Social Justice as a Form of Discourse Impacting Identity for Action
By Philip S. Mirci, Ph.D. (2015)Introduction
Richard Paul (1992) wrote:
Because we do not come to our experience with a blank slate for a mind, because our thinking is already, at any given moment, moving in a direction, because we can form new ideas, beliefs, and patterns of thought only through the scaffolding of our previously formed thought, it is essential that we learn to think critically in environments in which a variety of competing ideas are taken seriously. … Knowledge is discovered by thinking, analyzed by thinking, organized by thinking, transformed by thinking… There is no way to take the thinking out of knowledge, or the struggle out of thinking, just as there is no way to create a neat and tidy step-by-step path to knowledge that all minds can mindlessly follow … But thinking requires counter-thinking, opposition and challenge, as well as support. We need reasons meaningful to us, some persuasive logic, to move our minds from one set of ideas or beliefs to another. In other words, we must “argue” ourselves out of our present thinking and into thinking that is more or less novel to us if we are to gain genuine knowledge [Critical thinking: what every person needs to survive in a rapidly changing world. Santa Rosa, CA: The Foundation for Critical Thinking, p. xi].
The search for truth and knowledge is one of the finest attributes of man ― though often it is most loudly voiced by those who strive for it the least.
The world we have made as a result of the level of thinking we have done thus far creates problems that cannot be solved at the same level of thinking at which we created them.
Constructivism, as a learning theory, was consistent with neuroscience research: the brain makes sense of experience by accessing its own existing knowledge base in order to interpret that experience. Furthermore, one’s identity is connected to this sense-making process. Thus, one’s own knowledge about self, others, and the world is limited. Intellectual humility is the discipline of bringing this awareness to different methods of knowing. Stephen Freeman (2000) summarized three different methods of knowing that were first stated by Charles Peirce in 1940:
The first method of knowing, the method of tenacity, states that people hold firm to truths they “know” are true. In establishing these truths there may be a tendency to omit evidence that does not support our beliefs and to find and include that, which does. This represents the well-known problem of objectivity. Frequent repetition or re-indoctrination of these assumptions or truths enhances their validity. This, simply stated, means one finds what one looks for…
The second method of knowing is the method of authority or established belief. This method has the weight of tradition and public sanction behind it. Many of the things we think we know have been handed down by tradition. People have also .
By James WaddellChapter 1 SeekingWisdomThe Beginnin.docxclairbycraft
By James Waddell
Chapter 1: Seeking
Wisdom
The Beginning
of Wisdom
An Introduction to
Christian Thought and Life
Print Chapter
CHAPTER 1CHAPTER 1
TOPICS
Introduction: A View of the World
What Is a Worldview?
How Do Worldviews Work?
Private and Shared Worldviews
Worldview Analysis and the Pursuit of
Wisdom
Conclusion
Chapter Review
References
Introduction: A View of the World
If, in essence, wisdom may be understood as the art
of successful living, then it is important to consider
what constitutes successful living. Sharp
disagreements can arise when someone reports to
know better than others about how one should live.
However, as mentioned in the introduction,
everyone must choose to live in one way or another
because he or she believes that one way of living is
better than others. People live according to
fundamental convictions about the nature and
purpose of the world around them, and they seek to
make sense of the world based on those
convictions. These convictions form what is called a
worldview, which is the central focus of this
chapter.
Fundamental convictions about reality reside deep
within the human heart where passions, affections,
and motives are impossible to see, but these
convictions visibly shape the ways people behave.
Their actions display the ways they think about
themselves and the world around them. This is not
to say that one’s entire worldview may be observed
in each action a person makes. Rather, everything
that one does is rooted in his or her views of the
world, to such a degree, that worldviews emerge in
tangible and observable ways throughout the
course of everyday life. A few examples may be
helpful in illustrating this concept.
Consider Joan, an employee at a local humanitarian
aid association located in a rough neighborhood in
the downtown section of her city. She interacts with
the homeless, the mentally unstable, the broken,
and the needy as well as prostitutes and drug
addicts every day. In meeting with people in crisis,
Joan always makes sure to remind each of them of
something that is also one of her core beliefs in life:
“Every person matters because every person has
value and worth,” she says.
In her car, however, Joan always seems to get
intensely frustrated at those driving poorly around
her on her commute home. It begins with a simple,
“C’mon.”
Then she grumbles, “Learn to drive! I can’t believe
this moron.”
And finally, with much honking of her car horn, she
screams, “Get off the road, you waste of space!”
along with several words that cannot be repeated
here.
Therefore, the questions arise: What does Joan
really believe about the world around her and the
people who live in it? Does she truly believe that
every person matters because every person has
value and worth? Or does she believe what she says
and demonstrates in her car: namely, that each
person needs to learn to drive or get out of her way
because they are seemingly not wo.
Introduction to Philosophy Philosophy 1301DEPhil.docxmariuse18nolet
Introduction to Philosophy: Philosophy 1301:DE
Philosophy 1301Danny Brown: ProfessorM.A. Philosophy- University of HoustonB.A. Philosophy- North Carolina State University B.A. Communications- North Carolina State University
Philosophy is the critical and rational examination of the most fundamental assumptions that underlie our lives, an activity of concern to men and women of all cultures and races.
-- Velasquez
Survey CourseThe Introduction to Philosophy class is a survey course designed to familiarize students with the various fields in philosophy and with those philosophers associated with them. It should also enable students to develop skills in logic and critical thinking.
PHILOSOPHYMy Mini-definition:The History of human thought.How do we (humans) think about and of ourselves as human beings.What, if any, is our purpose in the universe.How do we view the world around us.
What is Philosophy?Philosophy is a 5,000 year old academic tradition that systematically analyzes the very foundational questions of human existence.Philosophy seeks clarity on issues ranging from the existence of God, the validity of scientific knowledge, arguments over right and wrong, and the existence of the soul.
Philosophy 1301“Philosophy” is a combination of two ancient Greek words, “Philein” and “Sophia”, which mean “love of wisdom.”“Hard thinking” -- Alvin Plantinga
Analysis and critique of fundamental
beliefs and concepts.
What is Philosophy?It is an enterprise which starts with wonder at the mystery and marvel of the world.
