online posts or comments targeting someone's race. Laws against racial discrimination and hatred aim to ensure equal treatment and opportunities for all backgrounds. A Racial Discrimination Act can protect against discrimination in areas like employment, education, services, and public places. It also covers harassment and unfair treatment at work due to someone's race. While allowing free communication, the goal is to balance rights and prevent racial hatred. Those experiencing discrimination can address it directly or report it, and everyone can work to prevent discrimination by promoting equal opportunities.
This document discusses stereotypes, discrimination, and minority groups in Turkey. It provides examples of common stereotypes about various nationalities. It then explains that Turkey has ethnic, linguistic, and religious minority groups, and has also taken in over 3 million Syrian refugees due to the civil war. The document outlines some of the discrimination faced by Kurds, Romani people, Armenians/Greeks, and refugees in Turkey, especially in employment, education, health, accommodation, and access to services. It emphasizes that all people deserve equal rights and a peaceful life.
- john a. powell discusses his early experiences with race as a black man growing up in Detroit in the 1940s and 50s, including facing discrimination in school that prevented his brothers from participating in sports and advanced classes. He had to fight to take college prep courses and was often the only black male in his classes.
- He describes how the federal government's housing policies in the post-WWII era constructed racial divides by directing funding to create segregated white suburbs while investing little in urban areas and public housing projects where people of color lived, draining resources from cities.
- The creation of large suburban developments like Levittown that had racially restrictive covenants excluding black residents shaped modern segregated metropolitan
This document discusses political correctness and related terminology. It explores how language has evolved to be more inclusive of different racial, ethnic, religious, gender, disability and age groups. Specifically, it provides examples of terms that were previously used but are now seen as offensive, and suggested replacement terms that are considered more politically correct like using "African American" instead of "black" or "Latino/Latina" instead of "Hispanic". The document also discusses how language has become more gender neutral and inclusive of disabilities.
This document discusses racial discrimination and provides causes and solutions. It notes that racial discrimination causes violence, self-hatred through skin bleaching, and negative effects. Common causes include ignorance, lack of knowledge, fear, parents passing down ignorance, and wanting to feel superior. Solutions proposed are standing and thrusting collective power against racism, educating the ignorant, and judging people by character rather than skin color.
Colorblind' Admissions Proccess in Universities KristopherKeach
This document summarizes a thesis submitted by Kristopher Keach examining the 'colorblind' admissions process in universities. It discusses the legacy of slavery and discrimination against minorities in the US education system. It describes how affirmative action was implemented in the 1940s-1960s to address this, though it faced resistance and was dismantled in California. It argues that a truly colorblind admissions system is impossible, as factors like an applicant's name and address can reveal their race, and implicit biases cannot be avoided. Studies have shown affirmative action remains the most effective way to promote equal access to education following centuries of racial inequalities.
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.
The document discusses diversity and implicit bias. It summarizes key concepts from the U.S. Supreme Court case Regents of the University of California v. Bakke, which addressed affirmative action in university admissions. It also discusses the concepts of colorblindness versus color-consciousness and argues that colorblindness will not end racism while color-consciousness can foster appreciation of diversity. The document advocates for the approach of targeted universalism to pursue justice and benefit all.
The document provides instructions for a lesson on social studies. It begins with having students prepare their materials and discuss homework questions. It then defines social studies and explains how different social sciences can help make decisions as a television program director. Students assume roles and get advice from social scientist experts on potential television show topics. They reflect on cultural experiences and the reliability of sources. The lesson emphasizes how social studies integrates various disciplines to promote civic competence.
Racism and xenophobia against people of color has persisted for a long time and manifests in various forms of discrimination. People of color face prejudice and unequal treatment in areas like law enforcement, employment, housing, and the justice system. They are also subject to racism and xenophobia in domains like music, sports, and their daily lives. While discrimination causes harm, people of color have also responded with understandable hostility and wariness born from historical injustices. Overall, combating racism requires collective efforts like education, awareness, legal accountability, and solidarity against discrimination.
The document discusses discrimination in the workplace. It outlines several forms of discrimination including race, age, sex, disability, religion, national origin, and pay. The document also notes that while laws are in place to prevent discrimination, it still occurs subtly. Discrimination complaints remain common, with over 90,000 filed in 2016 alone according to the EEOC. The document recommends that businesses implement effective anti-discrimination policies, conduct regular trainings for employees, and promptly investigate any complaints to promote a positive work environment.
This document discusses various topics related to individuals and society, including research credibility, conflicts between individuals and society, decision-making, social norms, morality, literature addressing moral dilemmas, immigration throughout American history, and current debates around immigration policy. It provides discussion questions, reading assignments, and writing prompts on these topics. Students are instructed to work in small groups to discuss the material and complete assignments.
