This document is a social identity paper written by Jacqueline Benitez-Alfaro. It discusses her social identity as a Catholic, Hispanic female from a lower middle-class family. She views her identity positively but acknowledges it can be seen negatively depending on the situation or location. She then interviews a white, male friend about his social identity and insights he gained. Both discuss how their identities influence interactions and when they are more or less likely to behave in certain ways due to their identities.
This document provides advice to youth aged 13-25 on various topics. It recommends taking personality tests to understand oneself better and learning about one's family. It stresses the importance of maturity and offers tips on developing values and views on sex, relationships, education and career paths. It warns against joining the military, cults or extreme groups. Overall, the document encourages youth to focus on practical skills, make responsible decisions, and avoid debt.
- john a. powell discusses his early experiences with race as a black man growing up in Detroit in the 1940s and 50s, including facing discrimination in school that prevented his brothers from participating in sports and advanced classes. He had to fight to take college prep courses and was often the only black male in his classes.
- He describes how the federal government's housing policies in the post-WWII era constructed racial divides by directing funding to create segregated white suburbs while investing little in urban areas and public housing projects where people of color lived, draining resources from cities.
- The creation of large suburban developments like Levittown that had racially restrictive covenants excluding black residents shaped modern segregated metropolitan
Real Facts and True Stories about Hookup Culturelisawadephd
The media both celebrates and condemns “hook up culture,” a mythical environment in which college students have an endless string of casual sexual partners. In fact, students are having a lot less sex than these stories suggest. More, they report that the sex they are having is disappointing, to say the least. In this talk, I show that the problem on college campuses isn’t too much sex, it’s bad sex: unpleasurable, unwanted, uncaring, and competitive. The solution? Not to abandon the casual hook up (it has some interesting advantages), but to multiply the sexual discourses on campus in ways that give students the cognitive freedom and cultural support to make the sexual choices that are best for each of them.
Hook Up Culture: To the Best of Our Knowledgelisawadephd
This lecture/workshop is aimed at higher education health and counseling staff. It includes an overview of the literature on hook up culture, a discussion of the theoretical issues/advances, and recommendations for institutions.
The article discusses issues with catcalling on college campuses. It argues that catcalling is degrading and makes women feel embarrassed. While some say catcalling is a compliment, the author believes catcallers do it to boast their masculinity to other men rather than to compliment women. The author recounts frequent experiences of being catcalled while walking around her campus, including being yelled at from windows of residential buildings. She feels catcalls are not meant to compliment her but are done for the benefit of the catcallers. Psychology research supports that catcalling stems from men asserting their masculinity to themselves or other men. The author concludes that her appearance is not for men to ogle or comment on publicly.
Be SAFE Literacy Program Newsletter_Introduction to SeriesLaura Brumbaugh
The document introduces a bullying prevention program called Be SAFE that will be implemented in a 4th grade class. The program, created by Michigan State University Extension, aims to teach youth how to create a safe, affirming, and fair environment through partnership with adults. It will run from September to November 2016 during library periods and teach concepts related to understanding and addressing bullying. The program is sponsored by Mississippi State University Tate County extension service and will be led by an FCS/4-H agent.
American Hookup: The New Culture of Sex on Campuslisawadephd
The media both celebrates and condemns “hookup culture,” a mythical environment in which college students have an endless string of casual sexual partners. In fact, students are having a lot less sex than these stories suggest. More, they report that the sex they are having is disappointing, to say the least. In this talk, I discuss the difference between hooking up as a behavior, a script, and a culture; what it means to live in a hookup culture; and why students report distress, disappointment, and trauma. The solution? Not to abandon the casual hookup (it has some interesting advantages), but to even the playing field on college campuses by taking power away from privileged students, giving everyone the information they need to make informed decisions, and then let students themselves nurture and innovate new sexual cultures, thus diversifying sexual options on campus.
This document provides advice to youth aged 13-25 on various topics. It recommends taking personality tests to understand oneself better and learning about one's family. It stresses the importance of maturity and offers tips on developing values and views on sex, relationships, education and career paths. It warns against joining the military, cults or extreme groups. Overall, the document encourages youth to focus on practical skills, make responsible decisions, and avoid debt.
- john a. powell discusses his early experiences with race as a black man growing up in Detroit in the 1940s and 50s, including facing discrimination in school that prevented his brothers from participating in sports and advanced classes. He had to fight to take college prep courses and was often the only black male in his classes.
- He describes how the federal government's housing policies in the post-WWII era constructed racial divides by directing funding to create segregated white suburbs while investing little in urban areas and public housing projects where people of color lived, draining resources from cities.
- The creation of large suburban developments like Levittown that had racially restrictive covenants excluding black residents shaped modern segregated metropolitan
Real Facts and True Stories about Hookup Culturelisawadephd
The media both celebrates and condemns “hook up culture,” a mythical environment in which college students have an endless string of casual sexual partners. In fact, students are having a lot less sex than these stories suggest. More, they report that the sex they are having is disappointing, to say the least. In this talk, I show that the problem on college campuses isn’t too much sex, it’s bad sex: unpleasurable, unwanted, uncaring, and competitive. The solution? Not to abandon the casual hook up (it has some interesting advantages), but to multiply the sexual discourses on campus in ways that give students the cognitive freedom and cultural support to make the sexual choices that are best for each of them.
Hook Up Culture: To the Best of Our Knowledgelisawadephd
This lecture/workshop is aimed at higher education health and counseling staff. It includes an overview of the literature on hook up culture, a discussion of the theoretical issues/advances, and recommendations for institutions.
The article discusses issues with catcalling on college campuses. It argues that catcalling is degrading and makes women feel embarrassed. While some say catcalling is a compliment, the author believes catcallers do it to boast their masculinity to other men rather than to compliment women. The author recounts frequent experiences of being catcalled while walking around her campus, including being yelled at from windows of residential buildings. She feels catcalls are not meant to compliment her but are done for the benefit of the catcallers. Psychology research supports that catcalling stems from men asserting their masculinity to themselves or other men. The author concludes that her appearance is not for men to ogle or comment on publicly.
