RECOMMENDATIONS 6
Evidence-Based Recommendations
Evidence-Based Recommendations
Illegal immigration is one of the abused issues in the United States. The issue is of great concern as it not only changes the economic, cultural, but also the social aspect of the nation of concern. Immigration has been wrongly used in the political arenas as political leaders strive to throw their weight around while portraying their competitors how better they are. To the citizenry, immigrants increase competition in the already scarce employment opportunities. Immigrants cheaply provide easily accessible labor hence being preferred over the hosts of the country. On the other hand, they increase competition on available social amenities such as education and health care, hence at times referred to as a burden to the economy. People migrate while escaping wars and natural calamities such as hunger.
In contrast, others move illegally following societal ills such as human trafficking, where they end up in social evils such as prostitution. Whether migrating through the right or wrong channels, deportation has far-reaching effects, especially with the involvement of parents. Right measures should be implemented in dealing with the issue of deportation.
Granting amnesty is one of the options that could be explored in dealing with the deportation of parents. Amnesty entails the granting of a formal legal status to individuals with an illegal residence in a country and is awaiting deportation. The issue of amnesty among immigrants is received with mixed reactions. While some political leaders use the amnesty programs as a means of benefiting themselves, the citizens of the country view the move as a means of suppressing their access to resources. According to Levy (2010), people in support of an amnesty program among the illegal migrants view the deportation of illegal immigrants as being an impractical move. The deportation process is hectic for both the officials and the involved parties. Levy (2010) noted that the deportation process is time-consuming, requires a lot of effort, and is labor-intensive.
The country would have to incur additional costs in trying to correct a situation created by people who failed to take their jobs seriously. Also, it is not a guarantee that all illegal immigrants would be successfully deported as some may escape detection, which means that the government goes through all that trouble for nothing. Instead, the government should use the challenge of illegal immigrants to its advantage. Numerous low-skilled employment positions are unfilled because Americans cannot fill the positions, despite being crucial to the nation's economy. The country stands to benefit more with the illegal immigrants given amnesty as opposed to when there are deported. Levy (2010) added that the legalization of immigrants through ac.
Should Illegal Immigrants Be Legalized Essay
Illegal Immigration and the Economy Essay
Illegal Immigrants and Border Security Essay
Barriers To Illegal Immigrants
Illegal Immigrants : Illegal Immigration
Illegal Immigrants Treatment
Illegal Immigrants and Criminals
Illegal Immigrants Crossing The Border
Essay about Illegal Immigrants: Amnesty
Illegal Immigration Essay
Illegal Immigrants : Illegal Immigration
Essay On Illegal Immigrants A Burden To America
Illegal Immigrant Essay
What Is Illegal Immigration?
Essay On Illegal Immigrant
Arguments Against Illegal Immigration
Children Of Illegal Immigrants Essay
Illegal Immigration Essay
Pros and Cons of Immigration Essay
The Definition of Immigration Essay
Immigration Issues Essay
Migration Essay
Immigration in USA Essay
Immigration And Immigration
The Problem with Immigration Essay examples
Pros Of Immigration
Immigration and Its Benefits Essay
LATINO MYTHS 1 Xi Wang
LATINO MYTHS 2
Cover Letter
Dear Jenny,
In this submission, I am trying to use three shreds of evidence to demonstrate common myths used to describe Latino in America.
For this submission, I concentrated most of my efforts to provide facts that refute the myths. The shreds of evidence that disregard the myths include the fact that Latino pay taxes, they work, and are restricted from using government support.
What I struggled with most was trying to differentiate between points that refute Latino taking the American economy and being lazy due to their closeness. If I were given more time, I would work on establishing more evidence. I would use the provided resources to build the evidence and ensure that their arguments are clear.
I think the strongest parts of this submission was the ability to internalize the information on the course and being able to include the knowledge in the essay.
Sincerely,
Xi Wang
In America, all Latino are considered immigrants who moved into the country from other nationalities. Besides the myths on their homogeneity, natural existence, and ease of identification, which were all refutes, there are other myths as well. Another common myth about Latino is that Latino immigrants came to take the US economic system. Moreover, they are also considered lazy and living on government benefits. These myths are wrong because Latino enhance the growth of the economy through payment of taxes and working.
Additionally, they encourage productivity and increase investment. Latino immigrants are not eligible for programs. This paper discusses three pieces of evidence that aim at showing that the myths of Latino coming to take the economy of the US, being lazy, and depending on government benefits are wrong.
Latino Immigrants pay taxes
Despite the claim of Latino Immigrants hurting the US’ economy, they significantly take part in the growing of the economy. They buy local products and at the same time, promote job development through business. For instance, immigrants who engage in entrepreneurial activities in Della are quite over-represented. Immigrants own a third of the business operations in the city, thus playing a significant role in developing the economy of the town. They pay taxes like any other citizens, including the property tax even for those in rental houses (Lima, 2010, p.6). More than half of the undocumented immigrants have government income. They incur deduction in the form of Medicare taxes, and Social security from their paychecks. Annually, immigrants in America contribute a total of $90 to $140 billion as taxes. The government of the United States received approximately $11.64 billion as revenue from undocumented immigrants alone.
In Della, immigrants pay $1.9 billio ...
Running head UNDOCUMENTED IMMIGRANTS IN UNITED STATES .docxtoltonkendal
Running head: UNDOCUMENTED IMMIGRANTS IN UNITED STATES
1
UNDOCUMENTED IMMIGRANTS IN UNITED STATES
9
Undocumented Immigrants in United States
Hassan Almahdi
St. Mary’s University
Undocumented Immigrants in United States
Overview
Undocumented immigrants can be defined as those people who were not born in America and have no legal rights that allow them to live in America. Undocumented immigrants are also known as aliens but this is not a legal term and it is widely used among the Americans because of its abusive connotation. It is believed that there are more than 11 million people living in America as illegal or undocumented immigrants in United States and this number has stood steady in the last the last eight years consecutively (Massey & Gentsch, 2014). This has been credited on many things that include stability of the Mexican economy and the gradual economic gains of nations across the world that have witnessed a number of its citizens moving to America to seek employment. Other immigration experts attribute this to the recent signed immigration policy by the Trump administration in United States. This paper will look at some of the issues around immigration in America that impact undocumented immigrants.
Undocumented Immigrants
The report that was released this year on the number of undocumented immigrants in the United States has remained steady in the last seven years and it has stood at 11.3 million. One reason as to why the number of undocumented immigrants in America has been steady is because of the Mexican economy stability and the improved rules and regulations on immigration in America that have been passed in the last few years (Goldman et al., 2014). The number of undocumented immigrants is likely to go down further in the next few years given the deportation policy that has been passed into law by the Trump administration in the recent past. The policy though controversial has given the immigration department powers to identify any undocumented immigrant and depot them back to their countries. the united states federal government has maintained that the proposed wall on the Mexican American border remain the highest priority of the current administration and this will contribute to the reduction of undocumented immigrants in America (Jiang, 2017). Mexico has been the mother of countries that produce most of the undocumented in American but it reduced to just 49% in 2016 and they have dropped from 6.4 million in 2009 to 5.6 million in 2015. The number has been increasing due to instability among most countries and people have flown to America to seek refuge and asylum.
Rules, Regulation and Government Legislation
The major reason as to why there are more immigrants in United States in the rules and regulations that must be followed for one to be an American citizen and that allow the authorities to deport already undocumented immigrants ...
IMMIGRATION REFORM 2
IMMIGRATION REFORM2
Immigration Reform
Satyika Rayamajhi
West Coast University
PHIL341: Critical Reasoning
Professor: Michael Cook
Date: May 8
Abstract
The paper covers immigration reforms and the various aspect it brings to society. The argument that supports immigration and the benefits it brings to society is outlined in the paper also the counterarguments, the fallacies related to immigration, and the way people take these fallacies about immigration. The bias that is related to the cultural and social difference between natives and immigrants is also pointed out in the report. The rhetorical devices that are related to immigration have been used by our leaders to help us understand immigration from a different perspective.
Introduction
Immigration possesses an ongoing debate where people are concerned if immigration is beneficial or not to society. This paper will be examining the benefits and counterarguments concerning immigration. Immigration can be beneficial in society if it is well accepted within the different communities and ethnic groups in the country. These arguments about immigration have led to the change in policies regarding immigration making it difficult to gain access to certain countries. This is due to fear and the misunderstanding that is brought by people in society. The fallacies related to immigration are the various factors that will be discussed in this report.
Those in favor of immigration have the belief that immigration has enriched the culture of the host nation or society and has provided numerous benefits to the overall country. Immigration leads to cross-cultural integration this is through the increase of ethnic variety within a society. The increase in diversity helps in increasing and improving the society as well as improving learning in individuals (Richards, 2018). This also means there is an increase in skill development, this is where there is a learning opportunity for people to interact and get to understand the difference in how things are done in various cultures. This helps one adjust their ways of operation to be able to fit in the society. Immigration can be beneficial because there will be an improvement in tax payment within the country that will lead to an increase in wages increase.
Arguments and Counterarguments
Being controversial topic immigration has a conflicting opinions from various people across the global scale. People believe that immigration takes away or manipulates the original culture and tradition of a given society this is where the introduction of new ways and behaviors causes an unwanted change in the society that many people do not like. The perspective is that immigration brings a bad influence on society hence, traditions are forgotten and people follow new ways of life (Ma & Hofmann, 2019). Traditions have changed in marriage, technology, and many other aspects related to the mode of living in society. They argue that ...
Should Illegal Immigrants Be Legalized Essay
Illegal Immigration and the Economy Essay
Illegal Immigrants and Border Security Essay
Barriers To Illegal Immigrants
Illegal Immigrants : Illegal Immigration
Illegal Immigrants Treatment
Illegal Immigrants and Criminals
Illegal Immigrants Crossing The Border
Essay about Illegal Immigrants: Amnesty
Illegal Immigration Essay
Illegal Immigrants : Illegal Immigration
Essay On Illegal Immigrants A Burden To America
Illegal Immigrant Essay
What Is Illegal Immigration?
Essay On Illegal Immigrant
Arguments Against Illegal Immigration
Children Of Illegal Immigrants Essay
Illegal Immigration Essay
Pros and Cons of Immigration Essay
The Definition of Immigration Essay
Immigration Issues Essay
Migration Essay
Immigration in USA Essay
Immigration And Immigration
The Problem with Immigration Essay examples
Pros Of Immigration
Immigration and Its Benefits Essay
LATINO MYTHS 1 Xi Wang
LATINO MYTHS 2
Cover Letter
Dear Jenny,
In this submission, I am trying to use three shreds of evidence to demonstrate common myths used to describe Latino in America.
For this submission, I concentrated most of my efforts to provide facts that refute the myths. The shreds of evidence that disregard the myths include the fact that Latino pay taxes, they work, and are restricted from using government support.
What I struggled with most was trying to differentiate between points that refute Latino taking the American economy and being lazy due to their closeness. If I were given more time, I would work on establishing more evidence. I would use the provided resources to build the evidence and ensure that their arguments are clear.
I think the strongest parts of this submission was the ability to internalize the information on the course and being able to include the knowledge in the essay.
Sincerely,
Xi Wang
In America, all Latino are considered immigrants who moved into the country from other nationalities. Besides the myths on their homogeneity, natural existence, and ease of identification, which were all refutes, there are other myths as well. Another common myth about Latino is that Latino immigrants came to take the US economic system. Moreover, they are also considered lazy and living on government benefits. These myths are wrong because Latino enhance the growth of the economy through payment of taxes and working.
Additionally, they encourage productivity and increase investment. Latino immigrants are not eligible for programs. This paper discusses three pieces of evidence that aim at showing that the myths of Latino coming to take the economy of the US, being lazy, and depending on government benefits are wrong.
Latino Immigrants pay taxes
Despite the claim of Latino Immigrants hurting the US’ economy, they significantly take part in the growing of the economy. They buy local products and at the same time, promote job development through business. For instance, immigrants who engage in entrepreneurial activities in Della are quite over-represented. Immigrants own a third of the business operations in the city, thus playing a significant role in developing the economy of the town. They pay taxes like any other citizens, including the property tax even for those in rental houses (Lima, 2010, p.6). More than half of the undocumented immigrants have government income. They incur deduction in the form of Medicare taxes, and Social security from their paychecks. Annually, immigrants in America contribute a total of $90 to $140 billion as taxes. The government of the United States received approximately $11.64 billion as revenue from undocumented immigrants alone.
In Della, immigrants pay $1.9 billio ...
Running head UNDOCUMENTED IMMIGRANTS IN UNITED STATES .docxtoltonkendal
Running head: UNDOCUMENTED IMMIGRANTS IN UNITED STATES
1
UNDOCUMENTED IMMIGRANTS IN UNITED STATES
9
Undocumented Immigrants in United States
Hassan Almahdi
St. Mary’s University
Undocumented Immigrants in United States
Overview
Undocumented immigrants can be defined as those people who were not born in America and have no legal rights that allow them to live in America. Undocumented immigrants are also known as aliens but this is not a legal term and it is widely used among the Americans because of its abusive connotation. It is believed that there are more than 11 million people living in America as illegal or undocumented immigrants in United States and this number has stood steady in the last the last eight years consecutively (Massey & Gentsch, 2014). This has been credited on many things that include stability of the Mexican economy and the gradual economic gains of nations across the world that have witnessed a number of its citizens moving to America to seek employment. Other immigration experts attribute this to the recent signed immigration policy by the Trump administration in United States. This paper will look at some of the issues around immigration in America that impact undocumented immigrants.
Undocumented Immigrants
The report that was released this year on the number of undocumented immigrants in the United States has remained steady in the last seven years and it has stood at 11.3 million. One reason as to why the number of undocumented immigrants in America has been steady is because of the Mexican economy stability and the improved rules and regulations on immigration in America that have been passed in the last few years (Goldman et al., 2014). The number of undocumented immigrants is likely to go down further in the next few years given the deportation policy that has been passed into law by the Trump administration in the recent past. The policy though controversial has given the immigration department powers to identify any undocumented immigrant and depot them back to their countries. the united states federal government has maintained that the proposed wall on the Mexican American border remain the highest priority of the current administration and this will contribute to the reduction of undocumented immigrants in America (Jiang, 2017). Mexico has been the mother of countries that produce most of the undocumented in American but it reduced to just 49% in 2016 and they have dropped from 6.4 million in 2009 to 5.6 million in 2015. The number has been increasing due to instability among most countries and people have flown to America to seek refuge and asylum.
Rules, Regulation and Government Legislation
The major reason as to why there are more immigrants in United States in the rules and regulations that must be followed for one to be an American citizen and that allow the authorities to deport already undocumented immigrants ...
IMMIGRATION REFORM 2
IMMIGRATION REFORM2
Immigration Reform
Satyika Rayamajhi
West Coast University
PHIL341: Critical Reasoning
Professor: Michael Cook
Date: May 8
Abstract
The paper covers immigration reforms and the various aspect it brings to society. The argument that supports immigration and the benefits it brings to society is outlined in the paper also the counterarguments, the fallacies related to immigration, and the way people take these fallacies about immigration. The bias that is related to the cultural and social difference between natives and immigrants is also pointed out in the report. The rhetorical devices that are related to immigration have been used by our leaders to help us understand immigration from a different perspective.
Introduction
Immigration possesses an ongoing debate where people are concerned if immigration is beneficial or not to society. This paper will be examining the benefits and counterarguments concerning immigration. Immigration can be beneficial in society if it is well accepted within the different communities and ethnic groups in the country. These arguments about immigration have led to the change in policies regarding immigration making it difficult to gain access to certain countries. This is due to fear and the misunderstanding that is brought by people in society. The fallacies related to immigration are the various factors that will be discussed in this report.
Those in favor of immigration have the belief that immigration has enriched the culture of the host nation or society and has provided numerous benefits to the overall country. Immigration leads to cross-cultural integration this is through the increase of ethnic variety within a society. The increase in diversity helps in increasing and improving the society as well as improving learning in individuals (Richards, 2018). This also means there is an increase in skill development, this is where there is a learning opportunity for people to interact and get to understand the difference in how things are done in various cultures. This helps one adjust their ways of operation to be able to fit in the society. Immigration can be beneficial because there will be an improvement in tax payment within the country that will lead to an increase in wages increase.
Arguments and Counterarguments
Being controversial topic immigration has a conflicting opinions from various people across the global scale. People believe that immigration takes away or manipulates the original culture and tradition of a given society this is where the introduction of new ways and behaviors causes an unwanted change in the society that many people do not like. The perspective is that immigration brings a bad influence on society hence, traditions are forgotten and people follow new ways of life (Ma & Hofmann, 2019). Traditions have changed in marriage, technology, and many other aspects related to the mode of living in society. They argue that ...
Recognizing the fact usernames passwords are the weakest link in an.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
An Integrated Approach of Physical Biometric Authentication System
Objective
Per Fennelly (2017), every human being is created differently with physical and behavioral traits that are unique; and everyone’s fingerprints, iris, facial feature and body types are entirely different from one another. The effective and efficient use of biometric technology will play a key role in automating a new method of identifying living person based on individual physiological and behavioral characteristics. Protecting sensitive information from vulnerable access by unauthorized users is paramount in our digital world and attempting to identify and mitigating such operation is becoming very challenging and troubling to the entire human society.
Biometric authentication-based identity is playing a vital role in security operations. Traditional authentication approach used to identity logon, logout, username, passwords are no longer enough to battle the identity and security crisis. Physical Biometric processes often allow the authentication of an individual personal data to be stored in a document format for future references. The comparison is often used to determine whether the biometric characteristics of individual match the previously information recorded in the document. Physical biometric systems have proven to be very effective in verification and identification processes.
Physical biometric identification and recognition processes are classified in three groupings including acquisition, feature extraction and comparison. Traditionally, biometric characteristics are acquired through measurements, such as a camera, microphone, fingerprint scanner, gathering of specific characteristics and creation of digital representation, photograph, a voice recording and scanned fingerprint. Most naturally significant areas supporting physical biometric process include corners of the eyes, mouth, nose, chin and likely to be identified by human inspection and through an automated biometric process.
Biometric Access Control is a security system used to provides conditional access after scanning for unique physical characteristics including installing Biometric Access at ATM’s and other public facilities to safeguard financial data. Indeed, when faces, fingers, irises and veins are scanned such data are converted into digital format and a complex algorithm is used to make a match. Such physical biometric processes .
Recognizing Fallacies
Constructing sound arguments requires valid logic and reasoning. If your premises (reasoning) are incorrect they are considered to be “fallacies”. There are several different types of fallacies that exist. Once you recognize the fallacies you are more likely to avoid them in your reasoning.
(Hint: refer to textbook Chapter 11 for more information on fallacies.)
1.
Match
each fallacy with its definition in the chart below.
A. Begging the question
G. Appeal to fear
H. Questionable cause
B. Hasty generalization
C. False dilemma
I. Two wrongs make a right
D Slippery slope J. Misidentification of the cause
E. Appeal to authority
F. Bandwagon
___
.