El documento describe los conceptos fundamentales de los datos, incluyendo caracteres, campos, registros, archivos y bases de datos. Explica que los caracteres son los elementos más básicos de datos y que los campos, registros y archivos se construyen a partir de estos. Indica que una base de datos consolida registros de archivos separados para proporcionar información a múltiples aplicaciones de manera independiente del hardware.
Este documento presenta una guía de inicio rápido para el uso de SugarSync. Explica cómo instalar la aplicación SugarSync en un ordenador, agregar carpetas para sincronizar, y acceder a archivos desde cualquier lugar usando el sitio web de SugarSync o aplicaciones móviles. Además, describe cómo compartir archivos con otros y acceder a versiones anteriores de archivos.
Este documento describe cómo implementar un punto de acceso inalámbrico con un portal cautivo utilizando un router Linksys WRT54G y el sistema operativo m0n0wall. Explica el hardware y software necesarios, cómo configurar las interfaces de red en m0n0wall, e ingresar a la interfaz webGUI de m0n0wall para completar la configuración. El objetivo final es proporcionar servicios avanzados como control de tráfico, firewall, NAT y un portal cautivo a través de un punto de acceso inalámbrico administrado.
Este documento trata sobre los derechos de autor. Explica que los derechos de autor protegen las obras literarias, artísticas y científicas de sus creadores. Además, describe los diferentes tipos de derechos de autor como los derechos morales, patrimoniales y conexos. También cubre temas como la piratería, las licencias obligatorias y quién puede reclamar los derechos de autor.
This document provides information about AAPNA's 2nd International Ayurveda Conference in 2010 being held in Miami, Florida from October 8-10. Special guests include Ricky Williams, former NFL running back, Dr. Raman Singh, Chief Minister of Chhattisgarh State in India, and Yogi Devkrsnananda Avadhooth. The conference coordinators from AAPNA include Dr. Shekhar Annambhotla, Dr. Pratibha Shah, and Dr. Zide Mooni. The conference aims to share knowledge of Ayurveda and integrative medicine.
Este documento presenta la Norma Técnica Sectorial Colombiana NTSH 004, la cual establece los requisitos para la atención del área de conserjería en establecimientos de alojamiento y hospedaje. La norma define los criterios de desempeño, requisitos de conocimiento, rangos de aplicación y requisitos de evidencia para ejecutar labores de apoyo al servicio de huéspedes y atender la entrega y recibo de habitaciones. La norma busca estandarizar las competencias laborales requeridas para el
Las estrategias de comunicación e interacción en ambientes de aprendizaje virtual incluyen tutorías docente-alumno para aclarar dudas, aprendizaje grupal mediante actividades planificadas con metas comunes, y simulaciones que recrean realidades para que los estudiantes las manipulen y descubran resultados. La retroalimentación entre docentes, alumnos y contenidos permite mejorar la comprensión.
El documento resume los principales componentes de una computadora, incluyendo la CPU, ALU, unidad de control, memoria RAM y ROM, puerto USB, placa madre y tarjetas de video y sonido. Explica brevemente las funciones de cada uno y cómo se usan en nuestro día a día a pesar de que parecen conceptos complejos a primera vista.
Este documento presenta un resumen de los contenidos del Curso de Formación en Tutoría Virtual de la 57a edición impartido por el Portal Educativo de las Américas. El resumen integra los cuatro elementos del modelo pedagógico abordado: los contenidos del curso, el procesamiento pedagógico, la tutoría virtual y el dispositivo tecnológico. El curso brindó materiales actualizados y relevantes para la formación de docentes con enfoque pedagógico. La tutora utilizó variadas estrategias como foros de
Este trabalho propõe criar uma biblioteca digital sobre educação a distância para o Núcleo de Estudos e Pesquisa em Competência Informacional para facilitar o acesso aos seus documentos. A pesquisa revisou literatura sobre digitalização, bibliotecas digitais e educação a distância e selecionou, digitalizou e disponibilizou documentos no site "Recursos Digitais em EaD".
Los estudiantes del quinto grado de la Escuela Pública de España celebraron el Día Internacional de las Poblaciones Indígenas recopilando cuentos, leyendas y mitos tradicionales nicaragüenses de sus familiares. Los estudiantes escribieron y dibujaron los relatos para luego contarlos a otros compañeros más jóvenes, y también los escribieron en un procesador de texto. Finalmente, reforzaron las leyendas contadas a través de videos.