Be SAFE Literacy Program Newsletter_Introduction to SeriesLaura Brumbaugh
The document introduces a bullying prevention program called Be SAFE that will be implemented in a 4th grade class. The program, created by Michigan State University Extension, aims to teach youth how to create a safe, affirming, and fair environment through partnership with adults. It will run from September to November 2016 during library periods and teach concepts related to understanding and addressing bullying. The program is sponsored by Mississippi State University Tate County extension service and will be led by an FCS/4-H agent.
American Hookup: The New Culture of Sex on Campuslisawadephd
The media both celebrates and condemns “hookup culture,” a mythical environment in which college students have an endless string of casual sexual partners. In fact, students are having a lot less sex than these stories suggest. More, they report that the sex they are having is disappointing, to say the least. In this talk, I discuss the difference between hooking up as a behavior, a script, and a culture; what it means to live in a hookup culture; and why students report distress, disappointment, and trauma. The solution? Not to abandon the casual hookup (it has some interesting advantages), but to even the playing field on college campuses by taking power away from privileged students, giving everyone the information they need to make informed decisions, and then let students themselves nurture and innovate new sexual cultures, thus diversifying sexual options on campus.
This document provides information about creating inclusive schools and social movements. It discusses terms related to LGBT identities, challenges faced by LGBT youth like higher rates of suicide and homelessness, and the importance of support and advocacy. The presentation covers historical figures like Bayard Rustin who advanced social justice movements while facing exclusion. Attendees learn strategies for being allies, including displaying safe zone signs, responding supportively to students who come out, and maintaining privacy. The goal is to make schools feel safe and supportive of all students.
This document contains interview responses from several feminists discussing their views and experiences with feminism. When asked what defines them as a feminist, many responded that they believe in equal rights and opportunities for all genders. Some noted that feminism has a stigma due to misconceptions about what it means and more radical factions. Respondents expressed hope that awareness is increasing through social media and activism, while some celebrities raise awareness but their influence is taken with skepticism. Personal experiences with issues like harassment and learning about global inequality drew several to feminism.
This document summarizes the struggles that 21st century women face in relationships with African men. It discusses how education has empowered women but caused confusion and anger for some men who want to maintain traditional dominance. The story of Kate, who broke off her engagement due to abuse, control and infidelity by her fiancé Welsh, is used to illustrate common issues that women experience. These include men refusing to accept women as equals, controlling behavior, and views that "men are just like that" and abuse is part of culture. The document examines perspectives from African women and men on social media about gender roles and respect in relationships. It sets out to analyze challenges for both African men and women in the changing society.
Rachel Warner grew up in a middle-class Christian family in Jenison, MI where attending church twice on Sundays was an important cultural practice. She was socialized by her parents and siblings to believe Sundays were for attending services. While she participated in this cultural norm, she notes some disadvantages to her social locations including being Asian in a predominantly white community and facing bullying for her appearance. However, she recognizes advantages to being a heterosexual, Protestant, able-bodied female in her 20s. Overall, she has a high probability of professional success due to her social locations, though acknowledges facing oppression as a minority in her hometown.
Race & Adoption Part 2: MicroaggressionsKim Hanson
Microaggressions, or the intentional or unintentional casual slurs, remarks, actions that communicate a negative or derogatory stereotype or belief about an individual or group, can leave a lasting imprint. For adoptees most already experience microaggressions based on their adoption status alone, but what about when you are transracially adopted, LGBTQ, identify with special needs, or a religious minority?
1) The document describes the experience of Maryann Adedapo, who was born in Texas to Nigerian immigrant parents. Though her parents are Nigerian, she was raised speaking English and does not know the Yoruba language well.
2) Maryann feels like an outsider among both African and African American groups. Africans see her as "too American" because she was raised in the US, while African Americans say she "sounds white."
3) These experiences of exclusion have been hurtful at times. However, Maryann has learned to accept herself and surround herself with diverse friends who will not judge her.
This document outlines an agenda for a training on being an ally for LGBTQ individuals. The training will include introductions, learning about different sexual identities and gender identities, common difficulties faced by LGBTQ people, ground rules, and how to be an effective ally. Participants will practice responding to scenarios and learn about campus resources for LGBTQ students, such as counseling and social programs. The goal is for participants to gain insight, increase knowledge, and be equipped with tools for creating safe spaces on campus.
The document discusses teen dating violence, providing statistics on its prevalence, examples of abusive behaviors, and advice for teens who may be in abusive relationships. It notes that 1 in 3 teens will be in an abusive relationship, and relationship violence is the leading cause of injury to women ages 15-44. The document offers advice for safety planning and resources for teens seeking help.
This document discusses various topics related to relationships, intimacy, and being single. It covers the history of the sexual revolution, different definitions of being single, stereotypes about single women, factors that influence relationships, maintaining safety when dating, reasons for marriage despite divorce rates, and maintaining intimacy and communication in relationships.
The document is an interview between Gianna Simmons and Richard Jones, a homeless man who lives on the streets of Pittsburgh. Simmons was initially uncomfortable approaching Jones but gained his trust to interview him about his experience with homelessness. Jones has been homeless for 20 years since losing his job. He spends his days panhandling in specific areas of the city and sees being homeless as a full-time job. Through their conversation, Simmons comes to understand that stereotypes about homeless people are often untrue and anyone could become homeless due to circumstances outside of their control. She hopes her interview helps raise awareness of the humanity of people experiencing homelessness.
Dating violence is an attempt by one member of an unmarried couple to gain power and control over the other through threats or acts of violence. Teenagers may experience dating violence due to inexperience with relationships, peer pressure, a desire for independence, or romanticized views of love. Signs of potential dating violence include jealousy, controlling behavior, intimidation, violence, pressure, substance abuse, and blaming the victim. Anyone experiencing abuse should seek help from trusted individuals and authorities. Friends of abuse victims should offer support without judgment and help create a safety plan.