Also known as circular reasoning because the reasoning assumes the conclusion is true.
___
.
Sometimes occurs due to “peer pressure” or groupthink phenomenon when you may be influenced to conform to the opinion of the group.
___
.
A causal situation where we are unsure of the actual root cause of the issue. It’s possible to ignore a possible cause or to incorrectly assume a common cause.
___
.
This argument states that the action (or conclusion) is a justified response to another wrong action (or conclusion).
___
.
This occurs when there is no real evidence for the argument. Superstitions are a good example of this.
___
.
The “either/or” fallacy – the argument presents only two extreme alternatives and does not allow for alternative options.
___
.
Indicates that one negative action will lead to another, and then another worse one, and so on and so forth all leading to a terrible end result
___
.
Basing a belief on a source or person who is not qualified to give an expert opinion on the subject.
___
.
The argument supports its conclusion not by evidence, but by demands or threats of punishment or misfortune.
___
.
A general conclusion is reached based on a very small sample, so the reasons provide weak support for the conclusion.
Deductive Argument
In a deductive argument, the premises (reasoning) provide such strong support for the conclusion that, if the premises are true, then it would be impossible for the conclusion to be false. Deductive arguments are VALID or INVALID.
EXAMPLE:
Valid
– All children are young.
Johnny is a child.
Therefore, Johnny is young.
Invalid – All children are young.
Johnny is a child.
Therefore, all children are Johnny.
Complete each deductive argument below with a valid conclusion.
2.
Premise 1: All humans are mortal.
Premise 2: I am human.
Conclusion: Therefore, I am _______________
3.
Premise 1: All birds have feathers.
Premise 2: Cardinals are birds.
Conclusion: Therefore, cardinals have _______________
4.
Premise 1: There is a party at work today.
Premise 2: Jimmy is sick and not at work today.
Con.
Recognizing Written ArgumentFor this weeks discussion, Id like.docxdanas19
Recognizing Written Argument
For this week's discussion, I'd like you to respond to ONE of the short articles that appear at the end of Chapter 3: Marybeth Gasman's "To Educate a Diverse Nation, Topple the Ivory Tower," (92-93), Randy Cohen's "When Texting is Wrong" (96-97), or "Flag Protection: A Brief History of Recent Supreme Court Decisions" (101-102) . After reading the articles, select one to analyze, focusing on a few (not all) of the following questions:
1) What is the main issue in the article? 2) What are the author's attitudes toward the subject at issue? 3) What supporting material favors the author's point of view? 4) What is the author's intention in this article? To explain? To convince? 5) What does the author hope you will conclude when you finish reading? 6) How does the author establish his or her authority? 7) What qualities make the article effective or ineffective as an argument? 8) What are your personal reactions to the essay? 9) How much common ground do you have with the author? 10) What do you like or dislike about it? Justify your answer with evidence from the article.
(page 92-93) ESSAY #2 TO EDUCATE A DIVERSE NATION, TOPPLE THE IVORY TOWER*
*“To Educate a Diverse Nation, Topple the Ivory Tower,” by Marybeth Gasman, from The Huffington Post, November 2, 2015. Reproduced by permission.
Marybeth Gasman
The author is a professor of education at the University of Pennsylvania’s Graduate School of Education and is also a regular contributor to The Huffington Post.
Visit a U.S. college campus today and you’ll see a more diverse student body than ever before. Over the last 30 years, the number of Hispanic students has risen five-fold, Asian and Pacific Islander enrollment has tripled, black enrollment has risen 150 percent and Native American enrollment has doubled.
But the graduation rate for minority students falls far below the nationwide average. Our colleges and universities are not succeeding at educating students with diverse backgrounds. In an increasingly competitive global economy, our country cannot afford this waste of time, money and talent.
There are solutions to this problem, but they’re found outside the ivory tower. Over the past three years, we visited a dozen minority-serving institutions or MSIs—from Paul Quinn, a historically black college in Dallas, to Salish Kootenai, a tribal college in Montana, and San Diego City College. We learned a number of lessons—all of which run counter to mainstream higher education thinking.
First and most important, these colleges acknowledge that traditionally underrepresented students face challenges that go far beyond paying tuition. These range from family obligations to fear and uncertainty about the meaning of college to “math shame” and speaking English as a second language. In response, the colleges have toppled the traditional hierarchies and responsibilities of faculty, staff, and students. Everyone is expected to understand the challenges.
Recognizing the fact usernames passwords are the weakest link in.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
.
Recognizing ArgumentsIn this assignment, you will apply key co.docxdanas19
Recognizing Arguments
In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as strict, loose, inductive, and deductive. You will then construct specific, original arguments.
There are
two
parts to the assignment. Complete both parts.
Part 1
1a: Identify Components of Arguments
Identify the component parts of the argument, premises and conclusion, for the following passages. Where applicable, highlight key words or phrases that identify a claim as a premise or a conclusion.
Refer to the following example:
“All men are mortal. Socrates is a man. Therefore, Socrates is mortal.”
All men are mortal.
Premise
Socrates is a man.
Premise
Therefore
, Socrates is mortal.
Conclusion
“Therefore” is a key word indicating the claim is the conclusion.
1.
Sue is pregnant and will give birth to one child. We know already this child has no genetic anomalies. If Sue’s baby is a boy, he will be named Mark. If Sue’s baby is a girl, she will be named Margaret. Sue will have either a boy or a girl. So we know Sue’s baby will be named Mark or Margaret.
2.
If the library has
The
Lord of the Rings,
you won’t find it on the first floor. This is because all fantasy novels are fiction and all works of fiction are housed on the second floor of the library. Of course, I am assuming that all the books are properly shelved at this time.
3.
“After a year, brain scans showed that among the walkers, the hippocampus had increased in volume by about 2 percent on average; in the others, it had declined by about 1.4 percent. Since such a decline is normal in older adults, ’a 2 percent increase is fairly significant,’ said the lead author, Kirk Erickson, a psychologist at the University of Pittsburgh. Both groups also improved on a test of spatial memory, but the walkers improved more. While it is hard to generalize from this study to other populations, the researchers were delighted to learn that the hippocampus might expand with exercise” (Span, 2011).
Reference
Span, P. (2011, February 7). Fitness: A walk to remember? Study says yes.
The New York Times
. Retrieved from
http://www.nytimes.com/2011/02/08/health/research/08fitness.html?src=me&ref=general
1b: Identify Arguments as Strict or Loose
Identify the arguments as strict or loose for the following passages:
1.
I was late for class because my car ran out of gas and I could not find a gas station.
2.
It’s a good idea to drink more cranberry juice. It’s a good source of vitamin C and they say it helps keep the kidneys healthy.
3.
“Researchers from the National Institutes of Health have found that less than an hour of cell phone use can speed up brain activity in the area closest to the phone antenna, raising new questions about the health effects of low levels of radiation emitted from cell phones.
Recognition, Reification, and Practices of ForgettingEthica.docxdanas19
Recognition, Reification, and Practices of Forgetting:
Ethical Implications of Human Resource Management
Gazi Islam
Received: 3 June 2011 / Accepted: 28 July 2012 / Published online: 17 August 2012
� Springer Science+Business Media B.V. 2012
Abstract This article examines the ethical framing of
employment in contemporary human resource management
(HRM). Using Axel Honneth’s theory of recognition and
classical critical notions of reification, I contrast recogni-
tion and reifying stances on labor. The recognition
approach embeds work in its emotive and social particu-
larity, positively affirming the basic dignity of social
actors. Reifying views, by contrast, exhibit a forgetfulness
of recognition, removing action from its existential and
social moorings, and imagining workers as bundles of
discrete resources or capacities. After discussing why
reification is a problem, I stress that recognition and reifi-
cation embody different ethical standpoints with regards to
organizational practices. Thus, I argue paradoxically that
many current HRM best practices can be maintained while
cultivating an attitude of recognition. If reification is a type
of forgetting, cultivating a recognition attitude involves
processes of ‘‘remembering’’ to foster work relations that
reinforce employee dignity.
Keywords Human resources � Recognition � Dignity �
Frankfurt School � Critical theory � Reification
Introduction
The rapid growth of Human Resource Management (HRM)
has involved attempts to frame HRM’s role in under-
standing the human consequences of the contemporary
world of work (Heery 2008). Such attempts have generated
discussions around the ethics of HRM (Pinnington et al.
2007), varying from principled and ‘‘purist’’ perspectives
drawn from moral theory and philosophy (Rowan 2000) to
more ‘‘user-friendly’’ approaches that mix ethical-theoret-
ical foundations and formulate managerial guidelines for
practice (Winstanley and Woodall 2000; Heery 2008).
More recent approaches to HRM have begun to emerge
from critical theory, focusing on ideological and exploit-
ative aspects of HRM, and challenging mainstream
approaches to ethics by combining a practice-based
approach with a critical lens (Greenwood 2002).
The growing importance of critical ethical approaches
brings with it an increased focus on ‘‘macro’’ critiques of
HRM (Townley 1993; Islam and Zyphur 2008), calling into
question the ethical grounding of the field in general
(Greenwood 2002). While traditional views frame human
resources as costs to be minimized or resources to be
deployed strategically, critical ethical views highlight the
potentially problematic idea of ‘‘using’’ people (Green-
wood 2002), inherent in such framings. In Simon’s (1951)
seminal work, the employee is defined as one who ‘‘permits
his behavior to be guided by a decision reached by another,
irrespective of his own judgment as to the merits of that
decision’’ (p. 21), a characte.
Recipe Format for Café Laura (and HM courses)Header Information.docxdanas19
Recipe Format for Café Laura (and HM courses)
Header Information:
Name of Recipe and Author – recipe name should have enough detail to clearly describe the item in simple terms.
Yield Information - # of Portions (how many people this will serve), Recipe Yield (total volume or weight of the recipe), Portion Size (how much each person will be served), any special notes in “yield description” box. Portion size needs to be specifically detailed so employee would know the exact portion size of all parts of the recipe that will be served. Eg. Turkey = 4 oz, Gravy = ¼ cup NOTE: “1 ea.” typically does not work.
Mise En Place:
Small Equipment: Small equipment and tools for preparation and serving, measuring tools, all holding pans or containers, serving utensils, and dishes, etc. This is listed in the Mise en Place section (Excel) or “author notes” after the Plate and Garnish stage in CulinarE Companion - CEC)
Ingredients: Ingredient mise en place: EP amounts of ingredients, clearly described, listed in order of use in Ingredient Section (Excel) or under Preparation Stage (CEC), with specific preparation instructions for each ingredient. Eg. Red Bell Pepper, fresh, medium dice or Black Pepper, course grind
List all with EP amounts – this is a measure that would be exactly the same every time you make the recipe! Don’t forget the garnish! CEC - you must choose ingredients from the pop-up menus…you can’t just type the ingredient name in the box. Additional detailed ingredient information and simple or minor ingredient preparation can be given in the “preparation” space to the right of each ingredient. Eg. Fresh, Canned, Frozen, Peeled and ½” dice, lightly beaten, brunoise, julienne, or other information specific to just the ingredient.
Procedures:
Preparation (Title of First Stage):
Procedures are consecutively numbered steps to be implemented in the preparation of the recipe up until service time. Think: Anything that you can do ahead of time that doesn’t negatively affect the quality of the end product!
These steps typically should NOT include ingredient amounts, except for batch amounts, if needed. Remember steps include – doing something to ingredient(s), putting in a specific pan or container that will be stored or go to the line, and instructions for taking to a specific location in the kitchen (Café Laura in this case.) Don’t forget CCPs and limits. Also remember any pre-heating of equipment or heating/chilling plates, etc. needs to go in this section if it hasn’t already been detailed under mise en place.
If you find a specific procedure is too complicated to explain in words you can use something like “see kitchen manager for demonstration”, but then be prepared to demonstrate! You can also use sub-stages if necessary for more complicated preps.
Line Prep/Service (Title of a Stage):
This is what is happening during the hours Café Laura is open for service! This section has instructions for batch amounts/instructions fo.
Recently, several flyers were found near the campus of the Universit.docxdanas19
Recently, several flyers were found near the campus of the University of Colorado Denver advertising a coming "Unite the Right" rally in downtown Denver. Organizers were in the process of filing permits to hold the rally in City Park. The mayor's office responded that the organizers' First Amendment rights would be protected but that violence and/or property destruction would not be tolerated. Recognizing that this is a delicate situation, the mayor's office has called on you to find a way to resolve this situation, and, if possible, to de-escalate tensions before the event even begins.
Your task, for this assignment, is to work in one of three teams representing three groups identified in the
Group Violence Intervention document from the National Network for Safe Communities
. The three groups are: the Law Enforcement Representatives, the Social Service Representatives, and Community Moral Voices. You must work on how best to resolve the situation described above.
Questions to answer: 3 pages
How will your group interact with the organizers and/or attendees of the event?
How will your group interact with any counter-protestors at the event?
For the above two questions, also consider any communication you might have with those groups either before or after the event.
.
Recently, Kathy Smith, a project manager for a large industrial cons.docxdanas19
Recently, Kathy Smith, a project manager for a large industrial construction organization, was assigned to oversee a multimillion-dollar chemical plant construction project in Southeast Asia. Kathy had earned this assignment after completing a number of smaller construction assignments in North America over the past three years. This was her first overseas assignment and she was eager to make a good impression, particularly given the size and scope of the project. Successfully completing this project would increase her visibility within the organization dramatically and earmark her as a candidate for upper management. Kathy had good project management skills; in particular, she was organized and highly self-motivated. Team members at her last two project assignments used to joke that just trying to keep up with her was a full-time job. Kathy wasted no time settling in to oversee the development of the chemical plant. Operating under her normal work approach, Kathy routinely required her staff and the senior members of the project team to work long hours, ignoring weekend breaks if important milestones were coming up, and generally adopting a round the-clock work approach for the project. Unfortunately, in expecting her team, made up of local
residents, to change their work habits to accommodate her expectations, Kathy completely misread the individuals
on her team. They bitterly resented her overbearing style, unwillingness to consult them on key
questions, and aloof nature. Rather than directly confront her, however, team members began a campaign
of passive resistance to her leadership. They would purposely drag their feet on important assignments
or cite insurmountable problems when none, in fact, existed. Kathy’s standard response was to push herself
and her project team harder, barraging subordinates with increasingly urgent communications demanding
faster performance. To her bewilderment, nothing seemed to work. The project quickly became bogged down due
to poor team performance and ended up costing the project organization large penalties for late delivery.
Although Kathy had many traits that worked in her favor, she was seriously lacking in the ability to recognize
the feelings and expectations of others and take them into consideration.
Questions
1. Discuss how Kathy lacked sufficient emotional
intelligence to be effective in her new project
manager assignment.
2. Of the various dimensions of emotional intelligence,
which dimension(s) did she appear to lack
most? What evidence can you cite to support this
contention?
This assignment involves that the student read the case study and answer all questions at the end of the case study in a
4-5 page paper
. Your answers must include substantial support from at least two (2) scholarly journal articles on project management.
Should be written in should be in APA formatting (title page, reference page, NO abstract page, in-text citations, running head, page numbers, Ti.
Recently your facility has had patient complaints about staff posing.docxdanas19
Recently your facility has had patient complaints about staff posing with patents and posting these pictures on social media. You have also noticed many staff members "friending" patients and/or their families.
Your facility has decided to form a social media policy committee to consider establishing policy about the use of social media by staff at your facility.
***Write a policy that covers the following areas. (and the file that I uploaded)***
1. Is posting on social media a violation of any Federal or State Law? Be sure to cite appropriate law in your policy
2. Do you think your facility needs a social media policy?
3. What departments should be included on the social media policy committee?
4. Are there any hospital departments or staff that should be excluded on the social media policy committee?
5. How will you present this new policy to new employees? Existing employees?
6. How will you address social media as an organization? Who will have ownership of this policy?
7. How will you address staff who wish to express their opinions or views about health care issues on social media.
Use correct policy format to include:
Title
Date
Affected
Content
Procedure as applicable
Signature page
.
Recently, I built a floating bed frame for my room. I watched a qu.docxdanas19
Recently, I built a "floating" bed frame for my room. I watched a quick YouTube video and jotted down the dimensions of the bed, the materials I needed, and a mini blue print for how it was going to end up. My notes allowed for me to get everything I needed in one shot at the hardware store and instead of referring back to the video I could just look at my notes. While assembling, I was able to remind myself how certain things went together by looking at my notes allowing for me to complete the bed frame quickly and in an enjoyable way.
While looking at the rubric, I found that the 4 points on the project addressing the course outcomes is most important. it allows for me to understand the main points of the projects before doing it. Also, I believe these will be helpful notes when doing the project to keep me on track of the topic.
Actively listening is something that will be critical while pursuing a business administration degree. It is something that I struggle with and need to work on. I am a visual learner by all means and have trouble actually listening to people when they talk. In the business world, being able to converse and hear others ideas and thoughts is paramount.
.
Recently, a US Circuit Court upheld the enforceability of Website .docxdanas19
Recently, a
US Circuit Court upheld the enforceability of Website Terms of Service (ToS)
, even though the user did not have to click-through to agree.
Identify one positive and one negative implication of this finding.
What terms do you believe are ethically appropriate for such agreements? Explain your position.
.
Recently police departments across the nation has been accused o.docxdanas19
Recently police departments across the nation has been accused on targeting and murdering innocent black men. These departments are now in a position to have to rebuild their reputations. Your job is to analyze this situation and determine ways for them to establish their credibility Use the EBSCO and the INTERNET to locate material on this company. Make sure you integrate the text material.
1) Identify the specific problems the organization faces: support this material with research.
2) What should management’s role be? Relate this section specifically to the text material and apply that material.
3) Determine who their audiences are and what they need to say to each of them.
4) What media should use to get this message across? Be specific.
5) How will the organization evaluate the success of their public relations?
Remember that the point of this assignment is to demonstrate that you understand and can apply the text material. Please write out the questions and then answer them individually. Use the APA method of documentation.
.
Recently Capital One experienced scandal1. Understand what.docxdanas19
Recently Capital One experienced scandal:
1. Understand what happened at
Capital One
– What risks were impacted
2. Understand the
redflags/signs/indications
in this case
3. What did Capital One
fail to do
4. What
could Capital One have done better to protect itself
.
Please prepare
a 10-minute presentation on this topic
.
.
Recall a time when you received bad news, either in your academic or.docxdanas19
Recall a time when you received bad news, either in your academic or professional experience, which was not delivered in a very tactful manner. Or, recall a time when you delivered bad news, which you might have delivered in a more sensitive way. What were the circumstances of the event? What bad news buffering strategies could have lightened the blow of the bad news you received, or, how might you have better buffered the bad news you delivered? Finally, comment on why you think it is important to be sensitive when delivering bad news within organizations and to other organizations? Obviously, there are individual’s feelings to consider, but what are some other important considerations?
.