Este documento describe diferentes tipos de puertos utilizados en computadoras para permitir la conexión y transmisión de datos entre dispositivos externos e internos. Define puertos como interfaces que permiten enviar y recibir diferentes tipos de datos, ya sean físicos o lógicos. Luego procede a explicar brevemente cada tipo de puerto mencionando sus características técnicas y funcionalidad.
M. marek dfms lp 70 main idea, paraphrasing, and summarizingMiriamRMarek
- The document provides information about an upcoming language arts class, including introducing the teacher, outlining the schedule, and describing learning objectives around determining main ideas, summarizing, and paraphrasing texts.
- Students are instructed to retrieve their library books and read extensively, and the schedule details upcoming lessons on data analysis, assessments, and practicing key comprehension skills.
- Vocabulary terms related to elections are defined to prepare for an upcoming quiz, and candidates in the 2012 presidential election are introduced.
Este documento proporciona recursos educativos en línea de Microsoft para docentes, incluyendo cursos de capacitación, guías y materiales de aprendizaje sobre varias aplicaciones de Office, Windows, diseño web y más, muchos disponibles en varios idiomas.
El documento describe las medidas de protección para trabajos en alturas, incluyendo líneas de vida horizontales y verticales. Las líneas de vida horizontales pueden ser fijas o provisionales, y deben instalarse entre puntos de anclaje con resistencia mínima de 5000 libras por persona. Las líneas de vida verticales protegen el ascenso y descenso de trabajadores, y pueden ser permanentes o portátiles, ancladas con resistencia mínima de 5000 libras e incluyendo posiblemente un sistema absorbedor de energía. Todas las líneas
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1) Discrimination based on race, ethnicity, or culture is still an issue, especially in smaller towns where differences may be viewed with more prejudice or fear of the unknown.
2) While different cultural groups can live together in harmony in large cities by clustering in neighborhoods, racism is more deeply rooted in some small southern towns in the US where racial minorities still face issues like stares and insults.
3) Overcoming discrimination requires recognizing that it stems from feelings of superiority and seeing others as different, but we are all human beings who should respect each other regardless of outward attributes.
The document discusses the concepts of race and ethnicity. It explains that race is a social construct based on physical characteristics like skin color or hair texture, as well as shared lineage. Ethnicity is also socially defined, involving concepts like majority-minority relations and racism. Race and ethnicity are unstable and shifting identities that have been defined differently over time, sometimes based on scientific beliefs about genetic differences between races. The document also discusses racism, ethnic conflicts, and the globalization of race and ethnicity.
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Racism : Racism And Racism
Copyright 2002 by Paul Kivel www.paulkivel.comThe Costs ofAlleneMcclendon878
Copyright 2002 by Paul Kivel www.paulkivel.com
The Costs of Racism to
White People1
by P a u l K i v e l
WE TEND TO THINK OF RACISM as a problem for people of color
and something we should be concerned about for their sake. It is
true that racism is devastating to them, and if we believe in justice,
equality, and equal opportunity for all, then we should be trying to
end it. As we saw in the last sections, racism does produce material
benefits for white people. However, the costs of racism to white
people are devastating, especially to those of us without the money
and power to buffer their effects. They are not the same costs as
the day-to-day violence, discrimination, and harassment that
people of color have to deal with. Nevertheless, they are significant
costs that we have been trained to ignore, deny, or rationalize
away. They are costs that other white people, particularly those
with wealth, make us pay in our daily lives. It is sobering for us as
white people to talk together about what it really costs to maintain
such a system of division and exploitation in our society. We may
even find it difficult to recognize some of the core costs of being
white in our society.
For example, one of the costs of assimilating into white
mainstream culture is that we are asked to leave behind the
languages, foods, music, games, rituals, and expressions that our
parents and/or grandparents used. We lose our own “white”
cultures and histories. Sometimes this loss leads us to romanticize
the richness of other cultures.
We have been given a distorted and inaccurate picture of history
and politics because the truth about racism has been excluded, the
contributions of people of color left out, and the role of white
people cleaned up and modified. We also lose the presence and
contributions of people of color to our neighborhoods, schools, and
relationships. We are given a false sense of superiority, a belief
that we should be in control and in authority, and that people of
color should be maids, servants, and gardeners and do the less
valued work of our society. Our experiences are distorted, limited,
and less rich the more they are exclusively or predominantly white.
1 Reprinted from Uprooting Racism: How White People Can Work for Racial Justice.
Copyright 2002 by Paul Kivel www.paulkivel.com
“The Costs of Racism to White People” page: 2
There are many ways that racism affects our interpersonal
relationships. We may have lost relationships with friends, family
members, and co-workers to disagreements, fights, and tension
over racism. At the same time we may have lost relationships with
people of color because the tensions of racism make those
relationships difficult to sustain.