Philosophy pursues a rational investigation of those mysteries and marvels, seeking wisdom and truth.
What is Philosophy?If the quest is successful, it results in a live lived in passionate moral and intellectual integrity.
Believing that “the unexamined life is not worth living,” the philosophy leaves no facet of live untouched by its probing glance.
What philosophy is notNot mere speculationOffer reasonsPeer review
Not Dogmatic
Preview of Things to ComeWhy be moral?What is the best form of political organization?Is there an afterlife, and if so, what is its nature?What is the meaning of life?
Does God Exist?
How Does the Mind Relate to the Body?
What Is Real? (What Actually Exists?)
So Why Study Philosophy?
Some ReasonsCritical thinking skills, writing skills and speaking skillsLiberation from prejudice and provincialism.Expansion of one’s horizonUnderstanding Society
Not usually taught before college
Guard against propaganda Intrinsically interesting
Helps fulfill our “self actualization” needs (Abraham Maslow)
Critical Thinking
In most academic subjects, students are taught what to think, rather than how to think.
The goal of philosophy:Autonomy
The freedom of being able to decide for yourself what you will believe in by using your own reasoning abilities.
In other words, learn to think for yourself.
Traditional Divisions of PhilosophyEp.
By James WaddellChapter 1 SeekingWisdomThe Beginnin.docxclairbycraft
By James Waddell
Chapter 1: Seeking
Wisdom
The Beginning
of Wisdom
An Introduction to
Christian Thought and Life
Print Chapter
CHAPTER 1CHAPTER 1
TOPICS
Introduction: A View of the World
What Is a Worldview?
How Do Worldviews Work?
Private and Shared Worldviews
Worldview Analysis and the Pursuit of
Wisdom
Conclusion
Chapter Review
References
Introduction: A View of the World
If, in essence, wisdom may be understood as the art
of successful living, then it is important to consider
what constitutes successful living. Sharp
disagreements can arise when someone reports to
know better than others about how one should live.
However, as mentioned in the introduction,
everyone must choose to live in one way or another
because he or she believes that one way of living is
better than others. People live according to
fundamental convictions about the nature and
purpose of the world around them, and they seek to
make sense of the world based on those
convictions. These convictions form what is called a
worldview, which is the central focus of this
chapter.
Fundamental convictions about reality reside deep
within the human heart where passions, affections,
and motives are impossible to see, but these
convictions visibly shape the ways people behave.
Their actions display the ways they think about
themselves and the world around them. This is not
to say that one’s entire worldview may be observed
in each action a person makes. Rather, everything
that one does is rooted in his or her views of the
world, to such a degree, that worldviews emerge in
tangible and observable ways throughout the
course of everyday life. A few examples may be
helpful in illustrating this concept.
Consider Joan, an employee at a local humanitarian
aid association located in a rough neighborhood in
the downtown section of her city. She interacts with
the homeless, the mentally unstable, the broken,
and the needy as well as prostitutes and drug
addicts every day. In meeting with people in crisis,
Joan always makes sure to remind each of them of
something that is also one of her core beliefs in life:
“Every person matters because every person has
value and worth,” she says.
In her car, however, Joan always seems to get
intensely frustrated at those driving poorly around
her on her commute home. It begins with a simple,
“C’mon.”
Then she grumbles, “Learn to drive! I can’t believe
this moron.”
And finally, with much honking of her car horn, she
screams, “Get off the road, you waste of space!”
along with several words that cannot be repeated
here.
Therefore, the questions arise: What does Joan
really believe about the world around her and the
people who live in it? Does she truly believe that
every person matters because every person has
value and worth? Or does she believe what she says
and demonstrates in her car: namely, that each
person needs to learn to drive or get out of her way
because they are seemingly not wo.
Introduction to Philosophy Philosophy 1301DEPhil.docxmariuse18nolet
Introduction to Philosophy: Philosophy 1301:DE
Philosophy 1301Danny Brown: ProfessorM.A. Philosophy- University of HoustonB.A. Philosophy- North Carolina State University B.A. Communications- North Carolina State University
Philosophy is the critical and rational examination of the most fundamental assumptions that underlie our lives, an activity of concern to men and women of all cultures and races.
-- Velasquez
Survey CourseThe Introduction to Philosophy class is a survey course designed to familiarize students with the various fields in philosophy and with those philosophers associated with them. It should also enable students to develop skills in logic and critical thinking.
PHILOSOPHYMy Mini-definition:The History of human thought.How do we (humans) think about and of ourselves as human beings.What, if any, is our purpose in the universe.How do we view the world around us.
What is Philosophy?Philosophy is a 5,000 year old academic tradition that systematically analyzes the very foundational questions of human existence.Philosophy seeks clarity on issues ranging from the existence of God, the validity of scientific knowledge, arguments over right and wrong, and the existence of the soul.
Philosophy 1301“Philosophy” is a combination of two ancient Greek words, “Philein” and “Sophia”, which mean “love of wisdom.”“Hard thinking” -- Alvin Plantinga
Analysis and critique of fundamental
beliefs and concepts.
What is Philosophy?It is an enterprise which starts with wonder at the mystery and marvel of the world.
Philosophy pursues a rational investigation of those mysteries and marvels, seeking wisdom and truth.
What is Philosophy?If the quest is successful, it results in a live lived in passionate moral and intellectual integrity.
Believing that “the unexamined life is not worth living,” the philosophy leaves no facet of live untouched by its probing glance.
What philosophy is notNot mere speculationOffer reasonsPeer review
Not Dogmatic
Preview of Things to ComeWhy be moral?What is the best form of political organization?Is there an afterlife, and if so, what is its nature?What is the meaning of life?
Does God Exist?
How Does the Mind Relate to the Body?
What Is Real? (What Actually Exists?)
So Why Study Philosophy?
Some ReasonsCritical thinking skills, writing skills and speaking skillsLiberation from prejudice and provincialism.Expansion of one’s horizonUnderstanding Society
Not usually taught before college
Guard against propaganda Intrinsically interesting
Helps fulfill our “self actualization” needs (Abraham Maslow)
Critical Thinking
In most academic subjects, students are taught what to think, rather than how to think.