Recent genetics research on leadership by Dr. Richard Avey suggests .docxdanas19
Recent genetics research on leadership by Dr. Richard Avey suggests about 30% of leadership is born (genetic), 30% is made in the formative years (young in life), and about 30% of leadership is "made" throughout one's life. A quote by Warren Bennis informs this discussion when he said "more leaders have been made by accident, circumstance, sheer grit, or will than have been made by all the leadership courses put together." Do you agree or disagree with this statement, and why? If you agree, how would you design a leadership course differently?
.
Receiving funding from a grant or other source of funds is a great a.docxdanas19
Receiving funding from a grant or other source of funds is a great accomplishment. Once the funding is received, the human services organization must be able to manage the funds effectively. The organization must also develop a plan to sustain the program after the funding period ends or the potential for change from the funded program may be limited.
For this Discussion, review the budget provided in the grant proposal that you discussed in Discussion 1 of this Week. Consider how you would prioritize budgetary needs and fundraise to continue covering costs of this program after the grant period has ended.
By Day 4
Post
a brief description of the budget presented in the grant proposal you selected. Describe how you might alter the budget after the grant ended or which budget items you would prioritize as you sought additional funding to continue the program. Explain why you would make these changes or prioritize specific budget items. Finally, explain how you would fundraise to meet the budget priorities.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Lauffer, A. (2011).
Understanding your social agency
(3rd ed.). Washington, DC: Sage.
Chapter 9, “Fundraising and Development” (pp. 285–320)
Bowman, W. (2011). Financial capacity and sustainability of ordinary nonprofits.
Nonprofit Management & Leadership
,
22
(1), 37–51.
LeRoux, K. (2009). Managing stakeholder demands: Balancing responsiveness to clients and funding agents in nonprofit social service organizations.
Administration & Society, 41
(2), 158–184.
Barasa, E. W., Cleary, S., Molyneux, S., & English, M. (2017). Setting healthcare priorities: a description and evaluation of the budgeting and planning process in county hospitals in Kenya.
Health policy and planning, 32
(3), 329-337.
Nelson, D., & Ruffalo, L. (2017). Grant writing: Moving from generating ideas to applying to grants that matter.
The International Journal of Psychiatry in Medicine, 52
(3), 236-244.
Foundation Center. (2018). GrantSpace: Sample documents. Retrieved from https://grantspace.org/resources/sample-documents/
Note:
You will need to create a log-in to the website to access and download the documents. This is a free service.
Required Media
Foundation Center. (2015, September 10).
Introduction to project budgets
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-project-budgets/
Foundation Center. (2015, April 21).
Introduction to proposal writing
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-proposal-writing-3/
Foundation Center. (2015, September 10).
Introduction to fundraising planning
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-fundraising-planning/
Optional Resources
Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA). (2012). Retrieved from http://www.arnova.org/
Wald.
Recall that the goal of the Kyoto Protocol was to cut developed co.docxdanas19
Recall that the goal of the Kyoto Protocol was to cut developed countries’ carbon dioxide emission to about 5% to 7% below 1990 levels by 2012. This was a crucial first goal, but the IPCC is calling for carbon dioxide emissions in 2050 to be 60%less than the carbon dioxide emission in 1990.
Many countries were previously condemning the United States because the Bush administration and Congress refused to ratify the Kyoto Protocol. Although the U.S. population in 2010 was only 5% of the world population, 18% of world carbon dioxide emissions that year was produced by the United States (see Table 3). The Obama administration has taken a very different path, assumed responsibility, and took numerous actions that led to a significant decrease of the CO2 emission in the US. This course again changed dramatically by the Trump administration.
Critics of the Kyoto Protocol say that a fairer pact would be for all countries to commit to the same level of carbon dioxide emission per person. Recommendations are by 0.9 metric ton per person in 2050. Average annual carbon dioxide emission in 2010 for developing countries was 2.7 metric ton per person, which is 3 times the IPCC’s recommendation. However, the average annual carbon dioxide emission for developed countries was 10.2 metric tons per person, for US 18 (!) metric tons per person, far above IPCC’s recommendation (see Table 4). GNP, the gross national product, is a measure of a country’s economic strength.
With annual carbon dioxide emissions of 18.1 metric tons per person in 2010, the United States would have to reduce emissions by 95% to meet the standard of 0.9 metric ton per person. This means that Americans would be allowed to emit only 5% of the carbon dioxide that they are currently emitting. Imagine driving your car, heating and cooling your home, using your appliances, using your computer, using your lights, and watching TV only 5% (one-twentieth) of the time that you currently do.
Table 3 Table 4
United States and World Population GNP Ranks and Per-Person Carbon Dioxide Emissions
In the strongest action ever taken in the United States to combat climate change, in August 2015 President Obama unveiled a set of environmental actions devised to sharply cut planet-warming greenhouse gas emissions from the nation’s power plants and ultimately transform America’s electricity industry. These new rules alone will not be enough to shave off that future described above. But experts say that if the rules are combined with similar action from the world’s other major economies, as well as additional action by the future administrations, emissions could level off enough to prevent the worst effects of climate change.
The main argument against stronger actions was that the economy would suffer. Many arguments however show that it is possible for emissions to be significantly reduced without harming a country’s economy. Switzerland, Denmark, J.
Recognizing the fact usernames passwords are the weakest link in an.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
An Integrated Approach of Physical Biometric Authentication System
Objective
Per Fennelly (2017), every human being is created differently with physical and behavioral traits that are unique; and everyone’s fingerprints, iris, facial feature and body types are entirely different from one another. The effective and efficient use of biometric technology will play a key role in automating a new method of identifying living person based on individual physiological and behavioral characteristics. Protecting sensitive information from vulnerable access by unauthorized users is paramount in our digital world and attempting to identify and mitigating such operation is becoming very challenging and troubling to the entire human society.
Biometric authentication-based identity is playing a vital role in security operations. Traditional authentication approach used to identity logon, logout, username, passwords are no longer enough to battle the identity and security crisis. Physical Biometric processes often allow the authentication of an individual personal data to be stored in a document format for future references. The comparison is often used to determine whether the biometric characteristics of individual match the previously information recorded in the document. Physical biometric systems have proven to be very effective in verification and identification processes.
Physical biometric identification and recognition processes are classified in three groupings including acquisition, feature extraction and comparison. Traditionally, biometric characteristics are acquired through measurements, such as a camera, microphone, fingerprint scanner, gathering of specific characteristics and creation of digital representation, photograph, a voice recording and scanned fingerprint. Most naturally significant areas supporting physical biometric process include corners of the eyes, mouth, nose, chin and likely to be identified by human inspection and through an automated biometric process.
Biometric Access Control is a security system used to provides conditional access after scanning for unique physical characteristics including installing Biometric Access at ATM’s and other public facilities to safeguard financial data. Indeed, when faces, fingers, irises and veins are scanned such data are converted into digital format and a complex algorithm is used to make a match. Such physical biometric processes .
Recognizing Fallacies
Constructing sound arguments requires valid logic and reasoning. If your premises (reasoning) are incorrect they are considered to be “fallacies”. There are several different types of fallacies that exist. Once you recognize the fallacies you are more likely to avoid them in your reasoning.
(Hint: refer to textbook Chapter 11 for more information on fallacies.)
1.
Match
each fallacy with its definition in the chart below.
A. Begging the question
G. Appeal to fear
H. Questionable cause
B. Hasty generalization
C. False dilemma
I. Two wrongs make a right
D Slippery slope J. Misidentification of the cause
E. Appeal to authority
F. Bandwagon
___
.
Also known as circular reasoning because the reasoning assumes the conclusion is true.
___
.
Sometimes occurs due to “peer pressure” or groupthink phenomenon when you may be influenced to conform to the opinion of the group.
___
.
A causal situation where we are unsure of the actual root cause of the issue. It’s possible to ignore a possible cause or to incorrectly assume a common cause.
___
.
This argument states that the action (or conclusion) is a justified response to another wrong action (or conclusion).
___
.
This occurs when there is no real evidence for the argument. Superstitions are a good example of this.
___
.
The “either/or” fallacy – the argument presents only two extreme alternatives and does not allow for alternative options.
___
.
Indicates that one negative action will lead to another, and then another worse one, and so on and so forth all leading to a terrible end result
___
.
Basing a belief on a source or person who is not qualified to give an expert opinion on the subject.
___
.
The argument supports its conclusion not by evidence, but by demands or threats of punishment or misfortune.
___
.
A general conclusion is reached based on a very small sample, so the reasons provide weak support for the conclusion.
Deductive Argument
In a deductive argument, the premises (reasoning) provide such strong support for the conclusion that, if the premises are true, then it would be impossible for the conclusion to be false. Deductive arguments are VALID or INVALID.
EXAMPLE:
Valid
– All children are young.
Johnny is a child.
Therefore, Johnny is young.
Invalid – All children are young.
Johnny is a child.
Therefore, all children are Johnny.
Complete each deductive argument below with a valid conclusion.
2.
Premise 1: All humans are mortal.
Premise 2: I am human.
Conclusion: Therefore, I am _______________
3.
Premise 1: All birds have feathers.
Premise 2: Cardinals are birds.
Conclusion: Therefore, cardinals have _______________
4.
Premise 1: There is a party at work today.
Premise 2: Jimmy is sick and not at work today.
Con.
Recognizing Written ArgumentFor this weeks discussion, Id like.docxdanas19
Recognizing Written Argument
For this week's discussion, I'd like you to respond to ONE of the short articles that appear at the end of Chapter 3: Marybeth Gasman's "To Educate a Diverse Nation, Topple the Ivory Tower," (92-93), Randy Cohen's "When Texting is Wrong" (96-97), or "Flag Protection: A Brief History of Recent Supreme Court Decisions" (101-102) . After reading the articles, select one to analyze, focusing on a few (not all) of the following questions:
1) What is the main issue in the article? 2) What are the author's attitudes toward the subject at issue? 3) What supporting material favors the author's point of view? 4) What is the author's intention in this article? To explain? To convince? 5) What does the author hope you will conclude when you finish reading? 6) How does the author establish his or her authority? 7) What qualities make the article effective or ineffective as an argument? 8) What are your personal reactions to the essay? 9) How much common ground do you have with the author? 10) What do you like or dislike about it? Justify your answer with evidence from the article.
(page 92-93) ESSAY #2 TO EDUCATE A DIVERSE NATION, TOPPLE THE IVORY TOWER*
*“To Educate a Diverse Nation, Topple the Ivory Tower,” by Marybeth Gasman, from The Huffington Post, November 2, 2015. Reproduced by permission.
Marybeth Gasman
The author is a professor of education at the University of Pennsylvania’s Graduate School of Education and is also a regular contributor to The Huffington Post.
Visit a U.S. college campus today and you’ll see a more diverse student body than ever before. Over the last 30 years, the number of Hispanic students has risen five-fold, Asian and Pacific Islander enrollment has tripled, black enrollment has risen 150 percent and Native American enrollment has doubled.
But the graduation rate for minority students falls far below the nationwide average. Our colleges and universities are not succeeding at educating students with diverse backgrounds. In an increasingly competitive global economy, our country cannot afford this waste of time, money and talent.
There are solutions to this problem, but they’re found outside the ivory tower. Over the past three years, we visited a dozen minority-serving institutions or MSIs—from Paul Quinn, a historically black college in Dallas, to Salish Kootenai, a tribal college in Montana, and San Diego City College. We learned a number of lessons—all of which run counter to mainstream higher education thinking.
First and most important, these colleges acknowledge that traditionally underrepresented students face challenges that go far beyond paying tuition. These range from family obligations to fear and uncertainty about the meaning of college to “math shame” and speaking English as a second language. In response, the colleges have toppled the traditional hierarchies and responsibilities of faculty, staff, and students. Everyone is expected to understand the challenges.
Recognizing the fact usernames passwords are the weakest link in.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
.
Recognizing ArgumentsIn this assignment, you will apply key co.docxdanas19
Recognizing Arguments
In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as strict, loose, inductive, and deductive. You will then construct specific, original arguments.
There are
two
parts to the assignment. Complete both parts.
Part 1
1a: Identify Components of Arguments
Identify the component parts of the argument, premises and conclusion, for the following passages. Where applicable, highlight key words or phrases that identify a claim as a premise or a conclusion.
Refer to the following example:
“All men are mortal. Socrates is a man. Therefore, Socrates is mortal.”
All men are mortal.
Premise
Socrates is a man.
Premise
Therefore
, Socrates is mortal.
Conclusion
“Therefore” is a key word indicating the claim is the conclusion.
1.
Sue is pregnant and will give birth to one child. We know already this child has no genetic anomalies. If Sue’s baby is a boy, he will be named Mark. If Sue’s baby is a girl, she will be named Margaret. Sue will have either a boy or a girl. So we know Sue’s baby will be named Mark or Margaret.
2.
If the library has
The
Lord of the Rings,
you won’t find it on the first floor. This is because all fantasy novels are fiction and all works of fiction are housed on the second floor of the library. Of course, I am assuming that all the books are properly shelved at this time.
3.
“After a year, brain scans showed that among the walkers, the hippocampus had increased in volume by about 2 percent on average; in the others, it had declined by about 1.4 percent. Since such a decline is normal in older adults, ’a 2 percent increase is fairly significant,’ said the lead author, Kirk Erickson, a psychologist at the University of Pittsburgh. Both groups also improved on a test of spatial memory, but the walkers improved more. While it is hard to generalize from this study to other populations, the researchers were delighted to learn that the hippocampus might expand with exercise” (Span, 2011).
Reference
Span, P. (2011, February 7). Fitness: A walk to remember? Study says yes.
The New York Times
. Retrieved from
http://www.nytimes.com/2011/02/08/health/research/08fitness.html?src=me&ref=general
1b: Identify Arguments as Strict or Loose
Identify the arguments as strict or loose for the following passages:
1.
I was late for class because my car ran out of gas and I could not find a gas station.
2.
It’s a good idea to drink more cranberry juice. It’s a good source of vitamin C and they say it helps keep the kidneys healthy.
3.
“Researchers from the National Institutes of Health have found that less than an hour of cell phone use can speed up brain activity in the area closest to the phone antenna, raising new questions about the health effects of low levels of radiation emitted from cell phones.
Recognition, Reification, and Practices of ForgettingEthica.docxdanas19
Recognition, Reification, and Practices of Forgetting:
Ethical Implications of Human Resource Management
Gazi Islam
Received: 3 June 2011 / Accepted: 28 July 2012 / Published online: 17 August 2012
� Springer Science+Business Media B.V. 2012
Abstract This article examines the ethical framing of
employment in contemporary human resource management
(HRM). Using Axel Honneth’s theory of recognition and
classical critical notions of reification, I contrast recogni-
tion and reifying stances on labor. The recognition
approach embeds work in its emotive and social particu-
larity, positively affirming the basic dignity of social
actors. Reifying views, by contrast, exhibit a forgetfulness
of recognition, removing action from its existential and
social moorings, and imagining workers as bundles of
discrete resources or capacities. After discussing why
reification is a problem, I stress that recognition and reifi-
cation embody different ethical standpoints with regards to
organizational practices. Thus, I argue paradoxically that
many current HRM best practices can be maintained while
cultivating an attitude of recognition. If reification is a type
of forgetting, cultivating a recognition attitude involves
processes of ‘‘remembering’’ to foster work relations that
reinforce employee dignity.
Keywords Human resources � Recognition � Dignity �
Frankfurt School � Critical theory � Reification
Introduction
The rapid growth of Human Resource Management (HRM)
has involved attempts to frame HRM’s role in under-
standing the human consequences of the contemporary
world of work (Heery 2008). Such attempts have generated
discussions around the ethics of HRM (Pinnington et al.
2007), varying from principled and ‘‘purist’’ perspectives
drawn from moral theory and philosophy (Rowan 2000) to
more ‘‘user-friendly’’ approaches that mix ethical-theoret-
ical foundations and formulate managerial guidelines for
practice (Winstanley and Woodall 2000; Heery 2008).
More recent approaches to HRM have begun to emerge
from critical theory, focusing on ideological and exploit-
ative aspects of HRM, and challenging mainstream
approaches to ethics by combining a practice-based
approach with a critical lens (Greenwood 2002).
The growing importance of critical ethical approaches
brings with it an increased focus on ‘‘macro’’ critiques of
HRM (Townley 1993; Islam and Zyphur 2008), calling into
question the ethical grounding of the field in general
(Greenwood 2002). While traditional views frame human
resources as costs to be minimized or resources to be
deployed strategically, critical ethical views highlight the
potentially problematic idea of ‘‘using’’ people (Green-
wood 2002), inherent in such framings. In Simon’s (1951)
seminal work, the employee is defined as one who ‘‘permits
his behavior to be guided by a decision reached by another,
irrespective of his own judgment as to the merits of that
decision’’ (p. 21), a characte.
Recipe Format for Café Laura (and HM courses)Header Information.docxdanas19
Recipe Format for Café Laura (and HM courses)
Header Information:
Name of Recipe and Author – recipe name should have enough detail to clearly describe the item in simple terms.
Yield Information - # of Portions (how many people this will serve), Recipe Yield (total volume or weight of the recipe), Portion Size (how much each person will be served), any special notes in “yield description” box. Portion size needs to be specifically detailed so employee would know the exact portion size of all parts of the recipe that will be served. Eg. Turkey = 4 oz, Gravy = ¼ cup NOTE: “1 ea.” typically does not work.
Mise En Place:
Small Equipment: Small equipment and tools for preparation and serving, measuring tools, all holding pans or containers, serving utensils, and dishes, etc. This is listed in the Mise en Place section (Excel) or “author notes” after the Plate and Garnish stage in CulinarE Companion - CEC)
Ingredients: Ingredient mise en place: EP amounts of ingredients, clearly described, listed in order of use in Ingredient Section (Excel) or under Preparation Stage (CEC), with specific preparation instructions for each ingredient. Eg. Red Bell Pepper, fresh, medium dice or Black Pepper, course grind
List all with EP amounts – this is a measure that would be exactly the same every time you make the recipe! Don’t forget the garnish! CEC - you must choose ingredients from the pop-up menus…you can’t just type the ingredient name in the box. Additional detailed ingredient information and simple or minor ingredient preparation can be given in the “preparation” space to the right of each ingredient. Eg. Fresh, Canned, Frozen, Peeled and ½” dice, lightly beaten, brunoise, julienne, or other information specific to just the ingredient.
Procedures:
Preparation (Title of First Stage):
Procedures are consecutively numbered steps to be implemented in the preparation of the recipe up until service time. Think: Anything that you can do ahead of time that doesn’t negatively affect the quality of the end product!
These steps typically should NOT include ingredient amounts, except for batch amounts, if needed. Remember steps include – doing something to ingredient(s), putting in a specific pan or container that will be stored or go to the line, and instructions for taking to a specific location in the kitchen (Café Laura in this case.) Don’t forget CCPs and limits. Also remember any pre-heating of equipment or heating/chilling plates, etc. needs to go in this section if it hasn’t already been detailed under mise en place.
If you find a specific procedure is too complicated to explain in words you can use something like “see kitchen manager for demonstration”, but then be prepared to demonstrate! You can also use sub-stages if necessary for more complicated preps.