This document summarizes Suzanne Perry's experience with domestic violence over many years. It describes her childhood and meeting her abuser at age 17. The abuse began with slaps but gradually escalated to punches, choking, and isolation from friends and family. She had three children with her abuser but left several times only to return after he promised to change. The emotional abuse included constant insults, financial control, and making her feel like a slave. Despite the abuse, she stayed for many years due to hope he would change and feeling trapped. The document provides warning signs of abuse and resources for help.
Altered target audience profile for my documentary 2Maro Lafif
The document summarizes the target audience for a documentary about government censorship of sexually explicit music videos. The primary target audience is 18-20 year old males and females from a mixed ethnic background who are well-educated, hard-working, and either in college, employment or training. They live in London and engage in activities like music, sports, reading and shopping. The target audience aims to appeal to young people and generate discussion around the debate of government censorship.
The document is a personal statement from Miriam Holbrook describing her childhood and what led her to become a social worker. She grew up in a liberal family but attended a conservative southern school where she was isolated for being different. She was placed in remedial classes despite having average intelligence. This experience of being marginalized motivated her to pursue a career helping disadvantaged communities gain empowerment and independence through education and community programs rather than just welfare assistance. Her goal is to embrace differences and give people confidence to change their world.
Bella Thorne discusses her experiences with peer pressure as a teenager in California. She admits that many of her friends feel pressured by their peers to drink, do drugs, or make other bad decisions. Bella wants to help teens resist peer pressure and make their own good choices. She believes in being direct and saying a firm "no" when feeling pressured. Bella also thinks it's important for teens to have open discussions with friends about peer pressure and to avoid situations where they may feel pressured.
The document discusses several key topics related to the psychological development of adolescent girls:
- Adolescence is a challenging time marked by changes in self-image, relationships, and mental health as girls face pressures from family, peers, and media.
- Statistics show many girls have low self-esteem and engage in risky behaviors, but an individual's experiences vary greatly.
- Protective factors like strong family/peer support, role models, and empowering messages can help girls develop resilience during this period.
- Studying abroad provides an opportunity to experiment with and express one's sexual and gender identities in new ways. However, cultural norms and laws regarding LGBTQIA expression vary greatly between locations.
- When choosing a study abroad program, it is important to research how openly the host culture accepts different sexual orientations and gender expressions, and what legal protections exist for LGBTQIA individuals.
- While abroad, one should be sensitive to local cultural norms regarding discussing sexuality and relationships, but it is also important not to feel forced back into the closet. Expressing one's identity respectfully and being open to new perspectives can lead to a rewarding experience.
Loneliness is a growing public health epidemic that affects over 50% of people in the United States on a regular basis. Loneliness and social isolation have significant negative impacts on physical and mental health, increasing risks of conditions like high blood pressure, cognitive decline, and mortality. For people with disabilities, barriers often make it more difficult to form and maintain relationships, with the average person with disabilities having only about 24 relationships compared to 150 for others. The document provides strategies for individuals, families, and support systems to help reduce isolation by learning about a person's interests and strengths, identifying social opportunities in the community, and facilitating introductions and relationship building.
The document discusses various topics related to attraction and relationships, including physical attractiveness, gender differences in attraction preferences, the matching hypothesis which suggests people seek partners with similar levels of attractiveness, and how proximity and reciprocity can influence relationship formation. It also defines different types of love including eros, ludus, storge, pragma, mania, and agape, and discusses the differences between romantic love and companionate love.
This document summarizes research on marriage expectations of young women in Mumbai. The researcher interviewed 21 women aged 18-33 from middle-upper class backgrounds. While arranged marriage is still valued, the lines between arranged and self-arranged are blurry. Caste is no longer openly discussed in marriage negotiations but still influences family networks. Changes in marriage are attributed to the rise of an urban salaried middle class and higher education levels, especially for women, rather than just modernization or urbanization alone. Further research is suggested on how education, employment, and modern institutions shape evolving marriage customs over time.
White Privilege Unpacking the Invisible KnapsackBy Peggy Mc.docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
This article is now considered a ‘classic’ by anti-racist educators. It has been used in workshops and
classes throughout the United States and Canada for many years. While people of color have described
for years how whites benefit from unearned privileges, this is one of the first articles written by a white
person on the topics.
It is suggested that participants read the article and discuss it. Participants can then write a list
of additional ways in which whites are privileged in their own school and community setting. Or
participants can be asked to keep a diary for the following week of white privilege that they notice (and in
some cases challenge) in their daily lives. These can be shared and discussed the following week.
Through work to bring materials from Women’s Studies into the rest of the curriculum, I have
often noticed men’s unwillingness to grant that they are over privileged, even though they may grant that
women are disadvantaged. They may say they will work to improve women’s status, in the society, the
university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials, which
amount to taboos, surround the subject of advantages, which men gain from women’s disadvantages.
These denials protect male privilege from being fully acknowledged, lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that since
hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege,
which was similarly denied and protected. As a white person, I realized I had been taught about
racism as something which puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to
recognize male privilege. So I have begun in an untutored way to ask what it is like to have white
privilege. I have come to see white privilege as an invisible package of unearned assets which I can
count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is
like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes,
tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s Studies work to
reveal male privilege and ask men to give up some of their power, so one who writes about having white
privilege must ask, “ Having described it what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges
from women of color that white women whom they encounter are oppressive. I began to understand why
we are justly seen as oppressive, even when .
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo ...
This document provides information about creating inclusive schools and social movements. It discusses terms related to LGBT identities, challenges faced by LGBT youth like higher rates of suicide and homelessness, and the importance of support and advocacy. The presentation covers historical figures like Bayard Rustin who advanced social justice movements while facing exclusion. Attendees learn strategies for being allies, including displaying safe zone signs, responding supportively to students who come out, and maintaining privacy. The goal is to make schools feel safe and supportive of all students.