The goal of philosophy:Autonomy
The freedom of being able to decide for yourself what you will believe in by using your own reasoning abilities.
In other words, learn to think for yourself.
Traditional Divisions of PhilosophyEp.
Sense of meaning in life is associated with
The feeling that one’s life has purpose and direction.
The perception that a person’s life matters and their experiences make sense.
A meaningful life is predicted by the following:
Positive self-views (e.g., high self-esteem and self-confidence).
Seeing oneself as distinct (i.e., different from others in a positive way).
Sense of self-continuity, meaning a connection between the past and present.
Satisfaction of basic psychological needs—The need for
Autonomy,
Relatedness, and
Competence.
A sense of meaning in life is based on:
Perceptions of life as making sense
Feeling that one’s life matters and is worthy
Having a purpose and moving toward valued goals
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docxwhitneyleman54422
In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used.
Part 1: Interview
Interview family members to gain information about the following:
Family information – nuclear, extended family, ages, siblings, etc.
History – how and when the stress started
Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings)
Family dynamics between members
Strengths of family
Cultural, religious, social networks and involvement
Family needs
Coping strategies
Community resources and support
Family goals for child
Other (i.e., personal stories)
Analyze the family from this information based on current research and theory,
Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5).
Provide a personal reflection on this experience including the communication skills needed for effective interviewing.
Part 2: Results of the Interview
Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Develop an introduction and conclusion for your paper.
.
In this assignment, you will assess the impact of health legisla.docxwhitneyleman54422
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docxwhitneyleman54422
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docxwhitneyleman54422
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docxwhitneyleman54422
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docxwhitneyleman54422
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
More Related Content
Similar to Social Justice as a Form of Discourse Impacting Identity for Action.docx
Sense of meaning in life is associated with
The feeling that one’s life has purpose and direction.
The perception that a person’s life matters and their experiences make sense.
A meaningful life is predicted by the following:
Positive self-views (e.g., high self-esteem and self-confidence).
Seeing oneself as distinct (i.e., different from others in a positive way).
Sense of self-continuity, meaning a connection between the past and present.
Satisfaction of basic psychological needs—The need for
Autonomy,
Relatedness, and
Competence.
A sense of meaning in life is based on:
Perceptions of life as making sense
Feeling that one’s life matters and is worthy
Having a purpose and moving toward valued goals
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docxwhitneyleman54422
In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used.
Part 1: Interview
Interview family members to gain information about the following:
Family information – nuclear, extended family, ages, siblings, etc.
History – how and when the stress started
Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings)
Family dynamics between members
Strengths of family
Cultural, religious, social networks and involvement
Family needs
Coping strategies
Community resources and support
Family goals for child
Other (i.e., personal stories)
Analyze the family from this information based on current research and theory,
Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5).
Provide a personal reflection on this experience including the communication skills needed for effective interviewing.
Part 2: Results of the Interview
Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Develop an introduction and conclusion for your paper.
.
In this assignment, you will assess the impact of health legisla.docxwhitneyleman54422
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docxwhitneyleman54422
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docxwhitneyleman54422
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docxwhitneyleman54422
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docxwhitneyleman54422
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
In the readings thus far, the text identified many early American in.docxwhitneyleman54422
In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East.
In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words
.
In the Roman Colony, leaders, or members of the court, were to be.docxwhitneyleman54422
In the Roman Colony, leaders, or members of the court, were to be:
•Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity
From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is:
Money alone influences others. Please analyze and critically discuss.
In your response, remember that all this is about leadership, the context which is set in Rome.
.
In the provided scenario there are a few different crimes being .docxwhitneyleman54422
In the provided scenario there are a few different crimes being committed and each could be argued multiple ways.
Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor.
Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing.
Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities.
respond to this discussion question in 150 words no references please
.
STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docxwhitneyleman54422
STOP
THE
MEETING
MADNESS
HOW TO FREE UP TIME FOR
MEANINGFUL WORK
BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN
SHARE THIS ARTICLE. HBR LINK MAKES IT EASY.
SEE PAGE 41 FOR INSTRUCTIONS.
FEATURE STOP THE MEETING MADNESS
62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017
EL
EN
A
K
U
LI
KO
VA
/G
ET
TY
IM
A
G
ES
JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63
P
Poking fun at meetings is the stuff of Dilbert car-
toons—we can all joke about how soul-sucking and
painful they are. But that pain has real consequences
for teams and organizations. In our interviews with
hundreds of executives, in fields ranging from high
tech and retail to pharmaceuticals and consulting,
many said they felt overwhelmed by their meetings—
whether formal or informal, traditional or agile, face-
to-face or electronically mediated. One said, “I cannot
get my head above water to breathe during the week.”
Another described stabbing her leg with a pencil to
stop from screaming during a particularly torturous
staff meeting. Such complaints are supported by re-
search showing that meetings have increased in length
and frequency over the past 50 years, to the point
where executives spend an average of nearly 23 hours
a week in them, up from less than 10 hours in the
1960s. And that doesn’t even include all the impromptu
gatherings that don’t make it onto the schedule.
Much has been written about this problem, but the
solutions posed are usually discrete: Establish a clear
agenda, hold your meeting standing up, delegate
someone to attend in your place, and so on. We’ve
observed in our research and consulting that real im-
provement requires systemic change, because meet-
ings affect how people collaborate and how they get
their own work done.
Yet change of such scope is rarely considered. When
we probed into why people put up with the strain that
meetings place on their time and sanity, we found
something surprising: Those who resent and dread
meetings the most also defend them as a “necessary
evil”—sometimes with great passion. Consider this
excerpt from the corporate blog of a senior executive
in the pharmaceutical industry:
I believe that our abundance of meetings at our
company is the Cultural Tax we pay for the inclusive,
learning environment that we want to foster…
and I’m ok with that. If the alternative to more
meetings is more autocratic decision-making, less
input from all levels throughout the organization,
and fewer opportunities to ensure alignment and
communication by personal interaction, then give
me more meetings any time!
To be sure, meetings are essential for enabling col-
laboration, creativity, and innovation. They often foster
relationships and ensure proper information exchange.
They provide real benefits. But why would anyone ar-
gue in defense of excessive meetings, especially when
no one likes them much?
Because executives want to be good soldiers. When
they sacrifice their own .