Line Prep/Service (Title of a Stage):
This is what is happening during the hours Café Laura is open for service! This section has instructions for batch amounts/instructions fo.
Recently, several flyers were found near the campus of the Universit.docxdanas19
Recently, several flyers were found near the campus of the University of Colorado Denver advertising a coming "Unite the Right" rally in downtown Denver. Organizers were in the process of filing permits to hold the rally in City Park. The mayor's office responded that the organizers' First Amendment rights would be protected but that violence and/or property destruction would not be tolerated. Recognizing that this is a delicate situation, the mayor's office has called on you to find a way to resolve this situation, and, if possible, to de-escalate tensions before the event even begins.
Your task, for this assignment, is to work in one of three teams representing three groups identified in the
Group Violence Intervention document from the National Network for Safe Communities
. The three groups are: the Law Enforcement Representatives, the Social Service Representatives, and Community Moral Voices. You must work on how best to resolve the situation described above.
Questions to answer: 3 pages
How will your group interact with the organizers and/or attendees of the event?
How will your group interact with any counter-protestors at the event?
For the above two questions, also consider any communication you might have with those groups either before or after the event.
.
Recently, Kathy Smith, a project manager for a large industrial cons.docxdanas19
Recently, Kathy Smith, a project manager for a large industrial construction organization, was assigned to oversee a multimillion-dollar chemical plant construction project in Southeast Asia. Kathy had earned this assignment after completing a number of smaller construction assignments in North America over the past three years. This was her first overseas assignment and she was eager to make a good impression, particularly given the size and scope of the project. Successfully completing this project would increase her visibility within the organization dramatically and earmark her as a candidate for upper management. Kathy had good project management skills; in particular, she was organized and highly self-motivated. Team members at her last two project assignments used to joke that just trying to keep up with her was a full-time job. Kathy wasted no time settling in to oversee the development of the chemical plant. Operating under her normal work approach, Kathy routinely required her staff and the senior members of the project team to work long hours, ignoring weekend breaks if important milestones were coming up, and generally adopting a round the-clock work approach for the project. Unfortunately, in expecting her team, made up of local
residents, to change their work habits to accommodate her expectations, Kathy completely misread the individuals
on her team. They bitterly resented her overbearing style, unwillingness to consult them on key
questions, and aloof nature. Rather than directly confront her, however, team members began a campaign
of passive resistance to her leadership. They would purposely drag their feet on important assignments
or cite insurmountable problems when none, in fact, existed. Kathy’s standard response was to push herself
and her project team harder, barraging subordinates with increasingly urgent communications demanding
faster performance. To her bewilderment, nothing seemed to work. The project quickly became bogged down due
to poor team performance and ended up costing the project organization large penalties for late delivery.
Although Kathy had many traits that worked in her favor, she was seriously lacking in the ability to recognize
the feelings and expectations of others and take them into consideration.
Questions
1. Discuss how Kathy lacked sufficient emotional
intelligence to be effective in her new project
manager assignment.
2. Of the various dimensions of emotional intelligence,
which dimension(s) did she appear to lack
most? What evidence can you cite to support this
contention?
This assignment involves that the student read the case study and answer all questions at the end of the case study in a
4-5 page paper
. Your answers must include substantial support from at least two (2) scholarly journal articles on project management.
Should be written in should be in APA formatting (title page, reference page, NO abstract page, in-text citations, running head, page numbers, Ti.
Recently your facility has had patient complaints about staff posing.docxdanas19
Recently your facility has had patient complaints about staff posing with patents and posting these pictures on social media. You have also noticed many staff members "friending" patients and/or their families.
Your facility has decided to form a social media policy committee to consider establishing policy about the use of social media by staff at your facility.
***Write a policy that covers the following areas. (and the file that I uploaded)***
1. Is posting on social media a violation of any Federal or State Law? Be sure to cite appropriate law in your policy
2. Do you think your facility needs a social media policy?
3. What departments should be included on the social media policy committee?
4. Are there any hospital departments or staff that should be excluded on the social media policy committee?
5. How will you present this new policy to new employees? Existing employees?
6. How will you address social media as an organization? Who will have ownership of this policy?
7. How will you address staff who wish to express their opinions or views about health care issues on social media.
Use correct policy format to include:
Title
Date
Affected
Content
Procedure as applicable
Signature page
.
Recently, I built a floating bed frame for my room. I watched a qu.docxdanas19
Recently, I built a "floating" bed frame for my room. I watched a quick YouTube video and jotted down the dimensions of the bed, the materials I needed, and a mini blue print for how it was going to end up. My notes allowed for me to get everything I needed in one shot at the hardware store and instead of referring back to the video I could just look at my notes. While assembling, I was able to remind myself how certain things went together by looking at my notes allowing for me to complete the bed frame quickly and in an enjoyable way.
While looking at the rubric, I found that the 4 points on the project addressing the course outcomes is most important. it allows for me to understand the main points of the projects before doing it. Also, I believe these will be helpful notes when doing the project to keep me on track of the topic.
Actively listening is something that will be critical while pursuing a business administration degree. It is something that I struggle with and need to work on. I am a visual learner by all means and have trouble actually listening to people when they talk. In the business world, being able to converse and hear others ideas and thoughts is paramount.
.
Recently, a US Circuit Court upheld the enforceability of Website .docxdanas19
Recently, a
US Circuit Court upheld the enforceability of Website Terms of Service (ToS)
, even though the user did not have to click-through to agree.
Identify one positive and one negative implication of this finding.
What terms do you believe are ethically appropriate for such agreements? Explain your position.
.
Recently police departments across the nation has been accused o.docxdanas19
Recently police departments across the nation has been accused on targeting and murdering innocent black men. These departments are now in a position to have to rebuild their reputations. Your job is to analyze this situation and determine ways for them to establish their credibility Use the EBSCO and the INTERNET to locate material on this company. Make sure you integrate the text material.
1) Identify the specific problems the organization faces: support this material with research.
2) What should management’s role be? Relate this section specifically to the text material and apply that material.
3) Determine who their audiences are and what they need to say to each of them.
4) What media should use to get this message across? Be specific.
5) How will the organization evaluate the success of their public relations?
Remember that the point of this assignment is to demonstrate that you understand and can apply the text material. Please write out the questions and then answer them individually. Use the APA method of documentation.
.
Recently Capital One experienced scandal1. Understand what.docxdanas19
Recently Capital One experienced scandal:
1. Understand what happened at
Capital One
– What risks were impacted
2. Understand the
redflags/signs/indications
in this case
3. What did Capital One
fail to do
4. What
could Capital One have done better to protect itself
.
Please prepare
a 10-minute presentation on this topic
.
.
Recall a time when you received bad news, either in your academic or.docxdanas19
Recall a time when you received bad news, either in your academic or professional experience, which was not delivered in a very tactful manner. Or, recall a time when you delivered bad news, which you might have delivered in a more sensitive way. What were the circumstances of the event? What bad news buffering strategies could have lightened the blow of the bad news you received, or, how might you have better buffered the bad news you delivered? Finally, comment on why you think it is important to be sensitive when delivering bad news within organizations and to other organizations? Obviously, there are individual’s feelings to consider, but what are some other important considerations?
.
Recent genetics research on leadership by Dr. Richard Avey suggests .docxdanas19
Recent genetics research on leadership by Dr. Richard Avey suggests about 30% of leadership is born (genetic), 30% is made in the formative years (young in life), and about 30% of leadership is "made" throughout one's life. A quote by Warren Bennis informs this discussion when he said "more leaders have been made by accident, circumstance, sheer grit, or will than have been made by all the leadership courses put together." Do you agree or disagree with this statement, and why? If you agree, how would you design a leadership course differently?
.
Receiving funding from a grant or other source of funds is a great a.docxdanas19
Receiving funding from a grant or other source of funds is a great accomplishment. Once the funding is received, the human services organization must be able to manage the funds effectively. The organization must also develop a plan to sustain the program after the funding period ends or the potential for change from the funded program may be limited.
For this Discussion, review the budget provided in the grant proposal that you discussed in Discussion 1 of this Week. Consider how you would prioritize budgetary needs and fundraise to continue covering costs of this program after the grant period has ended.
By Day 4
Post
a brief description of the budget presented in the grant proposal you selected. Describe how you might alter the budget after the grant ended or which budget items you would prioritize as you sought additional funding to continue the program. Explain why you would make these changes or prioritize specific budget items. Finally, explain how you would fundraise to meet the budget priorities.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Lauffer, A. (2011).
Understanding your social agency
(3rd ed.). Washington, DC: Sage.
Chapter 9, “Fundraising and Development” (pp. 285–320)
Bowman, W. (2011). Financial capacity and sustainability of ordinary nonprofits.
Nonprofit Management & Leadership
,
22
(1), 37–51.
LeRoux, K. (2009). Managing stakeholder demands: Balancing responsiveness to clients and funding agents in nonprofit social service organizations.
Administration & Society, 41
(2), 158–184.
Barasa, E. W., Cleary, S., Molyneux, S., & English, M. (2017). Setting healthcare priorities: a description and evaluation of the budgeting and planning process in county hospitals in Kenya.
Health policy and planning, 32
(3), 329-337.
Nelson, D., & Ruffalo, L. (2017). Grant writing: Moving from generating ideas to applying to grants that matter.
The International Journal of Psychiatry in Medicine, 52
(3), 236-244.
Foundation Center. (2018). GrantSpace: Sample documents. Retrieved from https://grantspace.org/resources/sample-documents/
Note:
You will need to create a log-in to the website to access and download the documents. This is a free service.
Required Media
Foundation Center. (2015, September 10).
Introduction to project budgets
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-project-budgets/
Foundation Center. (2015, April 21).
Introduction to proposal writing
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-proposal-writing-3/
Foundation Center. (2015, September 10).
Introduction to fundraising planning
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-fundraising-planning/
Optional Resources
Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA). (2012). Retrieved from http://www.arnova.org/
Wald.
Recall that the goal of the Kyoto Protocol was to cut developed co.docxdanas19
Recall that the goal of the Kyoto Protocol was to cut developed countries’ carbon dioxide emission to about 5% to 7% below 1990 levels by 2012. This was a crucial first goal, but the IPCC is calling for carbon dioxide emissions in 2050 to be 60%less than the carbon dioxide emission in 1990.
Many countries were previously condemning the United States because the Bush administration and Congress refused to ratify the Kyoto Protocol. Although the U.S. population in 2010 was only 5% of the world population, 18% of world carbon dioxide emissions that year was produced by the United States (see Table 3). The Obama administration has taken a very different path, assumed responsibility, and took numerous actions that led to a significant decrease of the CO2 emission in the US. This course again changed dramatically by the Trump administration.
Critics of the Kyoto Protocol say that a fairer pact would be for all countries to commit to the same level of carbon dioxide emission per person. Recommendations are by 0.9 metric ton per person in 2050. Average annual carbon dioxide emission in 2010 for developing countries was 2.7 metric ton per person, which is 3 times the IPCC’s recommendation. However, the average annual carbon dioxide emission for developed countries was 10.2 metric tons per person, for US 18 (!) metric tons per person, far above IPCC’s recommendation (see Table 4). GNP, the gross national product, is a measure of a country’s economic strength.
With annual carbon dioxide emissions of 18.1 metric tons per person in 2010, the United States would have to reduce emissions by 95% to meet the standard of 0.9 metric ton per person. This means that Americans would be allowed to emit only 5% of the carbon dioxide that they are currently emitting. Imagine driving your car, heating and cooling your home, using your appliances, using your computer, using your lights, and watching TV only 5% (one-twentieth) of the time that you currently do.
Table 3 Table 4
United States and World Population GNP Ranks and Per-Person Carbon Dioxide Emissions
In the strongest action ever taken in the United States to combat climate change, in August 2015 President Obama unveiled a set of environmental actions devised to sharply cut planet-warming greenhouse gas emissions from the nation’s power plants and ultimately transform America’s electricity industry. These new rules alone will not be enough to shave off that future described above. But experts say that if the rules are combined with similar action from the world’s other major economies, as well as additional action by the future administrations, emissions could level off enough to prevent the worst effects of climate change.
The main argument against stronger actions was that the economy would suffer. Many arguments however show that it is possible for emissions to be significantly reduced without harming a country’s economy. Switzerland, Denmark, J.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. RECOMMENDATIONS
6
Evidence-Based Recommendations
Evidence-Based Recommendations
Illegal immigration is one of the abused issues in the United
States. The issue is of great concern as it not only changes the
economic, cultural, but also the social aspect of the nation of
concern. Immigration has been wrongly used in the political
arenas as political leaders strive to throw their weight around
while portraying their competitors how better they are. To the
citizenry, immigrants increase competition in the already scarce
employment opportunities. Immigrants cheaply provide easily
accessible labor hence being preferred over the hosts of the
country. On the other hand, they increase competition on
available social amenities such as education and health care,
hence at times referred to as a burden to the economy. People
migrate while escaping wars and natural calamities such as
hunger.
In contrast, others move illegally following societal ills such as
human trafficking, where they end up in social evils such as
prostitution. Whether migrating through the right or wrong
channels, deportation has far-reaching effects, especially with
the involvement of parents. Right measures should be
implemented in dealing with the issue of deportation.
Granting amnesty is one of the options that could be
explored in dealing with the deportation of parents. Amnesty
entails the granting of a formal legal status to individuals with
an illegal residence in a country and is awaiting deportation.
2. The issue of amnesty among immigrants is received with mixed
reactions. While some political leaders use the amnesty
programs as a means of benefiting themselves, the citizens of
the country view the move as a means of suppressing their
access to resources. According to Levy (2010), people in
support of an amnesty program among the illegal migrants view
the deportation of illegal immigrants as being an impractical
move. The deportation process is hectic for both the officials
and the involved parties. Levy (2010) noted that the deportation
process is time-consuming, requires a lot of effort, and is labor-
intensive.
The country would have to incur additional costs in trying to
correct a situation created by people who failed to take their
jobs seriously. Also, it is not a guarantee that all illegal
immigrants would be successfully deported as some may escape
detection, which means that the government goes through all
that trouble for nothing. Instead, the government should use the
challenge of illegal immigrants to its advantage. Numerous low-
skilled employment positions are unfilled because Americans
cannot fill the positions, despite being crucial to the nation's
economy. The country stands to benefit more with the illegal
immigrants given amnesty as opposed to when there are
deported. Levy (2010) added that the legalization of immigrants
through according them amnesty helps in ensuring the country
is secure. On the other hand, immigrants could be granted
citizenship.
Children born to immigrant parents in the United States
ultimately become citizens of the country by birth.
Undocumented immigrants can become citizens of the United
States by following the process dubbed. In following this
process, there are requirements. The individual must be a green
card holder with a maximum of 5 years of residency in the
country. There are more benefits reaped with the granting of
citizenship to illegal immigrants as opposed to forceful
3. deportation. When granting citizenship, the bone of contention
is the attitude s that the natives have against the undocumented
immigrants, which may ultimately affect their integration in
society. Waters et al. (2015) reported the claims in the CBS and
New York article. The results of a 2006 and 2007 poll had a
26% supporting the pathway to citizenship with a 33%.
Waters et al. (2015) highlighted the agreement among the
majority where the Latino and Asian Americans highlighted the
granting of the legal status to the undocumented immigrants as
being to the advantage of the immigrants and the American
citizens. The author highlighted the move as being
reinforcement to the U.S. economy while also improving the
livelihoods of the migrants. Labor is an important factor in
production, and immigrants provide cheap labor. As such,
various positions that lacked employees due to their low
qualifications will easily be filled by the migrants. On the other
hand, an influx in immigrants increases the demand for
particular goods and the need to meet the demand spurs
production hence boosting the economy. The need to fill the
meet the increased demand for goods and services relatively
raises the demand for labor. As outlined by Water et al. (2015),
when migrants fill much available employment positions, they
improve their standards of living as they can easily cater to the
needs of their families. It is a reprieve to the country's economy
as the migrants stop depending on the government wholly.
Advocacy groups could also come to the aid of parents facing
forceful deportation. While some cases of deportation are
worthwhile, others are wrong as they purpose to disappoint the
individuals in question while making them act as an example to
others. Incidents that may warrant depuration are such as the
violation of the visa terms, participating in criminal activities,
or even when the government feels that the immigrants are
becoming a burden due to their over-reliance on government
aid. There are instances where deportation is overly unfair and
4. marred by a lot of discrepancies. In such cases, deported parents
are helpless, especially when they have to choose whether to tag
along with their children or leave them behind. In such
scenarios, it is the role of advocacy groups to step in and speak
for the immigrants. Their voice should be heard and have the
ability to change the government and society's stand. Schneider
(2011) highlighted the position taken by the immigration
societies where they arrange means of supporting and defending
their members during the deportation proceedings. Adequate
arrangements help in validating the presence of immigrants in a
country. The author outlined these societies as capable of
making last-minute interventions to save an immigrant from the
pangs of deportation. Schneider (2011) stated that with a high
number of advocacy groups, there is the possibility of adopting
a formalized and articulate procedure to fight deportation.
Conclusion
In conclusion, the relevant authorities should consider
implementing measures that would eliminate the possibility of
deportation. The deportation of parents has far-reaching effects
on the victims, their children, and society at large. Amnesty
would save the country the costs and trouble of having to deport
immigrants while securing the country. Granting immigrants'
citizenships increase the demand for labor while boosting the
economy. Groups advocating for the rights of immigrants during
deportation helps in creating a concrete procedure that the
authorities should adhere to during the process. While
deportation may be the only option, relevant authorities should
explore means that maximizes the good for all.
References
Levy, J. (2010). Illegal immigration and amnesty: Open borders
and national security. New York: Rosen Pub
Schneider, D. (2011). Crossing Borders. Harvard University
Press
Waters, M. C., Pineau, M. G., National Academies of Sciences,
6. ABStrAct: This qualitative study explores Black gay male
under-
graduates’ construction of manhood and masculine identity(-ies)
as well as how these beliefs affected their academic and social
expe-
riences in college. Analyzing in-depth interviews with 29 Black
gay
male collegians, we found that participants construct and under-
stand manhood and their masculine identities in one of three
ways:
(a) accepting, adhering to, and performing traditionally
masculine
norms, (b) intentionally, or subconsciously, challenging
hegemonic
notions of Black masculinity through their behaviors and self-
be-
liefs, and (c) recognizing that their masculine identity(-ies) are
in-
fluenced by other social factors and locations. Implications for
re-
searchers, counselors, and higher education practitioners are
highlighted and recommendations for future research and theory
are provided.
College enrollment rates have increased dramatically over the
last half cen-
tury. Today, there are approximately 19 million students
enrolled in more than
4,200 colleges and universities in the United States, according
to the U.S. De-
partment of Education (2011). Women outnumber men in
college on most cam-
puses and historically underrepresented racial/ethnic minorities
(URMs) repre-
sent a much larger share of total student enrollments than ever
before. For
7. instance, less than 945,000 Black/African American students
were enrolled in
college in 1976; today, there are more than 2 million, reflecting
a 103% increase
in Black collegians in less than 40 years. There has been
enrollment growth
84 S P E C T R U M 1 . 2
among other groups too. Although national statistics are not
available, several
scholars (e.g., Evans & Wall, 1991) posit that approximately 10
to 20% of today’s
college students identify as gay, lesbian, or bisexual (GLB).1
And, despite these
trends, surprisingly little is known from research about the
experiences of those
who live at the intersection of the social locations referenced to
this point, such as
Black gay men in college (hereafter, Black gay male
undergraduates [BGMUs]).