Racism distorts our sense of danger and safety. We are taught to
live in fear of people of color. We are exploited economically by
the upper class and unable to fight or even see this exploitation
because we are taugh ...
Racial discrimination persists in the United States in the justice system and education. In the justice system, African Americans face discrimination through racial profiling and stereotyping as violent criminals. In education, racial discrimination creates unequal classrooms and disparities in life outcomes for minorities. While laws have sought to reduce discrimination, it remains tolerated through unconscious biases and is a challenge to overcome.
2. Today I am going to talk about Racism and its impact on our lives. First I want to discuss the
term itself, the connection between Human Rights and racism and what we can do against
racism. Later, towards the end I want to tell you about discrimination and harassment in the
USA and some facts about immigration and why people have racist prejudice.
The Oxford English Dictionary says, which is, at least in my opinion, the most reliable source
when it comes to definitions, that “the belief that all members of each race possess charac-
teristics, abilities, or qualities specific to that race , especially so as to distinguish it as inferior
or superior to another race or races” (OED online). This means, that each race has certain
characteristics so that we can distinguish from each other and lead us to judge whether one
is better or worse than the other.
The concept of racism has change over the years. Once, they demonised the blacks to
justify slavery. Then they demonised the coloureds to justify colonialism. Today, they de-
monise asylum seekers to justify the ways of globalism. But how can people judge?
Biologically speaking, there are no clear differences, and especially no significant dif-
ferences that matter. Recent research shows that 'race' is an imagined entity. 'Race' has no
biological basis. The word 'racism' is used to describe abusive or aggressive behaviour to-
wards members of a so-called 'inferior race'. Racism takes different forms in different coun-
tries -, according to history, culture and other social factors.
A relatively new form of racism, sometimes called 'ethnic or cultural differentiation', says
that all races or cultures are equal but they should not mix together to keep their originality.
There is no scientific proof of the existence of different races. Biology has only determined
one race: the human race.
Connections between some Human Rights and Racism
• All human beings are born free and equal in dignity and rights.
• Everyone is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, colour, sex, language, religion, political
or other opinion, national or social origin, property, birth or other status.
• Everyone has the right to life, liberty and security of person.
• Everyone has the right to a nationality.
• Everyone has the right to freedom of peaceful assembly and association.
• Men and women of full age, without any limitation due to race, nationality or reli-
gion, have the right to marry and to found a family.
3. What can you do against Racism?
All organisations, large and small, can contribute in their own way to the *Action Week,
which is in March every year. The European campaign aims to raise awareness in all relevant
areas of society.
Two main targets are the media and the general public.
Student organisations and teacher unions frequently take up the occasion of this week to or-
ganise special lessons, campus meetings, petitions, etc. Media may be inclined to work with
people to produce special issues, tv programs and radio shows. Especially community media
often get in contact with local organisations to produce special programs. Public debates,
round tables and conferences provide places for reflection and brainstorming.
People can take up the occasion of the 21th March International Day for the Elimination of
All Forms of Racial Discrimination to write petitions to politicians or publish media releases.
Many organisations publish their annual report during the Action Week. People can take this
week to show their anger. Removing graffiti and other visible actions can alert the public to
the existence of the Action Week. Activists will organise activities as for example "Sport
against Racism" and street theatre. *Action Week = event in the USA
Discrimination & Harassment (in the USA)
It is illegal under both Federal and State Law to discriminate in the "terms or conditions of
employment" on the basis of a person's race or color.
"Terms or conditions of employment" means just about anything relating to someone's job:
their position, pay, title, hours, vacations; everything is a term or condition of employment.
Whether or not a person is hired is also considered a term or condition of employment.
Race is generally defined as a person's ancestry or ethnic characteristics. Everyone is some
race or color. This means that it is illegal to discriminate against anyone, if the basis is their
race or color.
Racial discrimination of employees who have relationships with people of a particular race is
also prohibited. For instance, if an employer fired a white employee because she had black
friends, or was dating a black man, the white woman would have a discrimination suit,
whether or not the employer is prejudiced against whites.
It is also illegal to discriminate on the basis of "color". In one case, an employer hired a
"light-complexioned" black applicant with "Caucasian features" over another black applicant
who had a "dark complexion" and "Negroid features". This was also against the law, even
though in a strict sense one race wasn't being preferred over another.
There are two types of race discrimination in the workplace: "disparate treatment"
and "disparate impact".