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docxwhitneyleman54422
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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 workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Social Justice as a Form of Discourse Impacting Identity for Action.docx
1. Social Justice as a Form of Discourse Impacting Identity for
Action
By Philip S. Mirci, Ph.D. (2015)Introduction
Richard Paul (1992) wrote:
Because we do not come to our experience with a blank slate for
a mind, because our thinking is already, at any given moment,
moving in a direction, because we can form new ideas, beliefs,
and patterns of thought only through the scaffolding of our
previously formed thought, it is essential that we learn to think
critically in environments in which a variety of competing ideas
are taken seriously. … Knowledge is discovered by thinking,
analyzed by thinking, organized by thinking, transformed by
thinking… There is no way to take the thinking out of
knowledge, or the struggle out of thinking, just as there is no
way to create a neat and tidy step-by-step path to knowledge
that all minds can mindlessly follow … But thinking requires
counter-thinking, opposition and challenge, as well as support.
We need reasons meaningful to us, some persuasive logic, to
move our minds from one set of ideas or beliefs to another. In
other words, we must “argue” ourselves out of our present
thinking and into thinking that is more or less novel to us if we
are to gain genuine knowledge [Critical thinking: what every
person needs to survive in a rapidly changing world. Santa
Rosa, CA: The Foundation for Critical Thinking, p. xi].
The search for truth and knowledge is one of the finest
attributes of man ― though often it is most loudly voiced by
those who strive for it the least.
The world we have made as a result of the level of thinking we
2. have done thus far creates problems that cannot be solved at the
same level of thinking at which we created them.
Constructivism, as a learning theory, was consistent with
neuroscience research: the brain makes sense of experience by
accessing its own existing knowledge base in order to interpret
that experience. Furthermore, one’s identity is connected to this
sense-making process. Thus, one’s own knowledge about self,
others, and the world is limited. Intellectual humility is the
discipline of bringing this awareness to different methods of
knowing. Stephen Freeman (2000) summarized three different
methods of knowing that were first stated by Charles Peirce in
1940:
The first method of knowing, the method of tenacity, states that
people hold firm to truths they “know” are true. In establishing
these truths there may be a tendency to omit evidence that does
not support our beliefs and to find and include that, which does.
This represents the well-known problem of objectivity. Frequent
repetition or re-indoctrination of these assumptions or truths
3. enhances their validity. This, simply stated, means one finds
what one looks for…
The second method of knowing is the method of authority or
established belief. This method has the weight of tradition and
public sanction behind it. Many of the things we think we know
have been handed down by tradition. People have also
traditionally sought knowledge from those in positions of
authority. History is replete with examples of kings and clerics
who have dictated truth to the masses. Even now, this source is
still used. The amount of information one is faced with is often
overwhelming, and the method of authority allows it to be
accepted at face value, without validation…
The third method of knowing is the method of a priori. This
method responds to the question: “If facts are known, what is it
that is known?” … a fact in a foreign frame of reference is not
false, it is simply meaningless [Freeman, S. (2000). Ethics: An
introduction to philosophy and practice. Belmont, CA:
Wadsworth /Thompson, pp. 41-42].
An examination of these three methods reveals the limitations
of one’s knowing. The first represents the acceptance of
whatever is transmitted “as true” to be “true” without the
unexamined assumptions ever being surfaced and identified
within one’s thinking. The second reveals the dangers of blind
acceptance of authority “at face value without validation.”
Attempting to challenge this way of knowing usually is met
with resistance because such “knowing” constitutes established
belief that is publicly sanctioned and/or comes from tradition.
The third method provides a means for making sense from
experiences in terms of “knowledge categories” that answer the
question: “If facts were known, what actually would be
known?” For example, with the third method of knowing, a
person can address whether or not behavior is consistent with
espoused values. How many authoritative books regarding
4. leadership address the power of unexamined assumptions in
individual and organizational behavior that perpetuate social
injustices?
The danger of naiveté regarding the concept of “objectivity”
Embedded within the individual and collective psyche of the
Western world is the concept of “objectivity” as being absolute
and beyond any degree of subjectivity. Thus, one’s mental
model of reality usually is perceived to be correct and true. The
sense of identity emerging from such perception is assumed
without critical self-reflection regarding the extent to which
one’s thinking may be determined by a worldview and
conformity within it. Richard Paul and Linda Elder (2001)
revealed the deceptive nature of one’s own thinking:
Humans live with the unrealistic but confident sense that we
have fundamentally figured out the way things actually are, and
that we have done this objectively. … Here are the most
commonly used psychological standards in human thinking:
· “It’s true because I believe it.” Innate egocentrism: I assume
that what I believe is true even though I have never questioned
the basis for many of my beliefs.
· “It’s true because we believe it.” Innate sociocentrism: I
assume that the dominant beliefs within the groups to which I
belong are true even though I have never questioned the basis
for many of these beliefs.
· “It’s true because I want to believe it.” Innate wish
fulfillment: I believe in, for example, accounts of behavior that
put me (or the groups to which I belong) in a positive rather
than a negative light even though I have not seriously
considered the evidence for the more negative account. I believe
what “ feels good,” what supports my other beliefs, what does
not require me to change my thinking is any significant way,
what does not require me to admit I have been wrong.
· “It’s true because it is in my selfish interest to believe it.”
Innate selfishness: I hold fast to beliefs that justify my getting
5. more power, money, or personal advantage even though these
beliefs are not grounded in sound reasoning or evidence.
[Paul, R. and Elder, L. (2001). Critical thinking: Tools for
taking charge of your learning and your life. Upper Saddle
Back, NJ: Prentice Hall, p. 212].
The difficulty of such thinking is recognizing when it is
happening. Emotional commitments to certain beliefs, attitudes,
practices, and expectations often are operative at an
unconscious level:
When we understand that the mind naturally uses numerous
methods for hiding its egocentrism [and sociocentrism] … And
only when we become adept at detecting them can we take steps
toward changing them [Paul, R. and Elder, L. (2001). Critical
thinking: Tools for taking charge of your learning and your life.
Upper Saddle Back, NJ: Prentice Hall, pp. 354-355].