Scholars have directed much attention to one of two areas with
Black
men: issues of gender identity and masculinity (e.g., Ferguson,
2000; hooks,
2004a; Westwood, 1990) or identity development of Black men
and/or
BGMUs (e.g., Cross, 1995; D’Augelli, 1994; Loiacano, 1993).
For example, re-
cent national reports document declining enrollments in college
for Black men
(Harper, 2006a; National Urban League, 2007), while other
studies turn their
8. attention to the role of (Black) college men and cases of date
rape and sexual
harassment (Foubert & LaVoy, 2000), alcohol abuse problems
(Todd & Den-
nis, 2005), judicial offenders (Harris, 2010), as well as the large
proportion of
suicides (82%) committed by Black men, with an ever-growing
percentage of
them among Black college students (National Urban League,
2007).
Similarly, as the scholarship on manhood and masculinity has
experienced
a shift in focus, research on Black gay men also has changed
over time. Prior re-
search on Black gay men focused on four major areas: (a) issues
of identity devel-
opment and the “coming out” process (Loiacano, 1993; McCarn
& Fassinger,
1996), unhealthy high-risk sexual behaviors and their attendant
consequences
(e.g., sexually transmitted diseases [STDs]) for “same-gender
loving” Black men
(Icard & Nurius, 1996; Millett, Malebranche, Mason, & Spikes,
2005), and col-
lege students’ experiences with various forms of harassment
typically visited
upon them by their heterosexual peers (Burns, 2000; D’Augelli,
1992; Strayhorn
& Mullins, 2012). A more recent line of inquiry (e.g.,
Strayhorn, Blakewood, &
DeVita, 2010) responds to Harper and Nichols’s (2008) clarion
call for research
on Black gay men by focusing on the nature of their academic
and social experi-
ences, as well as “how Black LGBT subgroups are treated by
9. other Black students”
(p. 212). For instance, Strayhorn and Mullins (2012) added to
the extant litera-
ture by interviewing BGMUs living in campus residence halls
about their aca-
demic, social, and interpersonal experiences on campus.
Despite these advancements in our substantive knowledge about
Black
masculinities and the collegiate experiences of BGMUs (e.g.,
Harris, 2010;
hooks, 2004a; Strayhorn, Blakewood, & DeVita, 2010), few
attempts have been
made to bring these two currently disparate scholarly areas of
study together to
examine BGMUs’ construction of manhood and their beliefs
about Black mas-
culinity or masculinities. This is the gap addressed by the
present study.
terrell L. Strayhorn & Derrick L. tillman-Kelly / Queering
Masculinity 85
purpOSe
The purpose of the study was to understand BGMUs’
construction of
manhood and masculine identity(-ies) as well as to identify how
these beliefs
affect their academic and social experiences in college. Rather
than treating all
Black men as equal—as a sort of monolithic group—we pursued
a detailed
analysis of BGMUs’ lived experiences to uncover the nuances
10. between them
and their peers who identify differently in terms of
race/ethnicity or sexual ori-
entation. Interrogating whether and how multiple social
identities intersect
and influence BGMUs’ negotiation and construction of
masculine identities
yielded insights into the ways in which campus- and other
professionals can
work with such students to promote their success in college.
Before describing
the study, the next section reviews the extant literature that was
relevant for it.
reVIeW OF LIterAture
Since there is little written about the construction of masculine
identities
by BGMUs, we drew upon literature from two distinct
intellectual areas to in-
form this study. First, we reviewed the theoretical and empirical
literature on
GLB people with a particular focus on topics related to
collegians of color. We,
then, summarized the growing literature on Black masculinity
and manhood.
The literature review is organized accordingly.
Gay, Lesbian, and Bisexual people
To be sure, there is a body of knowledge available on GLB
individuals.
Early scholars devoted most attention to developing plausible
explanations
about the “cause” of homosexuality (Ellis, 1901). Biological
explanations pos-
11. ited sexuality, and specifically same-sex attraction, as innate,
fixed, and deter-
mined at birth (Ellis). Sociological explanations, on the other
hand, empha-
sized the ways in which sexuality is sensitive to human
interactions,
environmental influences, and change over time (D’Emilio &
Freedman,
1988). Psychiatric epidemiology studies framed homosexuality
as a “diagnos-
tic category of mental illness,” which was carried in the DSM-
IV until the
1970s (Gibson, 2006, p. 33). Shifts in our understanding of
sexual orientation
from a mental illness to a more dynamic socially constructed
aspect of one’s
self led to new directions for research.
One such shift turned the early work on GLB adults to empirical
investiga-
tions on student populations. Indeed, research on GLB
adolescents and college
students has burgeoned in recent decades, largely focusing on
their constructed
identities (Abes & Jones, 2004; Dilley, 2005; Fassinger, 1998)
and gay identity
86 S P E C T R U M 1 . 2
development experiences (Fassinger, 1991; Renn & Biloudeau,
2005). Still other
psychological and social scientists have devoted considerable
energy to formulat-
ing theoretical models that attempt to explain the process by
12. which individuals
come to understand themselves as GLB persons and how such
understandings
are reconciled with previously held perceptions of self (e.g.,
Cass, 1984; D’Augelli,
1991). For example, Cass (1979) hypothesized the “process by
which a person
comes first to consider and later to acquire the identity of
homosexual as a rele-
vant aspect of self ” (p. 219). Her model consists of six stages
representing gay
identity development as growth from “identity confusion” to
“identity synthe-
sis,” which continues through four other phases (e.g, identity
comparison, iden-
tity tolerance, identity acceptance, and identity pride). Although
this body of lit-
erature has been widely accepted and applied to college students
(Battle &
Bennett, 2000; Renn, 2010), the weight of empirical evidence
that currently in-
forms our understanding and practice was predicated largely on
White GLB stu-
dent samples and reportedly has limited, if any, applicability to
racial/ethnic mi-
norities who identify as non-heterosexual, such as BGMUs.
Only recently have scholars turned critical attention to the lived
experi-
ences of Black gay men generally and BGMUs in particular.
Prior research on
gay male collegians of color, some of which is our own (e.g.,
Strayhorn & Mul-
lins, 2012), can be organized into four major categories:
attempts to estimate
the number of Black gay or bisexual men in the country,
13. descriptions of their
“coming out” processes and whether and how they identify,
documentation of
Black gay males’ sexual behaviors and practices, and
examinations of BGMUs’
academic and social experiences in college. Studies that fall in
the first category
consist of book chapters and commentaries that estimate the
number of Black
gay men in America, describe the challenges they face as both
“Black” and
“gay,” as well as offer possible solutions to the social
pathologies (e.g., racism,
homophobia) that seem to stymie their cognitive, social, and
psychosocial de-
velopment (Harris, 2003; Washington & Wall, 2006).
While growing, the second category of research on BGMUs’
“coming
out” process(-es) is limited at best. For instance, contrary to
generally held be-
liefs that Black men conceal their affectional status (i.e., “live
on the down
low”), some BGMUs report going to college to “come out” and
live out as gay or
bisexual (Strayhorn, Blakewood, & DeVita, 2008). And though
prevailing the-
ories posit “coming out” as an orderly, stage-wise process of
publicly acknowl-
edging one’s sexual orientation to self, family, and others;
research on BGMUs
suggests a more complicated, and complex, process where men
make different
decisions to disclose or conceal their gay identity to different
people, in differ-
ent ways, at different times (Strayhorn et al., 2010).
14. terrell L. Strayhorn & Derrick L. tillman-Kelly / Queering
Masculinity 87
Furthermore, we know that recognizing and publicly
acknowledging one’s
own sexual orientation can be seriously traumatizing, especially
for some gay
men of color who often find themselves rejected or
marginalized by members of
their own race—the very people and resources they tend to need
to productively
cope with life challenges (Icard, 1996; Icard & Nurius, 1996).
For instance, in
previous studies, researchers found that most of the BGMUs
with whom they
spoke reported being “kicked out” of their parents’ home,
dismissed by family
members and siblings, or rejected by church members when they
disclosed their
sexual orientation (Strayhorn et al., 2010; Strayhorn & Mullins,
2012).
Documenting Black gay males’ sexual behaviors and practices
is the focus
of a third set of studies. Research in this area focuses on the
engagement of gay
men of color in high-risk sexual behaviors and the associated
consequences (e.g.,
STDs, substance abuse, or suicide) for men who have sex with
men (MSM) or
“same-gender loving” men (Icard, 1996; Micah, 2002;
Washington & Wall,
2006). Results suggest that high-risk sexual behaviors can lead
15. to negative conse-
quences in terms of gay men’s psychological well-being and
self-esteem and place
them at-risk for distress, depression, and suicide (Loiacano,
1993), although we
do not know if this is true for all gay men in various contexts.
Other work in this area investigates whether and how Black gay
men iden-
tify sexually (e.g., Brown, 2005; Icard, 1986). For instance,
Brown employed a
case study approach to analyze qualitative data from 110
African American
men in Atlanta. Although all of his participants indicated that
they have sex
with men, relatively few identified as gay (37%); 13%
identified as “down low
bisexual,” 9% as bisexual, 7% as homosexual, and 17% even
identified as
straight. He found that some Black men engaged in same-sex
intercourse, but
rejected non-heterosexual identity labels. He concluded that
Black gay men
cannot accept a gay identity for reasons ranging from
homophobia to tradi-
tional notions of Black masculinity.
Finally, a fourth line of inquiry has centered on examining
BGMUs’ aca-
demic and social experiences in college. A review of the
literature suggests at
least three major conclusions. BGMUs at PWIs face social
isolation from other
Black and/or male students on campus (e.g., Strayhorn, 2012;
Washington &
Wall, 2006); the same is true for BGMUs at historically Black
16. colleges and uni-
versities (Strayhorn & Scott, 2012). Second, apart from
struggling to fit in,
BGMUs face challenges with “coming out” for fear of losing
friends, which can
be detrimental to their psychosocial development (Strayhorn,
Blakewood et
al., 2010). Third, the weight of evidence suggests that BGMUs
encounter rac-
ism, discrimination, and harassment frequently in college
settings such as
classrooms, Black cultural centers, and campus residence halls
(Strayhorn,
88 S P E C T R U M 1 . 2
Blakewood, & DeVita, 2008; Strayhorn & Mullins, 2012).
While this literature
was helpful for framing our thinking about the study’s sample—
namely,
BGMUs—the next section provided an empirical base for our
analysis of Black
manhood and masculinity.
Black masculinity
There is an incredible literature base on masculinity generally,
so we nar-
rowed our focus to Black masculinity(-ies) and manhood
specifically. Previous
scholars have defined Black masculinity as a multidimensional
social concept
that includes the self-expectations, relations and responsibilities
to family,
17. worldviews, and philosophies that Black men accept and
acknowledge (Hunter
& Davis, 1994). In keeping with hooks (2004a), social theorists
and cultural
studies scholars further explain that Black manhood is shaped
by multiple so-
cial locations, including race, gender, social class, sexuality,
and religion,
among others (Butler, 2004; Strayhorn & Tillman-Kelly, in
press). And this is
not unique to Blacks only; indeed, “... every culture (or group)
has implicit
standards about the appropriate roles that men must enact to be
judged mascu-
line” (Franklin, 1984, p. 130), but social context, locations, and
pathologies
(e.g., racism and discrimination) indelibly shape those
perceptions of appro-
priate roles and behaviors for Black men.
Prior research in this area indicates that Black men generally
endorse
norms or attributes typically associated with heteronormative
notions of mas-
culinity (e.g., hypersexual, physical strength, and misogynistic
ideologies). For
instance, Strayhorn (2011) analyzed survey data and found that
Black male
collegians report that “real” Black men: (a) have sex with
multiple female part-
ners, (b) desire success, power, and competition, and (c) project
confidence
even if [they’re] not. Additionally, Hunter and Davis (1992)
conducted an in-
terview study with 32 Black men from central New York to
examine Black
18. men’s construction of manhood and their ratings of the
importance of certain
attributes to being a man. They found that Black men defined
manhood in at
least three ways: (a) self-expectations or self-determined
statements and ac-
countability, (b) relationships and responsibility to family, and
(c) worldview
or existential philosophies (e.g., spirituality). For example, self-
expectations
included “directedness... maturity... economic viability...
perseverance... free
will (control over one’s life)” (p. 471).
Not only have scholars provided definitions of Black
masculinity, but em-
pirical studies also have been conducted to investigate the ways
in which Black
boys and men negotiate their masculine identities in educational
settings. Spe-
cifically, Ferguson’s (2000) work on Black masculinity in
public schools deserves
terrell L. Strayhorn & Derrick L. tillman-Kelly / Queering
Masculinity 89
mention. Ferguson explained Black masculinity as performance
through which
Black boys engender the respect of their male peers, oftentimes
at the risk of seri-
ous disciplinary consequences in school settings. In fact, she
suggests that Black
boys employ “three key constitutive strategies of masculinity in
[their] embrace
19. of the masculine ‘we’ as a mode of self-expression” (p. 171).
The three strategies
include: (a) being always marked as male, or what she calls
“heterosexual power,”
in which Black boys mimic the hypersexuality they see and hear
of Black men, (b)
engaging in classroom performances that challenge the standard
flow of power
(e.g., intentional class disruptions, joking, or directly
challenging the teacher’s
authority), and (c) regular engagement in fighting. In many
ways, Ferguson pos-
its that successful enactment of Black masculinity by African
American boys in
public schools is highly sexual, visible, violent, disrespectful,
and perhaps chal-
lenging of a social system that denigrates and discounts them
daily.
The weight of empirical evidence, similar to Ferguson (2000),
suggests
the pathologization of Black men and their lived “manhood”
experiences. But
not all Black men understand or practice Black masculinity in
such hegemonic
ways. For instance, McClure (2006) explores the role that Black
fraternity
membership plays in one’s construction of Black masculinity.
Drawing on in-
terviews with 20 Black male members of one historically Black
fraternity, she
demonstrates how the intersections of race, class, and gender
can shape one’s
acceptance or modification of gender norms established through
the hege-
monic and Afrocentric models of masculinity. Participants in
20. McClure’s study
coupled some ideals of White hegemonic masculinity (e.g.,
success and
achievement, individuality, and self-sufficiency) with other
ideals (e.g., coop-
eration and connectedness) that acknowledge or embrace the
Afrocentric mas-
culine ideal, thereby creating a more blended Black masculinity.
Black masculinity has been conceptualized in a number of ways,
one of
which is Cool Pose (Majors & Billson, 1992). Cool pose is a
“ritualized form of
masculinity entailing behaviors, scripts, physical strength,
expression manage-
ment, and carefully crafted performances [emphasis added] that
deliver a single
critical message: pride, strength, and control” (p. 4).
Masculinity as perfor-
mance has a long history in gender studies—indeed,
masculinities are observ-
able enactments, affectations, and performances that men use to
“act out” their
manhood (Franklin, 1984). However, performances of Black
masculinity often
reflect cultural stereotypes rather than biological or
psychological realities
(Bem, 1987; Butler, 1990; Hunter & Davis, 1994).
Another, and more recent, conceptualization of Black
masculinity was
published by Dancy (2012). Titled The Brother Code, the term
“refers to the
rules that govern manhood for African American males” (p. 2).
Like Hunter
21. 90 S P E C T R U M 1 . 2
and Davis (1992), Dancy uncovered the meanings that Black
men attach to
manhood and masculinity, along with the subsequent
performances of those
meanings. Based on qualitative interviews with 24 African
American men at
12 different four-year universities, he found that many of them
emphasized
self-expectations or a sense of self-responsibility. Participants
also were keenly
aware of the narrow masculine code in which they were to act.
Those who tran-
gressed the Brother Code or violated social norms about Black
manhood were
often labeled as “acting White,” “acting gay,” or other
insensitive and offensive
words (e.g., sissy, faggot, bitch, pussy), as has been shown in
previous literature
on the topic (e.g., Kimmel, 1996; Kimmel & Aronson, 2003).
Not only do Black male trangressors risk being labeled with
derogatory
terms for violating the sacred Brother Code, but hooks (2004b)
exposed another
serious limitation of the overly narrow social script for Black
manhood. She pro-
poses that intellectual pursuits often are judged as nonmasculine
and, thus, sub-
ject “smart Black boys,” or what Ferguson (2000) would call
“good boys,” to scru-
tiny, question, and unchecked ridicule. According to hooks,
Black boys who liked
22. to read were (and are still) perceived as suspect or “on the road
to being a sissy”
(p. 40). Labeling, teasing, and physical or verbal threats of this
kind have long-
since been used to patrol, police, and/or enforce Black
masculine behaviors, es-
pecially among Black male peers in educational contexts. For
violating the “code”
about which Dancy (2012) wrote, some Black men are labeled,
put down, joked,
teased, threatened, or even bashed. Riggs (2001) details the
ways in which Black
gay men, for instance, are marginalized even by other Black
male peers:
I am a Negro faggot if I believe what movies, TV, and rap
music say of me.
My life is game for play. Because of my sexuality, I cannot be
Black. A
strong, proud, “Afrocentric” Black man is resolutely
heterosexual, not even
bisexual.... My sexual difference is considered of no value;
indeed it’s a tes-
tament to weakness, passivity, the absence of real guts—balls.
Hence I re-
main a sissy, punk, faggot. I cannot be a Black gay man because
by the te-
nets of Black macho, Black gay man is a triple negation. I am
cosigned, by
these tenets, to remain a Negro faggot. And as such I am game
for play, to
be used, joked about, put down, beaten, slapped, and bashed,
not just by
illiterate homophobic thugs in the night, but by Black American
culture’s
best and brightest. (p. 293)
23. To avoid such sanctions, Black males are taught, explicitly or
implicitly, to
demonstrate strict adherence to the narrow code through the
display or perfor-
mance of traditional masculine behaviors (i.e., masculinities)
thought to reflect
social ideals of Black manhood in America, such as
imperviousness, stoicism, phys-
ical strength, and hypesexuality, to name a few (Dancy, 2012;
Franklin, 1984).
terrell L. Strayhorn & Derrick L. tillman-Kelly / Queering
Masculinity 91
And though a number of studies have shown that some Black
men perceive
their social roles as boys, sons, fathers, and providers (e.g.,
Kimmel & Aronson,
2003) and other Black men adhere to rigid social constructions
of masculinity(-
ies), there may be other masculine beliefs, behavioral
manifestations, and re-
sponses to sanctions for transgressing heteronormative Black
masculinity
(McClure, 2006), particularly for Black gay men in college.
Yet, to date, the re-
search on BGMUs fails to address this issue. The present study
was designed to
fill this noticeable gap in our collective knowledge.