This document contains interview responses from several feminists discussing their views and experiences with feminism. When asked what defines them as a feminist, many responded that they believe in equal rights and opportunities for all genders. Some noted that feminism has a stigma due to misconceptions about what it means and more radical factions. Respondents expressed hope that awareness is increasing through social media and activism, while some celebrities raise awareness but their influence is taken with skepticism. Personal experiences with issues like harassment and learning about global inequality drew several to feminism.
This document summarizes the struggles that 21st century women face in relationships with African men. It discusses how education has empowered women but caused confusion and anger for some men who want to maintain traditional dominance. The story of Kate, who broke off her engagement due to abuse, control and infidelity by her fiancé Welsh, is used to illustrate common issues that women experience. These include men refusing to accept women as equals, controlling behavior, and views that "men are just like that" and abuse is part of culture. The document examines perspectives from African women and men on social media about gender roles and respect in relationships. It sets out to analyze challenges for both African men and women in the changing society.
Rachel Warner grew up in a middle-class Christian family in Jenison, MI where attending church twice on Sundays was an important cultural practice. She was socialized by her parents and siblings to believe Sundays were for attending services. While she participated in this cultural norm, she notes some disadvantages to her social locations including being Asian in a predominantly white community and facing bullying for her appearance. However, she recognizes advantages to being a heterosexual, Protestant, able-bodied female in her 20s. Overall, she has a high probability of professional success due to her social locations, though acknowledges facing oppression as a minority in her hometown.
Race & Adoption Part 2: MicroaggressionsKim Hanson
Microaggressions, or the intentional or unintentional casual slurs, remarks, actions that communicate a negative or derogatory stereotype or belief about an individual or group, can leave a lasting imprint. For adoptees most already experience microaggressions based on their adoption status alone, but what about when you are transracially adopted, LGBTQ, identify with special needs, or a religious minority?
1) The document describes the experience of Maryann Adedapo, who was born in Texas to Nigerian immigrant parents. Though her parents are Nigerian, she was raised speaking English and does not know the Yoruba language well.
2) Maryann feels like an outsider among both African and African American groups. Africans see her as "too American" because she was raised in the US, while African Americans say she "sounds white."
3) These experiences of exclusion have been hurtful at times. However, Maryann has learned to accept herself and surround herself with diverse friends who will not judge her.
This document outlines an agenda for a training on being an ally for LGBTQ individuals. The training will include introductions, learning about different sexual identities and gender identities, common difficulties faced by LGBTQ people, ground rules, and how to be an effective ally. Participants will practice responding to scenarios and learn about campus resources for LGBTQ students, such as counseling and social programs. The goal is for participants to gain insight, increase knowledge, and be equipped with tools for creating safe spaces on campus.
The document discusses teen dating violence, providing statistics on its prevalence, examples of abusive behaviors, and advice for teens who may be in abusive relationships. It notes that 1 in 3 teens will be in an abusive relationship, and relationship violence is the leading cause of injury to women ages 15-44. The document offers advice for safety planning and resources for teens seeking help.
This document discusses various topics related to relationships, intimacy, and being single. It covers the history of the sexual revolution, different definitions of being single, stereotypes about single women, factors that influence relationships, maintaining safety when dating, reasons for marriage despite divorce rates, and maintaining intimacy and communication in relationships.
The document is an interview between Gianna Simmons and Richard Jones, a homeless man who lives on the streets of Pittsburgh. Simmons was initially uncomfortable approaching Jones but gained his trust to interview him about his experience with homelessness. Jones has been homeless for 20 years since losing his job. He spends his days panhandling in specific areas of the city and sees being homeless as a full-time job. Through their conversation, Simmons comes to understand that stereotypes about homeless people are often untrue and anyone could become homeless due to circumstances outside of their control. She hopes her interview helps raise awareness of the humanity of people experiencing homelessness.
Dating violence is an attempt by one member of an unmarried couple to gain power and control over the other through threats or acts of violence. Teenagers may experience dating violence due to inexperience with relationships, peer pressure, a desire for independence, or romanticized views of love. Signs of potential dating violence include jealousy, controlling behavior, intimidation, violence, pressure, substance abuse, and blaming the victim. Anyone experiencing abuse should seek help from trusted individuals and authorities. Friends of abuse victims should offer support without judgment and help create a safety plan.
This document summarizes Suzanne Perry's experience with domestic violence over many years. It describes her childhood and meeting her abuser at age 17. The abuse began with slaps but gradually escalated to punches, choking, and isolation from friends and family. She had three children with her abuser but left several times only to return after he promised to change. The emotional abuse included constant insults, financial control, and making her feel like a slave. Despite the abuse, she stayed for many years due to hope he would change and feeling trapped. The document provides warning signs of abuse and resources for help.
Altered target audience profile for my documentary 2Maro Lafif
The document summarizes the target audience for a documentary about government censorship of sexually explicit music videos. The primary target audience is 18-20 year old males and females from a mixed ethnic background who are well-educated, hard-working, and either in college, employment or training. They live in London and engage in activities like music, sports, reading and shopping. The target audience aims to appeal to young people and generate discussion around the debate of government censorship.
The document is a personal statement from Miriam Holbrook describing her childhood and what led her to become a social worker. She grew up in a liberal family but attended a conservative southern school where she was isolated for being different. She was placed in remedial classes despite having average intelligence. This experience of being marginalized motivated her to pursue a career helping disadvantaged communities gain empowerment and independence through education and community programs rather than just welfare assistance. Her goal is to embrace differences and give people confidence to change their world.
Bella Thorne discusses her experiences with peer pressure as a teenager in California. She admits that many of her friends feel pressured by their peers to drink, do drugs, or make other bad decisions. Bella wants to help teens resist peer pressure and make their own good choices. She believes in being direct and saying a firm "no" when feeling pressured. Bella also thinks it's important for teens to have open discussions with friends about peer pressure and to avoid situations where they may feel pressured.
The document discusses several key topics related to the psychological development of adolescent girls:
- Adolescence is a challenging time marked by changes in self-image, relationships, and mental health as girls face pressures from family, peers, and media.