Definition of Worldview
The dominant worldview in a society inevitably means that
those without the social, economic, and political power usually
are marginalized. Anyone wishing to be a social justice leader
needs to cultivate intellectual humility, intellectual empathy,
and intellectual courage. John Studley (1998) wrote:
Most of us are not conscious of our worldview. We do not learn
it so much as absorb it from our surrounding culture. It is
passed on from generation to generation with minimal change,
the assumptions rarely being reviewed or revised. A worldview
gives a culture structure, a subconscious legitimacy in the
minds of the people. It serves as the basis for evaluation,
judging and validating experience. It is a yardstick with which
people measure events and circumstances in the culture,
providing criteria of acceptability. It provides psychological
6. reinforcement for a society's way of life. It creates a "we-they"
dynamic; through a common worldview people identify with
their society as opposed to all other societies. [Studley, J. (May
1998). Dominant knowledge systems and local knowledge.
http://www.mtnforum.org/resources/library/studj98a.htm ].
Development of a worldview occurs within the context of
relationships resulting in the “absorption” of beliefs, attitudes,
expectations, and practices. Influences can shape how a person
understands self, others, and the world.
Sociocentric Thinking and Worldview
Many people calling themselves leaders are content to function
within a worldview shared by others. This is a form of
compliance that may rob a person from individuating to the
point of being able to question the unexamined assumptions
upon which a worldview often is based. Before proceeding
further, a definition of sociocentricity must be presented
because it is often the unconscious but operative assumption
governing a worldview:
Sociocentricity is the assumption that one’s own social group is
inherently and self-evidently superior to all others. When a
group or society sees itself as superior, and so considers its
views as correct or as the only reasonable or justifiable views,
and all its actions as justified, it has a tendency to presuppose
this superiority in all of its thinking and, thus, to think closed-
mindedly. Dissent and doubt are considered disloyal and are
rejected. Few people recognize the sociocentric nature of much
of their thought [p. 414].
The “cure” for ethnocentrism or sociocentrism is empathetic
thought (thinking within the perspective of opposing groups and
cultures). Empathetic thought is rarely cultivated. Instead, many
give lip service to tolerance while privileging the beliefs,
7. norms, and practices of their own culture.
Critical thinkers are aware of the sociocentric nature of
virtually all human groups and resist the pressure of group-think
that emerges from in-group thinking. They realize that universal
ethical standards supersede group expectations and demands
when questions of an ethical nature are at issue. They do not
assume that the groups to which they belong are inherently
superior to other groups. Instead, they attempt to critique every
group accurately, seeking to determine its strengths and
weaknesses. Their loyalty to a country is critically based on the
principles and ideals of the country and is not based on
uncritical loyalty to person, party, or national traditions [Paul,
R. and Elder, L. (2001). Critical thinking: Tools for taking
charge of your learning and your life. Upper Saddle Back, NJ:
Prentice Hall, p. 400].
Conformity within a Worldview
Humans are social: they exist within relational contexts. The
challenge of a person wishing to become an ethical leader is
being able to examine critically these contexts through the
development of ethical reasoning. This is difficult because of
one’s subjectivity in interpreting the contexts. Becoming more
aware, at deeper and deeper levels, of one’s natural tendency
towards sociocentrism constitutes an essential building block in
ethical reasoning:
Not only are humans naturally egocentric but we are also easily
drawn into sociocentric thinking and behavior. Groups offer us
security to the extent that we internalize and unthinkingly
conform to their rules, imperatives, and taboos. Growing up, we
learn to conform to many groups. … Our unconscious
acceptance of the values of the group leads to the unconscious
8. standard: “It’s true if we believe it.” There seems to be no
belief so absurd but that some group of humans irrationally
accepts it as rational.
Not only do we accept the belief systems of the groups to which
we belong, but most important, we act on those belief systems.
For example, many groups are anti-intellectual in nature. …
In addition to face-to-face groups we are in, we are influenced
indirectly by large-scale social forces that reflect our
membership in society at large. For example, in capitalist
societies, the dominant thinking is that people should strive to
make as much money as possible, though this form of thinking,
it might be argued, encourages people to accept a large gap
between the haves and have-nots as right and normal.
Or consider this: Within mass societies the nature and solution
to most public issues and problems are presented in
sensationalized sound-bytes by television and news media. As a
result, people often come to think about complex problems in
terms of simplistic media-fostered solutions. Many people are
led to believe that expressions such as “Get tough with
criminals!” and “Three strikes and you’re out!” represent
plausible ways to deal with complex social problems.
What is more, the portrayal of life in Hollywood movies exerts
a significant influence on how we conceptualize ourselves, our
problems, and our lives. Sociocentric influences are at work at
every level of social life in both subtle and blatant ways. There
are many sociocentric forces in society them [Paul, R. and
Elder, L. (2001). Critical thinking: Tools for taking charge of
your learning and your life. Upper Saddle Back, NJ: Prentice
Hall, pp. 355-356].
Complexity, Conformity, and the Illusion of Critical Thinking
9. The human person is complex. In examining Murray Bowen’s
concepts of “togetherness force,” “individuality force,” “self-
differentiation,” and “societal regression” or “societal
emotional process,” the key understanding is that ethical
development necessitates differentiating from unconscious,
unexamined, and uninformed beliefs, attitudes, values,
practices, and ways of behaving that we’ve absorbed from
worldview influences shaping one’s perceptions of a sense of
self, others, and the world.
Pursuit of personal development towards becoming an ethical
leader can create within a person an identity crisis. This may
occur as a result of consciously and intentionally realizing that
ethical leadership is inseparable from one’s stance regarding
social justice. Because social justice involves consciously and
intentionally reshaping institutions, an ethical leader begins
seeing unjust institutional practices and beliefs that previously
were “invisible” to him/her. Coming to such insight may well be
impossible as long as one remains immersed in his/her current
uncritical worldview defined through habitual egocentric and
sociocentric reasoning.
Richard Paul, in a text, now considered a classic defined critical
thinking standards. These need to be developed within us.
Without cultivation of these standards, people often operate in
ways that constitute micro-aggressions towards other people.