While certainly useful for deepening our knowledge about the
study’s focus,
the extant literature on Black masculinity has at least two major
24. limitations. First,
countless scholars have acknowledged the need to incorporate
multiple social
identities (e.g., sexual orientation) into the definition and
conceptualization of
Black masculinity(-ies) (Dancy, 2012); however, very few, if
any, demonstrate ap-
propriate and/or effective means for doing so through empirical
studies. Second,
much of the work on Black masculinity is based largely on
samples of men who
tend to enjoy the admiration and respect afforded to those who
follow traditional
masculine scripts such as Black male athletes (Messer, 2006),
“gents and jocks”
(Harris & Struve, 2009), and highly involved student leaders
(Harper, 2006b).
Little attention has been directed toward understanding
constructions of mascu-
linity and manhood among gay and bisexual Black men in
college who may not
enjoy such reputations but are more likely than their peers to
report being ha-
rassed, teased, bullied, or physically assaulted on college
campuses (D’Augelli,
1992; Strayhorn & Mullins, 2012). This is the gap that our study
was designed to
fill; the next section explains our methods for data collection
and analysis.
metHODS
This study is part of a larger research program that centers on
the experi-
ences of gay men of color attending predominantly White and
historically
25. Black colleges and universities in the United States. The present
study, how-
ever, focuses on BGMUs at PWIs only. And although the larger
study consists
of both quantitative and qualitative components, this article
reports findings
from the qualitative portion of the study. This decision was
made in conso-
nance with the study’s primary objective to reveal “what” are
BGMUs’ con-
structions of masculinity and manhood and to give voice to their
interpreta-
tions of such experiences (Patton, 1990).
methodology
A constructivist qualitative approach was employed in the
present study.
This approach was selected on the basis of its epistemic
underpinnings about
92 S P E C T R U M 1 . 2
the very nature of knowledge and how participants in a social
setting construct
multiple realities (Glesne, 2006). Its utility in investigating
unexplored or
rarely explored phenomena, its potential for building a
foundation upon which
future research can stand (Hill et al., 2005), and its congruent
positioning with
our own ethics and values as researchers in terms of how
invisible and voiceless
people can be seen and heard without doing damage or
26. “violence” to their au-
thentic voice (Lincoln & Guba, 1986) also made it a logical
choice.
Site and participants
The study was conducted at six, four-year PWIs located in the
northeast,
southeast, and midwestern regions of the country. These
institutions could be
sorted into two major categories. Universities in Category A
were public, Re-
search-1 institutions and each enrolls approximately 20,000–
50,000 under-
graduate and graduate students, with approximately 47% being
“men” and less
than 10% being “African American” or “Black” at the time of
this study. Uni-
versities in Category B were private, highly selective, Research-
1 institutions
with enrollments ranging from 8,000 to 11,000 students. The
proportion of
male and/or Black students enrolled at Category B schools was
similar to their
public university counterparts, according to the universities’
institutional re-
search office. It is important to note that, with only one
exception, all institu-
tions included in this study have at least one GLBT student
organization on
campus as well as a GLBT student resource center or lounge.
Participants were selected purposefully using a snowball or
chain sam-
pling approach (Merriam, 1998). As Patton (1990) aptly
described, “The logic
27. and power of purposeful sampling… leads to selecting
information-rich cases
for study in depth. Information rich cases are those from which
one can learn a
great deal about issues of central importance to the purpose of
the research” (p.
46). Specifically, members of the research team worked with the
presidents of
the GLBT student organizations on each campus to identify and
recruit an ini-
tial pool of prospective participants—that is, members who met
the sampling
criteria. To participate in this study, participants had to: (a) be
enrolled at one
of the six universities included in the sample, (b) identify as
African American
or Black, and (c) self-identify as “gay,” “homosexual,” “same-
gender loving,” or
a synonymous term (for more, see Brown, 2005). All
prospective participants
were asked by the presidents of the student organizations to
participate in the
study and to share their e-mail address with the principal
investigator. This re-
sulted in the first wave of potential participants (n =10).
Willing participants were invited, via e-mail, to participate in a
one-on-one,
face-to-face in-depth interview with a member of the research
team. All initial
terrell L. Strayhorn & Derrick L. tillman-Kelly / Queering
Masculinity 93
28. prospects agreed to be interviewed. As the research …
Wise 3
Redefining Black
Masculinity and
Manhood:
Successful Black Gay
Men Speak Out
Sheila J.
Wise
SHEILA J. WISE serves as an ethnography strategist for
Context-Based Research Group,
an anthropological consulting firm in Baltimore, Md. Her
primary responsibility is to
help companies understand and then use ethnographic
approaches to inform their busi-
nesses. Her research interests include the social construction of
gender and intra-group
difference.
This article explores the
literature on masculinity
and manhood,
specifically the masculine
socialization process and
29. hegemonic masculinity as
they relate to successful,
black gay men. In doing
so, the article reveals the
lack of an incorporation
of homosexuality into
discussions of black
masculinity and
manhood. Throughout
the article, the successful
black gay men, who
were the focus of a
research study, reveal
their own ideas,
perceptions and
experiences of
masculinity and
manhood.
30. Whenever someone asks me what the topic of my re-
search is, I normally take a deep breath and launch into my
sum-
mary, which goes something like this: I’m looking at successful,
black gay men and issues of social responsibility toward the
larger
black community. This summary is normally met by silence,
after
which I am invariably asked two questions, why? and how? Why
did I decide to study gay men, and how did I go about finding
them? It always intrigues me that out of all that I say in my
sum-
mary the one thing that stands out most, and what I think most
people react to, is the word gay. Interestingly enough, these two
questions, why and how, do not change, whether the person
asking is gay or straight, male or female.
My own interests in understanding the complexities of
the black experience in the United States fueled me. Having
spent 10 years doing development work in West Africa, I felt it
was time to study my own, meaning African Americans in the
United States. Anthropology seemed the natural choice, given
its unique qualitative approaches. I wanted to be able to ex-
plain as well as demonstrate the usefulness of anthropological
methods in a way that black people, particularly, could under-
stand and relate to in their daily lives.
4 Journal of African American Men
THE CONTROVERSY
In some ways, I knew that choosing to study successful,
black gay men would be, at the very least, controversial. Many
black people see the role of the black man as being integral to
31. the black family and the larger black community. Choosing men
who are not only successful but also gay puts an interesting
twist
on the role of black men. Certainly the word “success” for many
conjures up images of material assets. Even more so, success
im-
plies prosperity, wealth and position. To refer to a black man as
successful is to refer to his assets as well as his contributions.
Inherent in this discussion of success is the unwritten obligation
for successful, black men to “give back” to their families and
communities. I demonstrate that implied in this idea of a suc-
cessful, black man is the assumption that he is heterosexual. For
these reasons, the successful, black gay man may in some ways
contradict the idea of a successful, black man. My hope is that
this research will force black folks to examine their moral
“stan-
dards” and principles for inclusion within the black community.
The Impetus
October 1995, in Washington, D.C., as the nation’s capi-
tal, “Chocolate City” and the “black gay Mecca,” provided a
dis-
tinctive backdrop for the intersection of sexual orientation, race
and social responsibility. The occasion was one of the weekly
organizing meetings for the Million Man March. I was there, in
the role of researcher, for an applied anthropology course dur-
ing that semester. The following events described here provide
the foundation and impetus for this research.
The basement of the Phi Beta Sigma Fraternity, Inc. head-
quarters was filled to capacity. This was the site for the weekly
organizing meetings for the Million Man March. With each
week
the numbers grew; more and more black men came. The attire
of the men ranged from business suits to baseball caps and
32. jeans;
young and old; the healthy and the physically challenged. It was
the first time in a very long while since I had seen such a
diverse
group of men. There were Muslims, ministers, local officials
and
pan-Africanists, to name a few. They were all assembled in one
room for one purpose, to plan for participation in the Million
Man March. On one Wednesday, two weeks before the March,
a black man stood and stated that he had been—and is—an ac-
tive member of the D.C. community. Until this point, nothing
seemed out of the ordinary. In fact, this had been the typical
protocol for the meetings. Anyone who had something to con-
tribute to the March would stand, and begin by saying, “In the
Wise 5
spirit of the Million Man March, I . . . ” All of this was done
within
an open. forum setting. These “contributions” by the men were
like “testimonials,” heart-felt and emotional. This particular
black
man then went on to list his various outreach activities within
the community—voter registration, political activism through
the
local Advisory Neighborhood Commission (ANC), and ward
cam-
paigns—most of which was centered in an economically de-
pressed area of the city. In my opinion, this was a black man
who appeared committed to the positive development of black
people. After summarizing his contributions, he then asked,
“whether a black, gay man was going to be represented on the
platform on the day of the March.” You could have heard a pin
drop in the room. Finally, after a substantial period of silence,
33. another black man responded from across the room, “This
March
is about MEN!” What followed was a flurry of gay-bashing
com-
ments including, “We don’t want any faggots in here . . . ” What
struck me most profoundly about this scenario was how all the
contributions stated by this man seemed to be discounted and/
or dismissed because he mentioned the word gay. I must stress
that he did not say that he was gay. He asked whether or not a
black gay man was going to be represented on the platform. I
came away from the meeting questioning the meaning and defi-
nition of black manhood.
MAIN ISSUES
Sexuality
A theoretical emphasis on sexuality can generate textured
and significant data on intragroup difference. Additionally, ex-
ploring homosexuality among black men allows for a deeper
investigation of the assumed connection between sexuality and
gender. The tendency within some of the literature is not to dis-
tinguish gender from sexuality. Gender refers most directly to
ascribed roles, i.e., man and woman and how those roles are
lived out daily. Sexuality refers to one’s sexual orientation, i.e.,
heterosexual or homosexual. When discussing gender, or more
specifically, men and women, the assumption is that those be-
ing discussed are heterosexual. I also explore how and why cer-
tain ideas of manhood are perpetuated and revered. In that vein,
I explore answers to the following question: How do black gay
men experience constraint in defining or redefining gender?
More specifically, I am interested in understanding how the suc-
cessful, black gay men in this study make meaning of manhood
and gayness in their daily lives and the lives of other black
people.
34. 6 Journal of African American Men
Gender
When conducting scholarly research on black men the
following three things should be considered: 1) black masculin-
ity; 2) black manhood; and 3) the assumption that black men
are or should be heterosexual. Black masculinity is a concept
that
denotes a form of male behavior or expression. For some, black
masculinity incorporates certain physical attributes and mate-
rial possessions while for others it incorporates more intrinsic
qualities. The behavior can vary depending on the situation and
the variables involved. Black manhood denotes a more perma-
nent state of being. Arriving at manhood is a process. This pro-
cess includes ascertaining certain values, morals, and
experiences
and enacting specific responsibilities. Black manhood also im-
plies understanding this state of being in relation to family,
com-
munity and the larger society. It is necessary to emphasize race
in relation to masculinity, manhood, and gender because the
definitions and characterizations within the literature reflect the
oppression and racism that black men have had to endure in
the United States. This reality reinforces the interlocking pro-
cesses, i.e., the intersection of race, class and gender, which are
currently being debated within much of the social science lit-
erature. The voices of the men in this study have not only inte-
grated these variables, they have the added variable of sexual
orientation. Their experiences as black men are compounded in
a city and society where “a black man in a $600 suit can not get
a cab” (Cary: 1999). As successful black men they are charged
with the task of giving back. Yet, their own community
oftentimes compromises their status as men because of their
35. sexuality. The factor of race distinguishes black masculinity
from
masculinity in general. For black men, their definitions of mas-
culinity are situated in the context of having been born, raised
and currently living in the United States. Their lived
experiences
include the historical and psychological effects of racial, politi-
cal and economic oppression. Many researchers have examined
how these factors impact expressions of black masculinity (Hare
1985; Hooks 1995; Julien and Kobena 1992; Majors and Billson
1992; Marable 1995; and Staples 1982).
Clyde Franklin argues that, “[M]asculinities are con-
structed. Black masculinities, in particular, are constructed un-
der the cloud of oppression” (1994b: 278). I agree with
Franklin’s
analysis that masculinities are not only constructed, but con-
structed under oppression. My hope is to shed light on how a
masculine ideology influences the lives of the successful, black
gay men in this study.
Wise 7
THE PERCEIVED AND REAL PROCESS OF BECOMING
MASCULINE WHEN YOU’RE BLACK AND MALE:
Clyde Franklin asserts that for most black men the social-
ization process of masculinity is triangular in that there are
three
different entities or influences that contribute to the process.
He characterizes these factors as follows: the “black male’s pri-
mary group,” “black male peer group” and “mainstream soci-
ety and black males” (1994). For the purposes of this
discussion,
36. I think it is important to examine this socialization process as
an
inverted triangle. This approach will reveal the unique, complex
and seemingly contradictory position of the black gay male in
this socialization process. Franklin argues that mainstream soci-
ety has constructed, maintained and perpetuated a hegemonic
definition of masculinity by focusing on “proscriptive” instead
of “prescriptive teachings” to black men (1994: 14). Thomas
Gerschick and Adam Miller broaden this argument, through
their
research with physically disabled men, by asserting that there
are certain characteristics associated with masculinity that are
established, maintained and revered within society such as: in-
dependence, strength, autonomy, sexual prowess, athleticism,
occupational accomplishment, and procreation ( 1997).
Franklin then examines the role of the black male peer
group as a critical aspect in this socialization process. He notes,
“the Black male peer groups often serves as an anchor. He [the
black male] often finds refuge with those who are undergoing
the same conflicts, apprehensions, pleasures, and preparation
for adulthood” (Franklin 1994: 13). Franklin delves deeper into
the role of the black male peer group and in doing so reveals
the dual role that the group plays in confirming one’s masculin-
ity. He states,
Fortunately or unfortunately, the peer group slowly becomes
more and more a significant self-validating agency supplant-
ing, for a time, the primary group’s importance to the Black
male. Certainly, it is not unusual for the Black male peer
group to become the young Black male’s most significant
other nurturing his masculine identity. 13).
Similarly Roger Lancaster states that “machismo” for Nica-
raguan men is not only about relations between men and
women. Of equal note is the fact that machismo is about power
37. relations among men. The following provides a good example
of how important it is to have other men validate your mascu-
linity:
Like drinking, gambling, risk taking, asserting one’s opin-
ion, and fighting, the conquest of women is a feat performed
8 Journal of African American Men
with two audiences in mind: first, other men, to whom one
must constantly prove one’s masculinity and virility; and sec-
ond, oneself, to whom one must also show all the signs of
masculinity (Lancaster 1992: 236–237)
The first element that Clyde Franklin outlines as key to
the masculine socialization process for black males is that of
the
black male primary group. He forwards that,
[T]he typical Black male’s primary group mirrors mainstream
societal values and norms, but usually from a Black commu-
nity perspective . . . The version of American values and be-
liefs imparting Black male socialization typically is tempered
by the Black experience in this country (Franklin 1994: 12).
This parallels Matthew Gutmann’s research in Mexico. He
asserts that,
Many Mexican men are curious about what it means to be a
Mexican, and what it means to be a man. One is not born
knowing these things; nor are they truly discovered. They
are learned and relearned (Gutmann 1997: 201).
This is particularly relevant to the experiences of black
38. men because it illuminates ethnicity, race and gender and how
those who share this same ethnic group or primary group shape
and prepare their men through a particular type of masculine
socialization process. Gutmann alludes to the conditions in
which
a man learns how to be masculine and what it will mean in the
larger realm of society.
With this as a background for understanding a socializa-
tion process of masculinity, I contend that many successful,
black
gay men absorb each of these elements along with the added
factor of their homosexuality. Because of their sexual orienta-
tion, black gay men are often depicted as anything but mascu-
line by the mainstream. The ridicule that the black gay men
receive from their peers and the silencing, which they receive
from their primary group, compromises their masculinity. These
competing pressures shape how the men think and express their
masculinity.
Successful, black gay men provide an Interesting case for
exploring Gerschick and Miller’s concept of hegemonic mascu-
linity because they for the most part have or partake in a major-
ity of the above-mentioned characteristics, with the exception
of one; that of perceived strength. The hegemonic masculinity
construct asserts strength as a descriptor for men and a gay
man,
because of his sexual orientation, is often perceived and/or rep-
resented as weak. Interestingly enough, when asked, “What does
Wise 9
it mean to be a black man?” the majority of the men included
the following two adjectives “strength” and “responsibility” in
39. their responses. Whitehead’s research on masculinity among Ja-
maican men reveals that respect and reputation are attributes
of strength and all men are measured by the influential com-
munity of men to which they belong for their ability to exhibit
strength (1992). Strength as it used by the black gay men in this
study refers to perseverance and endurance. It is a character
trait
as opposed to a physical look or ability.
When I asked Phil this question, his initial response was
a long period of silence. His discomfort with the question was
reflected in his body language as he continuously switched po-
sitions in his chair. Each time he would begin to say something,
he would then stop and wait a few more minutes. It was clear
that he was searching for the right words to express his ideas.
His following response reveals the layered quality of his emo-
tions, thoughts and experiences. He begins,
I think about the lack of relationship with my father. At age
43 I’m coming to some clarity about him. He had so much
pain in being a black man in the community. He inflicted
that pain. and struggle on us through his alcoholism and
violence. [pause]
Struggle to be a man in our own terms not based on the
larger white America power structure. That context has defi-
nitely affected our manhood . . . for many in our community
it means to exercise power, economically or physically be-
cause when I think about my dad because he couldn’t exer-
cise power economically and socially he chose to do it
physically (1999).
With the above as background, it becomes clear how and
why Phil defines manhood the way he does. He adds,
To be a man is to be strong. To be in control, to be in power.
To be in control of your emotions. Be in control of your fam-
40. ily. To the extent you can be in control, you’re going to be
in control, To be a real man which means being powerful
and in control of emotions, to be in control as much of your
life as you can be. For many of us to be a real man means
that you have that physical power and strength, control of
emotions, to have a cool pose. To be this masculine image
that we uphold. The standard that we have even though
we sleep with other men there’s still this mask that we have
to pretend to be considered a real man in the larger black
community [pause]. To be a man means THIS and it means
everything that’s not associated with being feminine which
means being feeling, being creative, nurturing. I’m not say-
10 Journal of African American Men
ing it’s true for everybody, but where I grew up that was
the case (1999).
Literally days later, Phil expressed that the following
should also be included:
My personal experience, when I looked at the vast majority
of kids in the neighborhood where I grew up. We were the
only ones who had a dad at home, who was there, who
worked. Some of them didn’t know who their father
was . . . [pause] Strength to endure the pressure. To make a
place where there wasn’t one. My dad stayed on a job for
30 years. Alcoholism aside, he kept a roof over our head.
[pause] Strength of will, strength of character (1999).
Phil’s comment begins to get at the conflictual nature of
being a black gay man. He is very aware of what is considered
masculine based on his experiences with his father. He outlines
the behavior that is expected of a “real man” and in doing so
41. reveals his understanding of a masculine socialization process.