- Statistics show many girls have low self-esteem and engage in risky behaviors, but an individual's experiences vary greatly.
- Protective factors like strong family/peer support, role models, and empowering messages can help girls develop resilience during this period.
- Studying abroad provides an opportunity to experiment with and express one's sexual and gender identities in new ways. However, cultural norms and laws regarding LGBTQIA expression vary greatly between locations.
- When choosing a study abroad program, it is important to research how openly the host culture accepts different sexual orientations and gender expressions, and what legal protections exist for LGBTQIA individuals.
- While abroad, one should be sensitive to local cultural norms regarding discussing sexuality and relationships, but it is also important not to feel forced back into the closet. Expressing one's identity respectfully and being open to new perspectives can lead to a rewarding experience.
Loneliness is a growing public health epidemic that affects over 50% of people in the United States on a regular basis. Loneliness and social isolation have significant negative impacts on physical and mental health, increasing risks of conditions like high blood pressure, cognitive decline, and mortality. For people with disabilities, barriers often make it more difficult to form and maintain relationships, with the average person with disabilities having only about 24 relationships compared to 150 for others. The document provides strategies for individuals, families, and support systems to help reduce isolation by learning about a person's interests and strengths, identifying social opportunities in the community, and facilitating introductions and relationship building.
The document discusses various topics related to attraction and relationships, including physical attractiveness, gender differences in attraction preferences, the matching hypothesis which suggests people seek partners with similar levels of attractiveness, and how proximity and reciprocity can influence relationship formation. It also defines different types of love including eros, ludus, storge, pragma, mania, and agape, and discusses the differences between romantic love and companionate love.
This document summarizes research on marriage expectations of young women in Mumbai. The researcher interviewed 21 women aged 18-33 from middle-upper class backgrounds. While arranged marriage is still valued, the lines between arranged and self-arranged are blurry. Caste is no longer openly discussed in marriage negotiations but still influences family networks. Changes in marriage are attributed to the rise of an urban salaried middle class and higher education levels, especially for women, rather than just modernization or urbanization alone. Further research is suggested on how education, employment, and modern institutions shape evolving marriage customs over time.
White Privilege Unpacking the Invisible KnapsackBy Peggy Mc.docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
This article is now considered a ‘classic’ by anti-racist educators. It has been used in workshops and
classes throughout the United States and Canada for many years. While people of color have described
for years how whites benefit from unearned privileges, this is one of the first articles written by a white
person on the topics.
It is suggested that participants read the article and discuss it. Participants can then write a list
of additional ways in which whites are privileged in their own school and community setting. Or
participants can be asked to keep a diary for the following week of white privilege that they notice (and in
some cases challenge) in their daily lives. These can be shared and discussed the following week.
Through work to bring materials from Women’s Studies into the rest of the curriculum, I have
often noticed men’s unwillingness to grant that they are over privileged, even though they may grant that
women are disadvantaged. They may say they will work to improve women’s status, in the society, the
university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials, which
amount to taboos, surround the subject of advantages, which men gain from women’s disadvantages.
These denials protect male privilege from being fully acknowledged, lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that since
hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege,
which was similarly denied and protected. As a white person, I realized I had been taught about
racism as something which puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to
recognize male privilege. So I have begun in an untutored way to ask what it is like to have white
privilege. I have come to see white privilege as an invisible package of unearned assets which I can
count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is
like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes,
tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s Studies work to
reveal male privilege and ask men to give up some of their power, so one who writes about having white
privilege must ask, “ Having described it what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges
from women of color that white women whom they encounter are oppressive. I began to understand why
we are justly seen as oppressive, even when .
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo ...
This document is a reading response to the essay "White Privilege: Unpacking the Invisible Knapsack" by Peggy McIntosh. The respondent provides brief responses to prompts about key concepts from the essay, including definitions of white privilege, unearned advantage, and conferred dominance. The respondent also reflects on systems of dominance and how privilege is culturally reinforced.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
PrintCultural Differences and Conflict Scoring GuideDue Date .docxsleeperharwell
Print
Cultural Differences and Conflict Scoring Guide
Due Date: End of Unit 5.
Percentage of Course Grade: 10%.
Criteria
Non-performance
Basic
Proficient
Distinguished
Compare how individuals from different cultures handle conflict.
16%
Does not compare how individuals from different cultures handle conflict.
Provides minimal information and details about how individuals from different cultures handle conflict.
Compares how individuals from different cultures handle conflict.
Analyzes how individuals from different cultures handle conflict; identifies assumptions on which the analysis is based.
Observe various causes of conflicts that occur between people due to institutional policy.
17%
Does not observe various causes of conflicts that occur between people due to institutional policy.
Provides minimal information and details about observing various causes of conflicts that occur between people due to institutional policy.
Observes various causes of conflicts that occur between people due to institutional policy.
Articulates various causes of conflicts that occur between people due to institutional policy; impartially considers conflicting evidence and perspectives.
Compare how individuals from different cultures experience cross-cultural conflict.
17%
Does not compare how individuals from different cultures experience cross-cultural conflict.
Provides minimal information and details about how individuals from different cultures experience cross-cultural conflict.
Compares how individuals from different cultures experience cross-cultural conflict.
Analyzes how individuals from different cultures experience cross-cultural conflict; identifies assumptions on which the analysis is based.
Describe a theoretical perspective of institutional conflict based on cultural difference.
16%
Does not describe a theoretical perspective of institutional conflict based on cultural difference.
Provides minimal information and details about describing a theoretical perspective of institutional conflict based on cultural difference.
Describes a theoretical perspective of institutional conflict based on cultural difference.
Explains a theoretical perspective of institutional conflict based on cultural difference; identifies assumptions on which the explanation is based.
Compare how individuals from different cultures transform conflict from a win-lose to a win-win situation.
17%
Does not compare how individuals from different cultures transform conflict from a win-lose to a win-win situation.
Provides minimal information and details about how individuals from different cultures transform conflict from a win-lose to a win-win situation.