The following are four of the intellectual standards [Paul, R.,
1992. Critical thinking: What every person needs to survive in a
rapidly changing world. Santa Rosa, CA: Foundation for
Critical Thinking]:
Intellectual Empathy: Having a consciousness of the need to
imaginatively put oneself in the place of others in order to
genuinely understand them, which requires the consciousness of
our egocentric tendency to identify truth with our immediate
10. perceptions of long-standing thought or belief. This trait
correlates with the ability to reconstruct accurately the
viewpoints and reasoning of others and to reason from premises,
assumptions, and ideas other than our own. This trait also
correlates with the willingness to remember occasions when we
were wrong in the past despite an intense conviction that we
were right, and with the ability to imagine our being similarly
deceived in a case-at-hand. (Paul, 1992, p. 652)
Intellectual Humility: Having a consciousness of the limits of
one's knowledge, including a sensitivity to circumstances in
which one's native egocentrism is likely to function self-
deceptively; sensitivity to bias, prejudice and limitations of
one's viewpoint. Intellectual humility depends on recognizing
that one should not claim more than one actually knows. It does
not imply spinelessness or submissiveness. It implies the lack of
intellectual pretentiousness, boastfulness, or conceit, combined
with insight into the logical foundations, or lack of such
foundations, of one's beliefs. (Paul, 1992, p. 652)
Intellectual Courage: Having a consciousness of the need to
face and fairly address ideas, beliefs or viewpoints toward
which we have strong negative emotions and to which we have
not given a serious hearing. This courage is connected with the
recognition that ideas considered dangerous or absurd are
sometimes rationally justified (in whole or in part) and that
conclusions and beliefs inculcated in us are sometimes false or
misleading. To determine for ourselves which is which, we must
not passively and uncritically "accept" what we have "learned."
Intellectual courage comes into play here, because inevitably we
will come to see some truth in some ideas considered dangerous
and absurd, and distortion or falsity in some ideas strongly held
in our social group. We need courage to be true to our own
thinking in such circumstances. The penalties for non-
conformity can be severe. (Paul, 1992, p. 651)
11. Moral Fairmindedness: Willingness and consciousness of the
need to entertain all moral viewpoints sympathetically and to
assess them with the same intellectual standards without
reference to one’s own feelings or vested interests, or the
feelings or vested interests of one’s friends, community, or
nation; implies adherence to moral [intellectual] standards
without reference to one’s own advantage or the advantage of
one’s group. (Paul, 1992, p. 2530
Summary
Social injustices have existed in the United States in the forms
of institutionalized oppression. Young people in schools have
remained especially vulnerable to the following forms of hate:
· Racism
· Sexism
· Heterosexism
· Classism
· Ableism
· Sizeism
· Ageism
· Audism
· Religious Intolerance
Often religious intolerance has manifested itself in the very
perpetuation of these “isms.”
Developing social justice discourse will be limited and distorted
to the degree that a person remains committed to her/his
egocentricity, ethnocentricity, and sociocentricity. Given the
critical need for social justice leaders and advocates, people
unwilling to pursue personal paradigm shifts (i.e., engage in
transformative adult learning) remain liabilities within the
education system and society.
2
12. 1
Tyranny revisited - Groups, psychological well-being and the
health of societies
Stephen Reicher and S. Alexander Haslam discuss results from
their BBC Prison Study.
Evil acts, we like to think, are the preserve of psychopaths. Yet
30 to 40 years ago, a series of classic psychology experiments
showed that the behaviour of ordinary people can be
transformed in groups and that the most decent of individuals
can be led to behave in the most indecent ways. These studies
raise critical questions about the processes through which
groups can transform us, and whether such transformations are
always for the worse. Yet for decades it has been impossible to
conduct studies with the same power as the classic studies and
to interrogate their conclusions. The BBC Prison Study has
broken this impasse and provides a surprising new set of
answers with important social, clinical and organisational
ramifications.
Are groups ‘naturally’ bad for us?
Of all the demonstrations that groups can change us, perhaps the
most extreme was conducted by Philip Zimbardo and colleagues
at the University of Stanford in 1971 (Haney, Banks &
Zimbardo, 1973). In this, ordinary young men were divided
randomly into prisoners and guards and placed in a prison-like
setting. Very quickly, some of the guards began to act brutally.
They set out to humiliate the prisoners and to deprive them of
their rights. Within days, some prisoners began to develop
psychological disorders. So severe were the consequences that a
study scheduled to last a fortnight had to be terminated after
only six days.
13. The Stanford Prison Experiment (SPE) provided a grimly
compelling portrait of the power of circumstances to shape
behaviour. This is the main reason why its findings are well-
known even beyond the boundaries of academia. But the SPE
didn’t just show the depths that people can descend to in
groups, it also sought to explain exactly what caused this
descent. To those who ran the study, it illustrated a general
tendency for people in groups to lose their capacity for
judgement and agency and hence to become helpless to resist
antisocial impulses. Groups are inevitably bad for you. Groups
with power inevitably abuse it. Or, in the researchers’ own
words, the aggression of the guards ‘was emitted simply as a
“natural” consequence of being in the uniform of a “guard” and
asserting the power inherent in that role’ (Haney et al., 1973,
p.12).
A powerful phenomenon… but a questionable explanation
Although few doubt what happened at Stanford, there are in fact
good reasons to doubt Zimbardo’s explanation of the events. If
it is ‘natural’ to abuse power in groups, why did only some
guards behave this way? And if only some guards were brutal,
was this ‘natural’ or was it a product of Zimbardo’s leadership?
After all, in his briefing, Zimbardo instructed his guards by
telling them: ‘You can create in the prisoners…a notion of
arbitrariness, that their life is totally controlled by us, by the
system, you, me – and they’ll have no privacy… We’re going to
take away their individuality in various ways. In general what
all this leads to is a sense of powerlessness.’
There are also moral reasons to doubt the ‘role’ explanation. It
suggests that all of us would mindlessly abuse others if we were
given roles that appeared to demand this. This denies the
capacity for human agency and choice (Reicher & Haslam, in
press). And it suggests that – whatever position they occupy in
the social hierarchy – bullies and tyrants are passive victims of
psychology who cannot be held accountable for their actions. In
this way, psychological analysis easily ends up excusing the
14. inexcusable (Haslam & Reicher, 2006).