"Harassment", standing alone, is not illegal. The harassment in the workplace must be based
on an illegal factor, like those listed above under "discrimination in the workplace." In other
words, the employer cannot harass the employee because of his race. But he can harass him
because he just doesn't like him.
4. If an employer treats an employee badly because of race, it is racial harassment. If it is be-
cause of sex or gender, it is sexual harassment, etc. But there is no law against general "har-
assment" or bad treatment of an employee.
Some Organisations which can help in these cases:
CARL = Campaign Against Racist Laws
CRE = Commission for Racial Equality
No one is illegal – Immigration in Countries
Immigrants face numerous criticisms and challenges; it is often difficult to get into another
nation as mentioned above. If one succeeds, then additional struggles are faced:
• Living in a new country can be daunting, especially when the cultural differences are
great.
• As a result it can be expected that an immigrant would try to maintain some semb-
lance of their own culture in their new country of stay.
• Or, due to fears of racism or due to the culture shock it would be expected that im-
migrant communities would form as a way to deal with this and as a means to help
each other through.
• By doing this, sometimes they face criticism of not integrating and of “sticking with
their own kind”;
• Yet, on the other hand, if they do integrate in some way, they face critique from cer-
tain types of environmentalists and others of contributing to environmental degrada-
tion by increasing their consumption to the high levels typical of the host nation.
Why do the People have Racism Prejudice?
Prejudice is an attitude, opinion, or feeling formed without prior knowledge, thought or
reason.
People are often afraid of something new or something they don’t know.
5. Some people want to come into power of somebody or rather put them down.
Nobody really knows why there is still racism, but a kindergarden teacher from Jever, who
works in the Christian church kindergarten, works with children every day and thinks that ra-
cism is acquired and comes from the adults.
In this kindergarten there are about 100 children and only seven of them are foreigners. The
kids play with each other and make no distinctions.
But when they want to meet out of the kindergarten their parents say that they don't want
them to play with foreigners because they are "filthy", would "steal" and were "Kanacken"
(swear word). The children do not understand them and so they say, "My parents say you
are a “Kanacke” (it is a swear word) and I'm not allowed to play with you." This hurts very
much.
When parents don't make any differences between foreign and their own children, the chil-
dren start asking about the colour of skins, the other language and so on at the age of five
years. Then the kindergarten teachers try to explain it to them.
On some days there are meetings for the children and parents, but the German parents do
not make a step forwards to the "foreigners" and the foreign adults are too afraid, because
they often don't speak German so well.
So there is no chance to get to know them better, to fight against prejudices.
Children are dependent on adults, because they learn everything from them.
Thus racism is acquired or passed on.
Many adults make distinctions between humans and I think that this is the biggest mistake.
We are just humans and only this. It wouldn't be so difficult to fight against racism if people
were more open, tolerant and made a step towards "foreigners", would try to know them
and then to form their own opinion. I think everybody has deserved a chance - not prejudice.
Words / 06.06.05 1/2
the origin Ursprung
the exploitation Ausbeutung
to condition bedingen
the imperative Befehl
to negotiate austragen
to demonise verteufeln
the exclusion Ausschluß
the rationale Grundprinzip
the guise Aufmachung
the xenophobia Fremdenangst
superior überlegen
the ancestry Abstammung
to distinguish unterscheiden
recent neuerlich
the entity Gebilde
inferior minderwertig
6. according to übereinstimmen mit
scientific wissenschaftlich
to determine entschliessen
particular bestimmt
persistent hartnäckig
the survey Studie
purely lediglich
underlying grundlegend
the conviction Überzeugung
to conduct leiten
the incident Ereignis
to entitle erlauben
the declaration Erklärung
the distinction Unterscheidung
the assembly Versammlung
the awareness Bewusstsein
the occasion Gelegenheit
the petition Petition
to incline neigen
the anger Zorn
visible sichtbar
the vacations Ferien
to consider berücksichtigen
particularly besonders
2/2
to prohibit verbieten
the suit Schutz
hired angestellt
the complexion Hautfarbe
disparate ungleich
the impact Auswirkung
the harassment Belästigung
to mention betreffen
additional zusätzlich
the struggle Kampf
to daunt einschüchtern
the semblance Anschein
due to auf Grund von
to stick (für etw.) haften
to contribute beitragen
the degradation Verminderung
the consumption Verbrauch
the host Gastgeber
prior vorherig
the distinction Unterscheidung
filthy schmutzig
to acquire aneignen, erwerben
to pass weitergeben
7. to deserve verdienen
Der Begriff entstand zu Beginn des 20.Jahrhunderts