Compares how individuals from different cultures transform conflict from a win-lose to a win-win situation.
Analyzes how individuals from different cultures transform conflict from a win-lose to a win-win situation; identifies assumptions on which the analysis is based.
Communicate effectively throug.
White Unpacking the Invisible Knapsack I was taught.pdfsdfghj21
Peggy McIntosh discusses the concept of white privilege through her own experiences as a white woman. She realized that as a white person, she was taught about racism as disadvantaging others but not about the invisible systems that confer dominance and advantage to white people. She provides 25 examples of daily effects of white privilege that she was able to take for granted but people of color could not, such as being able to buy skin-care products that match her skin tone or being able to criticize the government without being seen as a cultural outsider. She argues that acknowledging and addressing white privilege is necessary to dismantle systems of racial dominance and create a just society with equality for all.
Jacqueline Benitez-Alfaro is seeking a position where she can utilize her communication, problem solving, and customer relationship skills. She has a Bachelor's degree in Family and Consumer Sciences from the University of Georgia. As an intern at Children First, Inc., she assisted the Executive Director with daily tasks and researched grant opportunities. She also volunteered over 120 hours in the Athens community at organizations like the Athens Humane Society and Oasis Católico Santa Rafaela.
Jacqueline Benitez-Alfaro is seeking experience in the nursing field. She has a Bachelor of Science in Family and Consumer Sciences from the University of Georgia. She has experience interning at Children First, Inc. where she assisted the executive director and researched grant opportunities. She also volunteered over 120 hours with various organizations in Athens, including the Athens Humane Society and Oasis Católico Santa Rafaela.
Jacqueline Benitez-Alfaro is seeking experience in the nursing field. She has a Bachelor of Science in Family and Consumer Sciences from the University of Georgia. She has experience as an intern at Children First, Inc. where she assisted the executive director with daily tasks and researched grant opportunities. She is also involved in her community through volunteering with organizations like the Athens Humane Society and Oasis Católico Santa Rafaela.
Jacqueline Benitez-Alfaro is seeking experience in public policy and administration. She is currently interning at Children First, Inc. where she assists the Executive Director with daily tasks, researches grant opportunities, and identifies and develops grants. She has also volunteered over 120 hours in the Athens community at organizations like the Athens Humane Society and Oasis Católico Santa Rafaela. Benitez-Alfaro graduated from the University of Georgia with a Bachelor of Science in Family and Consumer Sciences and expects to graduate in May 2019.
The life course theory analyzes how social and historical contexts influence individuals' life trajectories. It was applied to understand the lives of the Walls family depicted in the memoir and film The Glass Castle. Key concepts examined included linked lives, where family members' lives are interdependent; agency, how individuals make choices within constraints; and social context, how factors like socioeconomic status shape opportunities. While economic hardship negatively impacted the Walls children, they demonstrated agency by pursuing different trajectories than their parents, such as Jeanette obtaining a career against her family's wishes. The life course theory provided insight into how the family members influenced each other's lives over time within their social environments.
The document discusses the author tracking their expenses for the month. They were surprised their spending on fast food and coffee was not higher. Tracking expenses helped them realize areas to cut back, such as unnecessary grocery items. Going forward, they will track expenses daily instead of every few days to be more mindful of purchases. The author wants to decrease spending on fast food and coffee by half by limiting to once or twice a week through meal preparation and time management to avoid procrastination.
The document provides an overview of the life course theory and its key concepts including timing, social context, linked lives, transitions, trajectories, agency, and generations. It then analyzes these concepts as they relate to the experiences of the character Jeanette in the memoir and film The Glass Castle. Specifically, it examines how her social context and linked lives with her family influenced her trajectories and ability to exercise agency in pursuing education and career goals that differed from her parents. The theory helps explain how Jeanette's life course was dependent on yet diverged from those around her due to her choices.
Jacqueline Benitez-Alfaro is seeking an administrative assistant position in healthcare. She has a Bachelor of Science in Family and Consumer Sciences from the University of Georgia expected in May 2019. She has experience as an intern at Children First, Inc. where she assisted the Executive Director and researched grants. She also worked as an administrative assistant at JCE Trucking where she categorized documents and calculated expenses. She is fluent in Spanish and has volunteered over 120 hours in her community.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...AbdullaAlAsif1
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...Travis Hills MN
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...Sérgio Sacani
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
1. Social Identity Paper 1
Social Identity Paper
Jacqueline Benitez-Alfaro
HDFS 4330
August 24, 2018
2. Social Identity Paper 2
My Social Identity:
What is your social identity?
I am a Catholic, Hispanic Female. I am also a first-generation student at the University
of Georgia. I am heterosexual, and I was raised in a lower middle-class family. I consider
myself Salvadorian, although I was born in the United States.
Do you see your identity as positive or negative? Does society see your identity as
positive or negative?
I view my identity as positive, and I think depending on where I am society can view my
identity as positive or negative. I was raised in a diverse part of Gwinnett County in the state
of Georgia. My school was composed of many minority groups and everyone embraced their
culture and heritage. I never felt belittled or less than my peers. It was not until I started
dating my boyfriend who is from a very small, southern town in Georgia called Hartwell, that
I actually felt judged for being Hispanic. The first time I heard racist words directly towards
Hispanics was from my boyfriend’s best friend; he thought I was White when we met because
I am very pale. At that moment, I realized racism is very real and not just something that is
seen on TV. My identity is viewed negatively when a person is offended and bothered at the
fact that a Hispanic female and White male are in an interracial.
Think about your identity in various situations. When are you likely to behave in certain
ways because of your identity? When is your behavior likely to be due to your identity?
3. Social Identity Paper 3
When is it unlikely to be so (e.g., is due instead to situational factors or other aspects of
yourself)?