More specifically, Phil acknowledges a key component;
“power”
in what Michael. Kimmel refers to as a “hegemonic manhood”
(1994). This process, coupled with Phil’s thoughts on manhood,
demonstrates that as a gay man he is still very much aware of
what is expected of him as a black man by the black community.
The assumption is, of course, that a black man is masculine.
Phil’s
description of being a man is not so much a facade as an inter-
nal struggle to balance or reconcile what he knows and has
learned about being a real man with his sexuality. Both are im-
portant, but they can often compete and conflict with one an-
other. A question arises: How do successful, black gay men
respond to these pressures? Gerschick and Miller, based on their
research offer the following possibilities as responses to a hege-
monic masculinity:
. . . 1) reformulation, which entailed men! s redefinition of
hegemonic characteristics on their own terms; 2) reliance,
reflected by sensitive or hypersensitive adoptions of particu-
lar predominant attributes; and 3) rejection, characterized
by the renunciation of these standards and either the cre-
ation of one’s own principles and practices or the denial of
masculinity’s importance in one’s life (Gerschick and Miller
1997: 106).
In their varied responses to a hegemonic masculinity, the
men reveal the disparity between what they know and have
learned as black men. This disparity is nothing less than the so-
ciocultural meanings of masculinity and manhood within the
Wise 11
42. context of a white society. They also reveal the gap between
their own lived experiences as black gay men within the larger
black community. This relates to the “complex interlocking pro-
cesses of political, social and cultural forces” which are integral
elements of hegemony (Williams 1992: 108). Many of the men
are not able to entirely articulate these connections, but they
try to work out some way of living with it, In doing so, they
develop a triple consciousness, one of being a black man within
the context of a larger white society, another of being a black
man within the context of the larger black community, and fi-
nally being a black man whose sexual orientation differs from
the majority. What is interesting is that strength comes to de-
fine how some of the men view themselves not only as black
men but as black gay men. Theo illustrates this point,
Being a black GAY man sometimes it can relate to a black
man being better, being the best and being strong. Strength
is a huge thing just being a man period, let alone a black
gay man because of the taboos in our community which are
strong and deep-rooted and can be overwhelming . . . They
can be just so BURDENSOME They can be such a burden to a
black gay man; they can bring you down if you don’t have
enough strength to rise above them (1998).
I contend that these influences sometimes manifest them-
selves in contradictory ways as the men strive to make sense out
of the relationships and interactions dictated by these various
consciousnesses, and hegemonies they represent. It is clear that
this process is not static; it changes as the men come to terms
with who they are as men, and gay men in the black commu-
nity. Perhaps those who are most fully out challenge these he-
gemonic notions in a different way. They do so by taking the
emphasis off the implied heterosexuality as a prerequisite for
manhood. Melvin fully embraces his sexuality and views it as a
source of spiritual power that is to be shared. He says the fol-
lowing about what it means to be a black man, which goes be-
43. yond his sexuality:
We’re very enlightened men and we have to also let people
understand that to be gay does not mean not to be a man.
A definition of a man is not who you sleep with and whether
you play an aggressive or passive role in a given conjugal
environment, but how responsible and strong you are to
stand your ground on issues and circumstances (1999).
I assert that successful black gay men both embrace and
resist Gerschick and Miller’s notion of a “hegemonic masculin-
12 Journal of African American Men
ity” (1997). I will also demonstrate how the men have
integrated
their experiences as black gay men within the context of the
larger black community.
Value of Masculinity
The men clearly understand the value placed on mascu-
linity both within the black gay community and the larger black
community. For example, Theo a 38–year old physician, has
stated
that, as a black gay man, [you] are considered “ . . . undesirable
if there is anything effeminate about you . . . ” (Theo 1998). He
adds, “ . . . what is expected is this masculine black gay man. In
other words, a straight man who just happens to sleep with men”
(Theo 1998). Dwayne states rather matter-of-factly that the
“value” of being masculine is “obvious” (1999). He draws a
slight
parallel between the value of being masculine within the black
community and the black gay community. He supports his view
44. by stating, “It’s been my experience that the people I know
would rather be with a man who was masculine as opposed to
one who wasn’t” (Dwayne 1999). Other gay men are more suc-
cinct in their description in simply stating, “You can’t be a
weak
bitch” (1999).
Alternately, Kevin, a 35–year old TV producer who stands
6 feet 2 inches tall and has colored his hair blonde, notes that
his hypnotizing walk is somewhere between a switch and a
swag-
ger. Kevin reveals how others outside the black gay community
perceive the public affection of two men as a surrendering of
their masculinity. This reflects the degree to which masculinity
is highly prized and considered a great loss within the context
of a homosexual relationship. Embedded in his statements is the
fact that who ever gives away his masculinity also gives away
his status and power as a man. He notes, “when people see two
men being publicly affectionate, the instant issue is . . . Who
sac-
rificed their masculinity? Which one of them is the woman?
Which one of them has given their power away” (Kevin 1999).
“Marcus” offers another interesting perspective in terms
of bow masculinity is valued and perceived by others who are
not gay, particularly black straight men. He asserts that fear is
one of the contributing factors that impedes real communica-
tion between black gay and straight men. Because masculinity
is so highly regarded among heterosexual men, the mere asso-
ciation of a straight man with a gay man is enough to discredit
the straight man’s masculinity. “Marcus” elaborates, “I also
think
that heterosexuals, particularly men, are afraid that if they are
in any way affiliated or connected with gay men that somehow
45. Wise 13
reflects or undermines their masculinity”(1999). This
observation
by “Marcus” reiterates Clyde Franklin’s point that,
When Black males are peer group controlled, the types of
masculinities evolving generally are based on the key traits
of aggressiveness, violence, competitiveness, heterosexual-
ity, cool poses, dominance, sexism, and passivity/indifference
in mainstream society (Franklin 1994: 15).
Franklin’s analysis of peer group controlled masculinities
illuminates how heterosexuality becomes valued as a trait/de-
scriptor for masculinity among many black men. It also reveals
that black gay men, because of their homosexuality, may not be
perceived as masculine by black straight men.
Who’s Masculine
Biggest misconception is that masculinity and black gay men
cannot be used in the same sentence (Theo 1999).
I have had informal conversations with black straight men
about my research. Interestingly enough, when I ask them to
define masculintiy, they have difficulty doing so. The same is
ac-
tually true for black gay men. Both can more easily say what
masculinity is NOT. However, the difference lies in the fact that
black straight men state that, “masculinity is NOT a way in
which
they describe other men. No black [straight] man goes around
saying he’s a real masculine guy. Gay men do that becaue they
feel they HAVE to” (anonymous 1999).
46. Another critical factor that plays into black straight men’s
view of masculinity is the distinct history of the black man in
America. His masculinity, after years of physical and mental
op-
pression and emasculation, seems to have become directly con-
nected to his ideas of manhood and his effort to overcome that
history. For some of the men I talked to being gay or more spe-
cifically engaging in homosexual activity reduces or minimizes
one’s standing as a masculine black man.
A Plurality of Masculinities: An Idealistic or Practical
Solution
One method of moving beyond the more polar or di-
chotomous examination of masculinity is to construct a mascu-
linity that incorporates difference, a “plurality of masculinities”
(Conway-Long 1994). The theoretical approaches to masculin-
ity, according to Conway-Long, do not recognize the diversities
that exist within a group. He forwards that the acknowledgment
of these diversities has eluded many ethnographers. Conway-
Long contends that those researchers whose theoretical frame-
14 Journal of African American Men
47. work is devoid of diversity fall prey to the following assump-
tion: when a man just doesn’t fit, deviance becomes the stock
framework for analysis” (1994: 61–62). It is imperative that
black
men expand their idea and expressions of black masculinity to
black masculinities; moving from the singular to the plural.
Bell Hooks calls for a reconstruction of black masculinity
(1995). She argues that black masculinity has shifted from the
patriarchal to the phallocentric because black men live in a
capi-
talist society, which deprives them of their rights and exploits
their labor. Hooks contends that this has moved black men away
from patriarchal power toward a masculine status that depends
exclusively on their penis (1995). Hooks asserts that
challenging
this phallocentric expression would also entail combating the
compulsory heterosexuality that is embedded within it. She for-
wards that phallocentric masculinity undermines black solidar-
ity (1995). Hooks adds, “If black men no longer embraced
phallocentric masculinity, they would be empowered to explore
their fear and hatred of other men, learning new ways to re-
late” (Hooks 1995: …
48. ARTICLES
Brotherly Love: Homosociality and Black Masculinity
in Gangsta Rap Music
Matthew Oware
Published online: 20 March 2010
# Springer Science+Business Media, LLC 2010
Abstract Hip hop, specifically gangsta rap music, reflects a
stereotypical black
masculine aesthetic. The notion of a strong black male—
irreverent, angry, defiant
and many times violent—is pervasive in gangsta rap music. This
badman trope, as
characterized by Robin Kelley (1996), oftentimes encompasses
hypermasculinity,
misogyny, and homophobia. It should come as no surprise that
this genre of rap
music is rife with sexist themes and lyrics. Yet, what has not
been fully explored are
the progressive ways that male rappers express themselves
49. towards others
considered comrades or “homies.” Homosociality (Bird 1996;
Sedgwick 1995),
non-sexual positive social bonds, exists in gangsta rap music
between men. This
study explores the notion of homosociality in this genre of
music, analyzing the
lyrics of male rap artists who have sold one million or more of
their compact discs,
for a total of 478 songs. I attempt to further unpack the idea of
hegemonic black
masculinity, presenting an alternative understanding of its
deployment and
manifestation in this music.
Keywords Black masculinity. Hip hop . Rap . Homosociality
Gangsta rap music, the most popular selling subgenre of rap
music, is predicated on
an essentialized and limited construction of black masculinity.
Various scholars have
discussed the notion of black male authenticity within rap music
(Kitwana 2002;
Ogbar 2007; Rose 2008). Many rappers construct a black male
subjectivity that
50. incorporates the notion that masculinity means exhibiting
extreme toughness,
invulnerability, violence and domination (Anderson 1990, 1999;
Collins 2005;
Majors and Billson 1992; Neal 2006). Moreover, the
cornerstones of gangsta rap
music—hypermasculinity, misogyny, and homophobia—pervade
the genre. Howev-
er, what has received scant attention are the instances where
black male rappers
express their humanity towards other men they consider their
friends. This research
J Afr Am St (2011) 15:22–39
DOI 10.1007/s12111-010-9123-4
M. Oware (*)
DePauw University, 306 Asbury Hall, Greencastle, IN 46135,
USA
e-mail: [email protected]
explores and highlights this little analyzed aspect of the medium
via content analysis
51. of rap lyrics. In the end, black male rappers exhibit more than
the staples of gangsta
rap, forcing a re-examination of this group and black
masculinity overall.
Rappers routinely engage in hyperbolic masculinity, rhyming
about their virility
and strength, flaunting their muscles or pumping their chests on
their album covers
and music videos. An element of rapper discourse is the
invincibility of the rap artist.
No rapper encounters defeat by his competitors. Indeed,
according to many gangsta
rap artists, it would take an army of soldiers to even hurt them.
One of the reasons
that these individuals are seemingly impenetrable rests in their
brandishing of
weapons from small hand guns to large semiautomatic weapons
that are aimed at
their opponents. Moreover, rapper etiquette dictates a
propensity for violence
towards those who show disrespect. The imagined or real death
of a competitor or
rival engenders no remorse or sorrow. Taken together, these
characteristics personify
52. what it means to be black and male in gangsta rap—a “real
nigga.” Ogbar (2007)
writes:
Subsequent rappers like Tupac and Jay-Z have celebrated the
thug life while
underscoring their real nigga status. Within this framework,
rappers who extol
ghettoized pathology (drug selling, gang banging, violence,
pimping, etc.)
affirm their realness. All other groups become peripheral and
must conform to
the standard established by this group. So lyrically and
stylistically all artists
place themselves within this contextual framework and to
varying degrees
appropriate [apparent] young African American male styles and
markers (p. 43).
This embodiment or performance of supposed black manhood
manifests itself by
male rappers engaging in “beefs” or verbal battles (and
sometimes physical disputes)
with challengers who feel that they have been disrespected. The
most famous and
53. tragic of these feuds happened between gangsta rappers Tupac
Shakur and Notorious
B.I.G. and their record labels, Death Row and Bad Boy records.
Unfortunately, both
rappers were murdered by unknown assailants. More recently
we witness the
tensions between rappers 50 Cent and Ja Rule, as well as Jay-Z
and the Game—all
exhibiting hypermasculinity.
In their works, Neal (2006), Majors and Billson (1992), and
Collins (2005)
discuss how hypermasculinity constructs a kind of “strong black
man,” “cool pose,”
and “real man” demeanor among black men, respectively.
Specifically, a particular
presentation of self (Goffman 1959) emerges due to the limited
opportunities that
many black males face in their daily lives. In discussing the
masculine aesthetic he
identifies as the “Strong Black Man,” Neal (2006) claims its
genesis began 400 years
ago due to the enslavement, violence, and continued economic
exploitation of this
group. As a result, black males created a “functional myth” to
54. help them handle their
plight (p. 21). Majors and Billson (1992) write that although
black males defined
their manhood similarly to white males—provider, breadwinner,
procreator, and
protector—they did not have the necessary resources to fulfill
these roles.
Consequently, they created the “cool pose,” understood as
“[u]nique patterns of
speech, walk, and demeanor...it is a ritualized form of
masculinity that entails scripts,
physical posturing, impression management, and carefully
crafted performances that
deliver a single, critical message: pride, strength, and control”
(p. 2–4). Concurring
J Afr Am St (2011) 15:22–39 2323
with Neal (2006) and Majors and Billson (1992), Collins (2005)
writes “because so
many African American men lack access to forms of political
and economic power
that are available to elite White men, the use of their bodies,
55. physicality, and a form
of masculine aggressiveness become more important. Black men
experience
violence, often at the hands of other Black men” (p. 190).
This type of masculinity informs the “code of the street,”
whereby black males
who live in predominately urban and poor environments
comport themselves in a
manner deterring any sort of altercation with other individuals;
thus, males must
come off as aggressive or inclined to violence in order to
prevent violent
confrontations from ensuing (Anderson 1999). This behavior is
reinforced and
magnified when concentrated poverty, high crime and
joblessness exist in these
settings (Anderson 1999; Massey and Denton 1993; Wilson
1996). Popular gangsta
rapper 50 Cent presents an example of this violent
hypermasculine stance when he
states, “You see me in the hood, I got at least two guns/I carry
the glock, Tony car
my M-1s.” (2003). These aspects of black manhood present
concomitant
56. weaknesses, namely a “stunted, conservative, one-dimensional,
and stridently
heterosexual vision of black masculinity” (Neal 2006, p. 24).
This constricted
masculinity leads to blatant misogyny and homophobia in rap.
Misogyny abounds in gangsta rap. More than any other aspect
of this musical
genre, misogyny has been the focal point of hip hop research
(see Perry 2004 and
Sharpley-Whiting 2007 for detailed analyses). The excessive
deployment of
demeaning and denigrating language towards women, especially
black women,
permeates the music (Adams and Fuller 2006). For example,
using lyrics analyzed in
this work, on their compact disc D12 World (2004), the group
D12 has a song
entitled “Bitch” with lyrics stating, “Wiggle that ass,
bitch...Yeah, I called you a
bitch, bitch.” In addition to degrading language, the
objectification of women occurs
in the portrayal of them in skimpy clothing, vacuously gyrating
around fully-clothed
males, epitomizing current rap videos. Tricia Rose (2008), the
57. foremost authority on
hip hop, writes “Hip hop’s sexism is visible, vulgar, aggressive
and popular...clearly,
the issue isn’t if [emphasis mine] hip hop—as it has evolved in
the commercial arena
over the past dozen years or so—promotes sexist and demeaning
images of black
women as its bread-and-butter” (p. 114). Agreeing, Perry (2004)
writes that rap
music often presents women as hypersexualized “gold diggers”
who attempt to take
advantage of men (p. 128).
Kelley (1996) contends the denigration of women arises from
the fear of female
sexuality—black males’ failure of meeting the wants or desires
of black women.
Other scholars argue that the images in videos and messages in
the music are
reflective of the real tensions between black males and females.
Black females
making advancements beyond black males in the workplace and
in school
necessitates a need for said males to regain their footing by
“putting women in
58. their place” (Cole and Guy-Sheftall 2003; Collins 2005;
Kitwana 2002). Collins
(2005) states that one of the benchmarks of current “real man”
black masculinity
includes control of black women (p. 189). Consequently, a
hegemonic form of
masculinity develops in the medium of rap wherein black males
attempt to dominate
black women aurally (in the music) and visually (in music
videos) (Sharpley-
Whiting 2007). Indeed, Collins writes, “Black men’s visibility
within basketball, rap,
24 J Afr Am St (2011) 15:22–39
and hip-hop culture has provided a new and highly visible
cultural arena for
reasserting an adult Black masculinity...” (p. 191).
Another pervasive aspect of gangsta rap that is directly
connected to misogyny
and hypermasculinity is homophobia. Male rappers routinely
embrace pejorative
59. language with an anti-gay stance. Hill (2009) writes “...hip
hop’s most popular artists
over the past five years have consistently deployed antigay
rhetoric within their
music. For example, top selling rappers like Nas, Jay-Z, Nelly,
50 Cent, Eminem, Ja
Rule, and DMX have all used terms like ‘faggot’ and ‘homo’ to
disparage gay and
lesbian people, as well as emasculate real and imagined
enemies” (p. 32). For
example, DMX, in his song “Where the Hood At,” from his
compact disc Grand
Champ (2003) rhymes: “Last I heard, y’all niggas was havin
sex, with the same sex/I
show no love to homo thugs/how you gonna explain fuckin’ a
man.” Lamenting this
trend, gay rapper Tim’m in his interview with Chang (2006)
states that hip hop is the
last self-congratulatory arena for homophobia (p. 200).
Although homophobic
references are employed to demean and belittle male rivals and
gays and lesbians,
gay and lesbian sexual identities are indispensible to promoting
a heteronormative
masculinity. Tim’m, in his interview with Chang (2006),
60. continues: “Hip hop heteros
rely heavily on the inappropriate faggot in order to even exist.
In a really twisted sort
of way, they rely on the verbal bashing of fags in order to
substantiate their manhood...
Sadly hard edge and masculinity almost always means you hate
fags” (p. 203). Collins
(2005) contends that some heterosexual black men may resort to
violence against
gay men who threaten their heterosexuality (p. 192). This point
is easily
recognizable in many gangsta rap songs when rappers rhyme
about “beating up”
or “killing” gay men.
An even more perverse type of homophobia perpetuating black
male control
targets lesbians, especially lesbians of color, a group rarely
discussed when anti-gay
conversations occur in rap (Pritchard and Bibbs 2007). In this
realm, uber alles-
heterosexual male rappers not only conquer male competitors
and heterosexual
women, they also sexually dominate lesbians. In essence, as
Sharpley-Whiting
61. (2007) cogently writes: “Viewed through the prism of the
hypermasculine culture of
hip hop, lesbians and lesbianism are in some respects the final
frontier of conquest.