Beyond Stanford – The BBC Prison Study
We have been stuck with this questionable explanation for a
whole generation, because the behaviour that lent the SPE
impact made it unethical to repeat. How can we advance
understanding of the psychology of tyranny without ourselves
being tyrannical?
This was the dilemma that confronted us when we set to work
on a new ‘prison study’ in 2001. This ended up being one of the
largest experiments in social psychology since the 1970s. The
study we conducted – referred to as the BBC Prison Study – was
a collaboration between ourselves and the broadcaster. It was
filmed by the BBC and televised in four hour-long
documentaries in May 2002.
Yet even before the study was run, and certainly after the
documentaries were aired, the BBC Prison Study attracted
considerable controversy – much of which was aired in The
Psychologist. Was it just a piece of reality television with no
serious implications? Can collaborations between the media and
academia ever be of scientific value? Can broadcasting
psychological research be ethical?
Scientific output
These were valid fears. That is why we negotiated a unique
contract with the BBC whereby we, the scientists, would design,
run and analyse the research (as we would in any other study)
while the broadcaster recorded and transmitted key elements of
the research. The television documentaries themselves were not
the full scientific story, but rather were designed to provide ‘a
window on the science’: something that might get people
interested and motivate them to find out more for themselves.
However, the process of producing television documentaries
moves much more quickly than that of performing scientific
analysis and securing scientific publication. So, for a long time
these documentaries were the primary form of information about
15. the study that was in the public domain. It is only now that, in
the words of The Guardian’s John Sutherland (2005), The
Experiment has ‘crossed back into academia’. So it is only now
that is it possible to assess the scientific merits of the exercise.
Did it provide any worthwhile insights into the psychology of
group behaviour and misbehaviour? And did it do so with a
rigour that meets the standards required for scientific
publication? This is a particularly pertinent question in light of
the fact that the findings of the SPE were never published in a
peer-reviewed psychology journal.
The answer to the latter question is clear. The study’s key
findings were first summarised in Scientific American Mind
(Haslam & Reicher, 2005) and in a more detailed exploration of
tyranny in the British Journal of Social Psychology (Reicher &
Haslam, 2006). Additional publications also explore a broad
range of social, clinical and organisational issues including
agency (Reicher & Haslam, in press), stress (Haslam & Reicher,
in press-b), leadership (Reicher et al., 2005) and organisational
behaviour (Haslam & Reicher, in press-a). Indeed, to our
knowledge, the study has generated more peer-reviewed
publications than any previous social psychological field study.
As to the former question – did the study provide any
worthwhile insights? – the answer obviously depends upon the
judgement of those who read our work. However, for us, one of
the contributions of the study is already implied in the range of
outputs it has led to. Characteristically, in our everyday studies,
psychologists tend to focus on a narrow set of phenomena and
collect a limited range of data. We thereby perpetuate arbitrary
disciplinary divisions between domains that one might expect to
be interrelated. In nearly 10 days of constant data collection –
which incorporated observational, psychometric and
physiological measures – we were able to examine how
relations within and between groups developed and impacted
upon each other. We also had space to investigate clinical and
organisational as well as social psychological issues. We were
thereby able to see how phenomena that are of core concern to
16. us as social psychologists (notably, the presence or absence of a
shared sense of social identity) are related to the mental well-
being of individuals and the health of social systems. Although
it has been hypothesised that there is a link between these
elements (e.g. Ellemers et al., 1999; Haslam, 2001), no single
study had demonstrated that the phenomena are interrelated,
elucidated how they are interrelated, or explored how their
relationship unfolds over time.
Procedure, ethics and rationale
In what ways, then, did the design of our study differ from the
SPE? The study used the same basic set-up as Zimbardo’s study
and divided people randomly into prisoners and guards.
However, unlike Zimbardo, we did not act as prison
superintendents who instructed the guards how to act. We
simply set up a situation in which the guards had authority, had
the tools of power and had better conditions (food, living
quarters, etc.) than the prisoners. Our intention was to create a
situation that was harsh and testing, but not harmful. In order to
make sure we got the balance right, our study was also overseen
by clinical psychologists and an independent ethics committee
chaired by an MP.
On the basis of social identity theory (Tajfel & Turner, 1979),
we also planned a series of interventions designed to impact on
the level of shared social identity among the prisoners and
thereby to increase their willingness to resist the guards’ regime
and any tyranny associated with it. Using systematic
observation (aided by unobtrusive filming) and daily
administration of psychometric and physiological measures, we
then observed how both groups reacted.
Although we set the study in a prison-like environment, our
primary goal was not to mimic a real prison. That would have
been impossible as well as unethical. What was real, however,
was the fact that one group (the guards) had more power and
resources than the other (the prisoners) – a feature that is also
characteristic of a wide range of institutional environments such
17. as offices, schools, factories, and so on. Our interest, like
Zimbardo’s, was then to use our findings – and, more
specifically, the theoretical analysis they support (Turner, 1981)
– to comment more generally upon how people respond to social
inequality. When do the powerful embrace inequality and abuse
their power? When do the powerless succumb to oppression or
reject and resist it? And what is the role of the group in these
processes?
The Guard–Prisoner Regime: Solidarity and well-being
What we found can be divided into two phases. At the start of
the study, both groups felt distinctly uncomfortable with the
exercise of power and with inequalities they encountered. This
is understandable in the case of the prisoners. It meant that, as
time went by, they increasingly banded together as a group in
order to challenge the authority of the guards. It is, perhaps,
somewhat more surprising in the case of the guards, who were
never willing to embrace their position and exert their authority.
So, rather than passive prisoners and brutal guards, we observed
rebellious prisoners and ambivalent guards – some of whom
were keener to befriend the prisoners than to punish them. Our
participants showed no ‘natural’ tendencies to slip helplessly
into role.
The fact that the prisoners came to share a group identity while
the guards did not is important in itself. But some of the most
interesting findings in the study have to do with the
consequences of this contrast. These are summarised in Table 1
[PLEASE DOWNLOAD THE PDF VERSION FOR THE
TABLE]. Amongst the prisoners, social identification led to
agreement and mutual support. This in turn led to effective
coordination, agreed leadership and organisational
effectiveness. They worked together and were thereby
empowered to turn their goals, beliefs and values into social
realities. This collective self-realisation both increased the
initial level of group identification and was in turn good for the
psychological well-being of the prisoners. Their levels of
18. depression and burnout decreased over time. They didn’t let the
stressors in the situation overcome them but rather acted to
eliminate the sources of their stress. In effect, they experienced
the virtuous circle of social identification represented in Figure
1a [PLEASE DOWNLOAD THE PDF VERSION FOR THE
FIGURE].