When I am around other Hispanic people, I am more likely to speak Spanish, whereas
when I am surrounded by other ethnicities who do not speak Spanish, especially in public, I
tend to avoid speaking Spanish. Some people assume that if you are speaking Spanish, you
are talking badly about them, so I try to avoid making other people feel uncomfortable. Since
Gwinnett County is diverse, I usually speak Spanish more often in public than I would in
places like Athens or Hartwell where there is less ethnic diversity.
What kinds of things might threaten your social identity?
I never felt my social identity threatened until this past year. My boyfriend and I had
been dating for a year and up until that point I never took the passive racist remarks from
people from Hartwell seriously, I would just ignore it. There was one occasion where I was on
the phone with my boyfriend while he was at work and he was telling his coworker a story
about me and then all of a sudden, his coworker says, “When are you going to find yourself a
pretty White girl”. I just burst into tears. I think it hit me harder in this occasion because at
this point I could really envision myself marrying my boyfriend and starting a family with
him in the future. Because of my insecurities, it made me overanalyze the remark and it made
me start wondering if the constant remarks made by people surrounding my boyfriend would
ever make him question our relationship. This was the only time I ever felt ashamed of being
Hispanic and resented it because I felt like because of my ethnicity, I could possibly lose
someone who means a lot to me.
4. Social Identity Paper 4
Another source that could threaten my social identity is society and media. As a female
who wants to start her own business someday, the constant reminders that males are more
likely to succeed in the industry can be very discouraging. Media often shows families where
men go to work and have stable, high-earning careers and women stay at home to care for
their kids and clean the house.
How does your identity influence your interactions with others? Think about the
expectations you have and the expectancies others bring to the situation. To what extent
does this stem from social structure?
I am very light skinned compared to the majority of Hispanics. When I am around new
people, I always try to somehow mention that I am Hispanic, because when I was middle
school I never did simply because I did not think it was necessary, but some people went
years thinking I was White until I said something. I also like to mention that I am Hispanic
from the beginning of meeting someone because it can prevent an awkward situation, like
when I met my boyfriend’s best friend, where someone makes a racist or discriminatory
remark towards Hispanics, without knowing that I am Hispanic.
To what extent do you take your identity for granted (or not)?
Although I am part of two minority groups: Hispanic and female, I embrace both of
them. I mentioned previously that I want to start a business, which is an endeavor that mainly
White men succeed in. This makes me even more motivated to work harder to overcome
statistics and have a successful business regardless of the fact that I am a Hispanic female. My
5. Social Identity Paper 5
parents both came from El Salvador when they were teenagers; I constantly remind myself
that I do not what their sacrifices to be wasted and that I will reach my “American Dream”,
because when I do, their sacrifices will be worth it.
My Interviewee’s Social Identity:
What is your social identity?
I consider myself a white, male. I come from a poor family, but we made it by with
what we had. I used to be a welder, but now I work as a diesel mechanic and I also work on
boats, lawnmowers, cars, anything that has an engine. My passion for engines and cars led me
to be a racecar driver, which is something I strongly identify with (J. Benitez, 2018).
Do you see your identity as positive or negative? Does society see your identity as
positive or negative?
I see my identity as positive and society views white males in a positive way. I’m
southern and come from a small town and have a strong southern accent. Some people say
that southerners are dumb and illiterate once they hear an accent like mine, but I think that
comes from people up north, so they don’t understand life is different in the south (J. Benitez,
2018).
Think about your identity in various situations. When are you likely to behave in certain
ways because of your identity? When is your behavior likely to be due to your identity?
6. Social Identity Paper 6
When is it unlikely to be so (e.g., is due instead to situational factors or other aspects of
yourself)?
I am an outgoing guy, but when I go to the city I go into my shell. Going to the mall
can be overwhelming because there are more people there than in my whole town. I consider
myself humble and I don’t dress flashy and when I see all those people dressed in expensive
clothing, it makes me feel bad because I feel like I stand out for wearing dirty jeans and boots
with holes in them. I prefer to stay in my small town because I feel like I belong there and the
people there are like me and I don’t feel judged (J. Benitez, 2018).
What kinds of things might threaten your social identity?
Comparing myself to others definitely threatens my social identity. I am content with
the person I am and how I was raised because it taught me values and morals and to be
independent, but when I start comparing myself to people who have more than me even when
I’m working over 60 hours a week, it makes me wish I was born in a richer family (J. Benitez,
2018).
How does your identity influence your interactions with others? Think about the
expectations you have and the expectancies others bring to the situation. To what extent
does this stem from social structure?
In places where I am more comfortable like the racetrack or at work when I’m working
on trucks, I am more confident, and it shows through my interactions with other people. The
people I interact with have the same interest as me so it is easy to accept and show my social
7. Social Identity Paper 7
identity without feeling judged. Even though I am a White male, sometimes I do not realize I
have privilege in other aspects because I focus on my social economic status and materialistic
things.
To what extent do you take your identity for granted (or not)?
I take for granted that White people are more privileged than other races. I am from a
small town where everyone is treated the same, but the majority of the people in my town are
White so I guess it isn’t a good example of comparing how minorities are treated here. Even
though at time I do wish I came from a family that had more money, being form a family that
didn’t have much taught me to work hard for the things I have,
Write a separate section about the insights you gained from the interview and this paper,
incorporating the results and discussion around your completed implicit bias
assessments.
When I answered the question, I focused on mainly two identities: Hispanic and Female.
In The Complexity of Identity, it states that people are more like to identify with the minority
categories. I am Catholic and heterosexual, which are majority groups, so I have privilege in
those identities (Tatum, B. D). Many people, including myself, overlook and tend to forget that
although we do not have one privilege in certain category, does not mean we do not have
privilege in others. I think it is a common misconception that all White people are privileged,
hence the phrase “White privilege” that is frequently thrown around. Yes, White people do have
privilege in skin color, but that does not mean each white person has privilege in religion, social
8. Social Identity Paper 8
class, sexuality, etc. I got emotional responding to some of the questions and it made me realize
that for me, as an adult, social identities are more prevalent and important in our lives than when
I was younger.