The prevailing mentality is that all lesbians need a ‘good stiff
one’ to set them on a
‘straight’...course” (p. 15). Thus, a lesbian identity vanishes
with a heterosexual
encounter with a dominant and domineering male rapper.
Albeit sexist and ostensibly hateful, the aforementioned aspects
of commercial
black male rap draw on the “badman” trope (Kelley 1996; Perry
2004; Ogbar 2007).
The badman originated in the fables of Stagolee and Shine and
continued in the
1970s black exploitation movie characters of Dolomite, the
Mack, and Superfly, as
well as in the sports arena with athletes like Muhammed Ali or
Charles Barkley.
Partly a creation of racism and classism, the badman is feared
by whites and middle-
class black society for his non-conformity, eschewing
established rules, norms, or
laws of society. Rather, he moves to his own tune and “...is an
62. outlaw, challenging a
societal order antithetical to the expression of African American
humanity. He is a
rebel to society, living on the margins of a black community
that at once regards him
as a hero and a threat” (Perry 2004, p.128). Drug dealers,
hustlers, pimps, and
players adhere and abide by badman behavior. All emphasize
their sexual and
physical prowess, fully embracing misogyny and homophobia as
part of their
J Afr Am St (2011) 15:22–39 2525
character. Under the guise of “strong black men” or “real men”
(Neal 2006; Collins
2005) gangsta rap artists uphold and perpetuate this aspect of
masculinity.
Unlike homophobia, misogyny, and hypermasculinity, another
dimension of
masculinity within rap has received little attention—
homosociality. Homosociality is
63. defined as individuals of the same-sex exihibiting strong social
bonds toward one
another in a non-sexual manner (Bird 1996; Sedgwick 1985;
Flood 2008). Previous
research has found that homosociality plays a critical role in
perpetuating hegemonic
masculinity and mediating heterosexual male-female
relationships. Bird (1996)
interviewed predominately white college educated males finding
three criteria for
manhood: an emotional detachment from women; engaging in
competition (whether
in sports or for women) with other men; and sexually
objectifying women. All of
these aspects are exhibited in front of and must meet the
approval of other
heterosexual males. Similarly, among his all English-speaking
Australian male
respondents, Flood (2008) found that homosocial male
relationships were supposed
to be prioritized over male-female types of relationships
(platonic or sexual).
Moreover, the purpose of male-female relationships was solely
for sexual
intercourse. Finally, male bonding occurs by heterosexual sex
64. talk, specifically,
men telling each other stories of their sexual conquests (p. 6).
This hegemonic
masculinity proliferates because men seek the approval of other
men in homosocial
relationships (Kimmel 1994). Thus according to this research,
homosocial male
spaces encompass homophobia, sexism, and hyper-
competitiveness (Bird 1996;
Kimmel 1994).
Previous research on homosociality among males primarily
depicts the adverse
and negative aspects of masculinity, or boys-behaving-badly.
Perhaps this lies in the
fact that those who have been interviewed are predominately
white males,
individuals who are “closest” to the dominant form of white
masculinity; for
example, only two of the 11 males that Bird (1996) interviewed
were black.
However, because many black males are marginalized in
American society,
possessing higher rates of prison incarceration, mortality,
joblessness, and lower
65. rates of educational attainment, middle-class status, and quality
healthcare in
comparison to elite white males, they face a different
relationship to hegemonic
masculinity (Collins 2005; Kimmel 1994). Both Kimmel (1994)
and Collins (2005)
discuss how non-hegemonic males (for example, minority or
gay men) are routinely
“othered” by white, elite, heterosexual males. Collins (2005)
specifically states that a
three-tiered hierarchy of masculinity exists with white males at
the top and black
males at the bottom, possessing the perceived least desirable
form of manhood.
Black masculinity, while drawing on various negative
components of white
hegemonic masculinity (i.e. hypermasculinity, sexism and
homophobia), especially
in rap music, may be more dynamic and complex than at first
glance.
Since prior research on hip hop has documented the
aforementioned harmful
aspects of black masculinity in rap music, this study explores
how blacks interact
66. with other black males in potentially empowering and caring
ways. What do rappers
who engage in homosocial rhetoric say about their “homies” or
those that they
consider friends? How does this inform black masculinity? Are
there instances
where black male rappers deliberately and intentionally express
affection, gratitude,
and even vulnerability towards other black males? The answers
to these questions
expand and enhance our understanding of black masculinity
within rap, particularly
26 J Afr Am St (2011) 15:22–39
male-male relationships, by presenting instances where males
express a broader and
more complex range of emotions and feelings than typically
discussed and analyzed
in rap music. The results demonstrate that black gangsta
rappers, as expressed
through their lyrics, are more humane than initially thought.
67. Methods
This exploratory study examines the themes that emerge when
black rap artists
rhyme about individuals who are not their competitors or
adversaries, but their
friends. It complements existing literature that discusses the
cultural development of
hip hop as a popular art form (see Chang 2005), as well as how
rap music informs
racial, gender, and class dynamics (see Morgan 1999; Rose
2008) by employing a
content or lyrical analysis of popular selling rap albums.
Through a systematic
technique for obtaining and analyzing songs, I seek to evince
generalizable findings
based on an established sociological methodology. Such
methods are employed in
the works of Kubrin (2005a; 2005b) and Oware (2009) in
reference to this medium.
Specifically, after reading the lyrics and listening to songs in
order to discern
intonation and intention, I perform a lyrical analysis of top
selling albums (25 in all)
by black male rap artists whose individual compact discs sold at
68. least one million
copies or more (see Appendix). Hence, I analyze popular
mainstream rap music for
the messages conveyed about male-male friendships.
This selection process yielded an overall sample of 478 songs.
Sexism, misogyny,
bravado, violence, or homophobia saturated all the albums and
nearly every song.
These topics permeate the music as expected by previous
research. However, other
subject matters surfaced in relation to black male camaraderie.
These topics included
rappers defining their male friends as family members (friends
are family), rappers
utilizing their personal achievements for the benefit of their
male friends (success by
association), and finally lamenting or mourning the
incarceration or death of a
companion (loss of friends). Specifically, coding was based on
the presence of these
themes in individual songs. Instances of “friends are family”
were based on
references wherein rappers equated friendship with familial ties,
for example, “we
69. are more than friends we are family,” or a similar sentiment.
“Success by
Association” entailed cases where rappers mentioned sharing
their material wealth
or other resources with their friends, an example being “my
money is your money”
or something to that affect. Finally, “loss of friends” referred to
rappers lamenting
the loss of their buddies to incarceration or death; for example,
“I am sad he died” or
a similar emotion (see Appendix). If a song had either one or
multiple lyrics that
expressed any of these topics then that song was coded once for
that specific theme.
Thus, if there are multiple lyrics that indicated loss of friends
(or any of the other
subject matters) in one song, then that song was only coded
once for this theme.
Although very few, there are some instances of entire songs
devoted to one topical
area. A minority of songs in the entire sample mentioned more
than one theme (4%).
Over a third (37%) of the songs of the entire sample made
reference to at least one of
these themes. Consequently, they constituted a much smaller
70. focus of discussion.
Nonetheless, their presence should encourage a nuanced
understanding of these
artists and their music.
J Afr Am St (2011) 15:22–39 2727
Before examining the aforementioned aspects within the genre it
is worth noting
the varied ways that rappers referred to someone as a friend:
“dog” or “dawg,”
“partner” or “partna” and “homie,” short for homeboy. The most
controversial, yet
frequently iterated characterization was “my nigga.” In rap
parlance this apparent
racial slur also designates a term of endearment or a friendly
appellation between
black males (Kennedy 2003). Thus, when discussing examples
of homosociality
these phrases are mentioned.
Analysis
71. Friends Are Family
For several rappers, friend is synonymous with family. From his
song “Family
Business” on the compact disc College Dropout (2004), Kanye
West explains: “All
my niggas from the Chi, that’s my family dog/And my niggas
ain’t my guys, they
my family dog/I feel like one day you’ll understand me dog/
You can still love your
man and be manly dog.” Kanye asserts that his connection with
other males goes
beyond mere friendship, something more than just having his
“guys.” Rather, his
friends comprise his family, an intimately closer and personal
tie for an associate.
Contrary to the blatant homophobia in most rap music, Kanye
presents an ostensibly
anti-homophobic stance wherein he fully embraces the idea of
demonstrating
affection for another male, yet maintaining “manliness.”
Similarly to Kanye, the transgression of heteronormative
masculinity surfaces in
the lyrics of Young Jeezy’s song “Dreamin” on his compact disc
72. Inspiration (2007).
The artist says: “One thing about it, I got love for you homie/
Two things about it,
I’ll take a slug for you homie/ Look at you now, you’se a
business man/ I’m proud of
you dog, handle your business man/You like the brother I never
ever had.” Jeezy’s
robust fondness for his friend engenders putting himself in
harm’s way—“tak[ing] a
slug”—for this person. This sort of behavior typifies parents’
attitudes towards their
children or lovers’ outlooks towards their significant other. Yet,
this rapper illustrates
these views when referring to another male in a platonic
manner. Indeed, Jeezy
claims a familial bond stronger than simple camaraderie towards
his “homie,”or in
this case, a fictitious brother. Outkast member Big Boi
articulates how biological ties
extend into the realm of companionship when he raps: “Marcus,
Jason, my little
brother James/ All my brothers from my momma but Andre is
just the same/Ain’t no
uno, we a duo, deuce dos to a pair.” These ostensibly sincere
words suggest a deeper
73. connection to his fellow rap mate Andre.
The last example for this category comes from the song
“Loyalty” by the group
D12 on their compact disc D12 World (2004). In the song,
several artists in the
group rhyme about the importance of loyalty in their
constructed family. Swifty
McVay explodes: “Why would I give a fuck about you if we
ain’t family?/ I roll with
a chosen few and those of you that’s behind me.” Revealing
bravado and a certain
level of vulnerability, Swifty’s statement seems intent on
expressing how important
he takes friendship. Conveying the literal meaning of the song
another member of
the group, Kon Artist, states in the chorus: “See I’m a man, and
a man gon’ do what
he gotta do/ And if they was really soldiers then they would do
what we do/And be
28 J Afr Am St (2011) 15:22–39
74. loyal to crew and crew was loyal to you.” Clearly, the primacy
of solidarity to fellow
members or “crew,” dominates. This maxim epitomizes
manhood, according to Kon
Artist. Moreover, he admonishes other male groups to
incorporate this principle in
their own friendships.
Even though friends as family is a small theme in the sample
(found in less than
5% of songs) when discussed it reveals an alternative view of
black masculinity.
This aspect challenges the prevailing narrowly defined notions
about black male rap
artists. The nuance becomes even more apparent when analyzing
how rap artists
share their success with companions.
Success by Association
Practically every rap artist analyzed who achieved success
monetarily or otherwise
imparted those resources to their friends. An example of this
comes from “Do You
Wanna Ride” by Jay-Z from his album Kingdom Come (2007):
75. Yeah nigga I bet we was kids and had dreams of bein here/
I said ‘we’ cause I’m here, you here!/
Yeah, ride with me, your spot is reserved family/
Cigarette boats, yachts, ain’t nowhere we can’t go/
We in South Beach and the Hamptons too baby/
In the name of those who ain’t made it, my progress/
Show success, please live through me/
I put my niggaz on, my niggaz put they niggaz on/
In this verse, Jay-Z makes it abundantly clear that he will
provide material
resources to those considered friends, whether that entails trips
to expensive
locations (the Hamptons or South Beach) or rides on luxurious
boats. Moreover, he
incorporates the previous theme of friends-are-family with his
felt obligation to share
his wealth with these individuals. He ends by discussing how
his actions are
communal in nature, the resources given to his buddies should
be shared with their
friends, and so on. This behavior exhibits the principal of “what
is mine is thine,”
wherein those who have the means share their resources with
76. those who do not.
Similarly to Jay-Z, rapper Ludacris, in his song “Large
Amount” from the
compact disc Red Light District (2005) rhymes: “My goal is to
set my friends up to
make some paper like me/ Put’em in position to make they
wishes come-true/ So
they can have multiple accounts that gain interest overnight/
Given a million dollars
what you gon’ do?” Contradicting the narcissistic and ego-
centric attitude that most
artists exhibit in their lyrics, Ludacris queries the listener: what
is a millionaire’s
obligation to his friends? He responds by saying that he must
“set” them “up” and
create opportunities where they can earn money themselves. In
his guest appearance
on the rapper T.I.’s “On Top of the World” (2008), Ludacris
declares: “Put one of my
partners right through culinary school/Now he my personal chef
so that bread, he get
it/Put’em all in houses, cleaned up all my friends’ credit /And
now they witnessed all
the glitz and the glamour.” Ludacris’s munificence ranges from
77. covering the full
tuition of a friend through school to restoring the credit of those
who needed it,
presumably through paying their bills. While Ludacris
demonstrates his generosity,
for some other rappers sharing wealth and fame are mandates.
J Afr Am St (2011) 15:22–39 2929
In his song “Drugs” from his compact disc U Gotta (2004) Lil
Flip says: “And
since Will Lean my nigga, I gotta help him out/ So I’ma put him
out (so nigga kick
ya feet up)/ And when the stores sell-out (then it’s time to re-
up)/So keep yo D-up,
cuz we comin’ with the heat man/And if you get a deal make
sure yo niggaz eat
man.” Lil Flip’s message to the listener verges on reprimand—
material wealth or
fame gained by one requires its redistribution to close
associates. Such action
becomes mandatory, not only done out of the kindness of one’s
heart. Overall,
78. implicit in the lyrics of the aforementioned rappers, individual
achievements cannot
stand alone, especially when buddies need help, monetarily or
otherwise. When male
friends face even greater troubles such as imprisonment, or even
death, then some
rappers verbalize their grief and sorrow.
Lament of Lost Friends
On every compact disc, with multiple references in some songs,
rap artists
poignantly discuss the loss of a friend to incarceration or death.
The rapper T.I.
dedicates an entire song, “You Ain’t Missing Nothing” to an
imprisoned companion
on his compact disc Paper Trail (2008). He bemoans:
My nigga Cap right now servin’ a life sentence/
For a murder he committed in self-defense/
And in such good spirits, shawty ain’t even trippin’/
And I could be right there with him, no bullshittin’/
He on his ninth year now, just waitin’ to get out/
Got me thinkin’ my shit ain’t even worth complainin about/
Cuz it can still be worse, fa sho’/
79. T.I. expresses his …
Effects of Parents Deportation on Children
Amuedo-dorantes, C., Pozo, S., & Puttitanum, T. (2015).
Immigration enforcement, parent-child separations, and intent
to remigrate by Central American deportees. Demography,
52(6), 1825-1851. https://doi.org/10.1007/s13524-015-0431-0
Baum, J. (2010). In the child’s best interest? The consequences
of losing a lawful immigrant to parent deportation. DIANE
Publishing
Dettlaff, A. J., & Fong, R. (2016). Immigrant and refugee
children and families: Culturally responsive practice. Columbia
University Press
Doering-White, J., Horner, P., Sanders, L., Martinez, R., &
Lopez W. (2016). Testimonial Engagement: Undocumented
Latina Mothers Navigating a Gendered Deportation Regime.
Journal of International Migration and Integration, 17(2),352-
340. https://doi/10.1007/s12134-014-0408-7
Dreby, J. (2010). Divided by borders: Mexican migrants and
their children. Berkeley: University of California Press
80. Dreby, J. (2015). Everyday illegal: When policies undermine
immigrant families. Oakland, California: University of
California Press
Evans, F. B., & Hass, G. A. (2018). Forensic psychological
assessment in immigration court: A guidebook for evidence-
based and ethical practice. Taylor & Francis
García, C. C. T. (2012). The impact of immigration on
children's development. Karger Medical and Scientific
Publishers
Heidbrink, L. (2014). Migrant youth, transnational families, and
the state: Care and contested interests. Philadelphia: University
of Pennsylvania Press
In Boehm, D. A., & In Terrio, S. J. (2019). Illegal encounters:
The effect of detention and deportation on young people. NYU
Press
In De, G. N., & In Peutz, N. (2010). The Deportation regime:
Sovereignty, space, and the freedom of movement. Duke
University Press
81. In Haugen, D. M., & In Musser, S. (2013). The children of
undocumented immigrants. Greenhaven Publishing LLC
Jacobs, J. L. (2016). The holocaust across the generations:
Trauma and its inheritance among descendants of survivors.
NYU Press
Lopez, W. D. (2019). Separated: Family and community in the
aftermath of an immigration raid. JHU Press
Mayorga-Gallo, S., & Valdés, G. (2017). Mi padre: Mexican
immigrant fathers and their children's education. Teachers
College Press
McKenna, K. (2011). A global perspective of children's rights:
Advocating for U.S.-citizen minors after parental deportation
through federal subagency creation. Family Law Quarterly,
45(3), 397-417
Membreno, J. E., Huynh-Hohnbaum, A.-L., & California State
University, Los Angeles. (2017). Parental Deportation:
Psychological Effects on the Children Left Behind. California
State University
Morey, B. N. (2018). Mechanisms by which anti-immigrant
stigma exacerbates racial/ethnic health disparities. American
82. Journal of Public Health, 108(4),40-463.
https://doi.org/10.2105/AJPH.2017.304266
Oliveira, G. (2018). Motherhood across borders: Immigrants and
their children in Mexico and New York. NYU Press
Regan, M. (2015). Detained and deported: Stories of immigrant
families under fire. Beacon Press
Siemons, R., Raymond-flesh, M., Auerswald, C. L., & Brindis,
C. D. (2017).coming of age on the margins: Mental health and
wellbeing among Latino immigrant young adults eligible for
Deferred Action for Childhood Arrivals (DACA). Journal of
Immigrant and Minority Health, 19(3), 543-551.
https://doi.org/10.1007/s10903-016-0354-x
Silvia, R. V. (2018). Borders and badges: Arizona’s children
confront detention and deportation through art. Latino Studies,
16(3), 310-340. https://doi.org/10.1057/s41276-018-0132-0
Suárez-Orozco, C. (2009). Children of immigration. Cambridge:
Harvard University Press
Yoshikawa, H. (2011). Immigrants raising citizens:
Undocumented parents and their young children. New York,
New York: Russell Sage Foundation
Zayas, L. H. (2015). Forgotten citizens: Deportation, children,
83. and the making of American exiles and orphans. Oxford
University Press
OUTLINE
7
PART 2- OUTLINE
Author’s Name:
Institutional Affiliation:
Part 2- OUTLINE
I. Introduction
Immigrant families always live in fear of the realization of their
status by the immigration officials. When a member(s) of a
family face deportation, the community and other members of
the family they leave behind feel the effects. The numbers of
deportation cases have rapidly increased in the last few years
with the effects of the same felt by the countries, society, and
international relations. In most immigrant families, they have at
least one undocumented family member risking deportation.
II. Body
1) Children face lots of difficulties adjusting in their countries