Before starting the interview, I read my interviewee the consent form and the
participation and completion of the interview met the requirements for implied consent. My
interviewee focused on his social economic status. Like myself, he focused on the categories
where he was a minority. He acknowledged that he has privilege for being a White male, but he
did not recognize it as much because where he lives, the majority of the community is also
White. It was also interesting that he felt like everyone was treated equally/similarly in his town.
This is the same town where my boyfriend has been asked when he is going to find a White
girlfriend instead of Hispanic one. When I am in this town, I feel like everyone is staring at me; I
know many people think I am White when they first look at me so I blend in with the people of
this small town, but I do not feel welcome because I identify with Hispanics, and I notice how
White people in this town look at Hispanics and African Americans. I also found it interesting
that my interviewee felt out of place in the mall in a bigger city. Since I know my interviewee
personally, I actually noticed that he would dress up when he would go out of his small town, yet
he still feels like everyone is overdressed and his attire does not fit in.
I strongly believe that our environment and society form our social identities. I grew up
in a very diverse community, so I embraced my ethnicity without having criticism from others
and I do not think I would be able to handle racism or discriminatory remarks now that I am
older if I had not grown to love my culture from a young age. Television, social media, books,
and various other forms show traditional families to be a male figure who provides all or the
9. Social Identity Paper 9
majority of the household income, a mother who is a stay-at-home mom and is the primary
caregiver of her children. As a female, it seems like I am expected to stay at home and not have a
career of my own. Specifically, being a Hispanic female, I am not expected to go to college. I am
expected to start a family at a young age and get married and focus on pleasing my husband. My
parents played a huge part in motivating me to break stereotypes and work to meet my goals.
They always encourage me to focus on school and to not worry about having a boyfriend until
after high school; I think hearing this from them constantly made me focus on my goals and
being independent. The rule in my household was I either went to college or I start working to
help pay bills in the house. Sometimes it would come off harshly from my parents, but I am glad
it did because I am in my fourth year in college working up to my career goals. I was a bit
surprised when my race test stated that I have a moderate automatic preference for European
American over African Americans. At first, I took it as, “You’re racist and you have white
privilege because of your pale skin”. The more I analyzed my results, I realized that the
results could have been influenced by various factors. Maybe I identified with European
Americans because I also have light skin, and they look more like me so it was easier to
identify them in the test. Overall, I think it is important to be aware that you might be bias
towards a group of people even if you do not realize it.
Completing the Implicit Bias Assessment:
Name of Implicit IAT Taken: Gender - Career
10. Social Identity Paper 10
How accurate do you feel this IAT was for you in assessing any biases you may have
(circle a number below)?
1 2 3 4 5
(Not Accurate at All) (Very Accurate)
Explanation:
I think the test was accurate because although my beliefs differ from the results, I have
grown up constantly hearing that the male or the husband of a family will have a career and that
the woman will be a stay at home mom and take care of her family. I do not believe that only
males should have the option to build their career and women should not stay at home and be
housewives if they do not want to. Personally, I want to finish school and be further in my career
before I start a family.
I have switched my career goal ideas for various reasons over the past three years.
Personally, I think it was automatic for me to think that I would choose a career where I am
helping others. I started off as a pre-vet major, then pre-med, and then planned on going to
nursing school. I was 100% content with these career choices. I loved the idea of helping others,
but I was never open to other careers that were male dominant. When I decided to open up to
these other careers such as being a business owner, I realized it was something I actually aspired
to do, but because I am constantly told by society and media that men are the ones who make it
the farthest in these careers I do sometimes hesitate to pursue this goal, whereas I know in
nursing field where it is predominantly female, I could be successful.
Discuss your biases from this assessment in relation to the content of the Tatum reading.
11. Social Identity Paper 11
My assessment showed I would be considered a dominant (Tatum, B. D). The test
showed that I have a slight automatic association for male with career and female with family. I
am aware of my bias and I believe I developed this bias form watching various shows that shows
men working and women being housewives. Once I started kindergarten, my mom started
working and my dad also worked full time and traveled out of state. My mom always took care
of all the household duties and everything that involved my brother and I such as doctor
appointments and school functions. I always admired how my mom was able to handle
everything so well; she was able to work full-time and manage the household. I want to be able
to do the same thing when I start a family. I want to have a successful career and start a family,
but if I had to choose one or the other, I would choose to have a family, which could also have an
influence on my test results.
Name of Implicit IAT Taken: Race
How accurate do you feel this IAT was for you in assessing any biases you may have
(circle a number below)?
1 2 3 4 5
(Not Accurate at All) (Very Accurate)
My assessment stated that I have a moderate automatic preference for European
American over African Americans. I think this is accurate because I am used to seeing more
European features. I am Hispanic, but I have a lighter skin tone than most Hispanics and so
does the majority of my family. I do not think I prefer one race over the other; I think the test
12. Social Identity Paper 12
showed what I am more accustomed to seeing and identifying with so I thought the results
were accurate.
Discuss your biases from this assessment in relation to the content of the Tatum reading.
My assessment showed I would be considered a dominant (Tatum, B. D). My test showed
that I showed a moderate automatic preference for European Americans over African Americans.
I would say I was unaware of this bias. I have always grown up with an ethnically diverse group
of friends and I never thought I had a bias of one over the other. I think these biases have
developed recently but could have possibly been building up since I was younger. My family has
more European features, so I feel like I identify more with that group, which could have affected
the results of my assessment. Also, since I started college, the ethnic diversity of my friends has
decreased. The majority of my friends are White, and my boyfriend is White, so it could possibly
be that I am more familiar with European American features, so I had a preference towards this
specific group. I am open to be friends with anyone regardless of their race, gender, or sexuality,
but I think because the majority group in my current community, which is Athens/UGA, is
majority White, it is not a bias that the people I have classes with, befriend, and date are also
White instead of a minority group.
13. Social Identity Paper 13
References
J. Benitez, Personal Communication, August 21, 2018
Tatum, B. D. (n.d). The Complexity of Identity: “Who Am I?” Retrieved August 24, 2018