The contrast with the guards could not be greater. For them,
lack of social identification led to disagreement and discord.
There was no coordination amongst them, no leadership, no
organisational effectiveness. They worked against each other
and thereby lost any power they could have derived from the
resources available to them. Their inability to impose their will
led to a decrease in group identification and to rising levels of
depression, burnout and internal dissent over time. Rather than
their roles and resources allowing them to master the situation
(and the prisoners), their lack of identity allowed situational
stressors to master them. In this way, they were exposed to the
vicious circle of social atomisation represented in Figure 1b
[SEE PDF VERSION].
Overall, these findings suggest that, far from undermining
agency, shared group identity provides the power that enables
people to implement their beliefs and values (Turner, 2005).
Such collective agency promotes the psychological well-being
of individual group members. As the days went by, the prisoners
in our study became more cohesive and powerful, while the
guards became more fragmented and powerless. This continued
to the point where some prisoners broke out of their cells and
destroyed the old regime. Together, ex-guards and ex-prisoners
then proposed their own regime: ‘a self-governing, self-
disciplining commune’.
The Commune: Power, group failure and health of societies
At its outset, the Commune exemplified all the advantages of a
cohesive group. This was no longer a category we had imposed
upon our participants, but rather one they had created for
themselves. They identified highly with the values and goals of
19. the Commune and they worked energetically to implement these
goals. Indeed, initially they worked harder and supported each
other more than they ever had under the old system.
However the Commune had a fatal flaw. While most
participants supported it, some did not. And while the
‘Communards’ were willing to be self-organising they were
unwilling to use power to discipline dissent. As a result, the
Commune system began to break down. Its supporters became
despondent as they became unable to turn their social beliefs
into a form of social being – or, in the terms used above, as the
lack of collective self-realisation became chronic. It was in this
context that those who opposed the Commune – a combination
of ex-guards and ex-prisoners – proposed reinstating the guard–
prisoner system, but in a more tyrannical form (see the
manifesto, reproduced for the first time on the contents page of
this issue).
This was disturbing. But what was more troubling was that, as
our psychometric measures showed, those who had previously
supported the Commune were themselves becoming more
authoritarian and more sympathetic to autocratic leadership to
the extent that they had reached the same levels of
authoritarianism as the dissenters. As a result, those in the
Commune showed limited resistance to the new tyranny. This is
where, for both ethical and practical reasons, we terminated the
study. So what started with our participants rejecting a
relatively mild form of inequality had ended on the brink of an
authoritarian world of their own making. How had this
happened?
The crucial step is to recognise that social identities, and the
norms and values associated with them, are related to the
practical ways we organise our everyday world. Where they
empower us to create the worlds we value (as for the prisoners
in the first phase of our study), they engender positivity. Where
we fail to use group power to organise our world effectively (as
for the Communards in the second phase), then group beliefs
become, quite literally, useless. So, because the Communards
20. remained suspicious of the exercise of group power, they were
unable to transform democratic ideals into working democratic
structures. As a result, these ideals came to seem more of a
hindrance than a help. By contrast, any system that promised to
work – even a tyranny that had previously seemed deeply
unattractive – gained in allure. The tragedy of the Communards
was that their own fear of using power created the conditions
where power could be misused against them.
Giving choice not taking it away
For all the twists and turns in the BBC study, there are two
findings that are constant throughout. The first is that shared
social identity creates social power, and where people are
willing to deploy that power they become effective social agents
who shape their own worlds. The second is that where people
are unable to shape their world – either because they lack
shared identity and hence power or because they have shared
identity but fail to deploy the power that flows from it – they
are liable to become despondent and open to alternative belief
systems, however extreme they might be.
Conceptually, this viewpoint is diametrically opposed to that
which the Stanford Prison Experiment is typically used to
advance. Groups, we suggest, give people choice rather than
take it away. And the ability to exercise choice is good for our
well-being. How people exercise their choice will depend upon
the norms and values they subscribe to. Hence the impact of
groups upon the health of society is not given in our psychology
but is rather something for which people must take
responsibility. All members of a group, from the highest to the
lowest, play a part in determining what the group stands for and
the type of world it seeks to create.
Conversely, the failure of groups, and the consequent lack of
collective power, removes choice from people, and this is bad
for the well-being of individual members. It is also bad for the
health of society. For that is when people become more liable to
accept extreme suggestions and thereby succumb to inequitable
21. solutions to their social problems. That is when ordinary people
and erstwhile democrats can be seduced by tyranny.
In short, do groups and power corrupt? Not in and of
themselves. But the failure of groups does corrupt absolutely.
These are, of course, big and bold claims. We don’t expect
everyone to accept them without demur. Indeed Zimbardo
(2006) himself remains implacably opposed to our analysis. We
have provided a detailed response to his criticisms (Haslam &
Reicher, 2006), but we welcome the debate. Our major ambition
in undertaking the BBC Prison Study was to reopen normal
scientific investigation and discussion around the relationship
between group processes and extreme behaviours. We have put
our data and our conclusions into the public domain and others
can now judge these for themselves (or, even better, advance
the debate through their own research).
As Turner (2006) notes in his commentary on our study, social
psychologists have been locked into a negative view of groups
and a narrow understanding of tyranny for far too long. As he
points out, a key and undeniable contribution of our study is
that it encourages us to ‘escape our theoretical prisons’ –
forcing us to address new questions and to look at old questions
in new ways. As social psychologists, clinical psychologists,
organisational psychologists – or even better, all together – it is
high time to reconsider the relationship between group
processes, individual well-being and healthy societies.
- Stephen Reicher is a professor of psychology at the University
of St Andrews. E-mail: [email protected].
- Alex Haslam is a professor of psychology at the University of
Exeter. E-mail: [email protected].
Weblinks
BBC Prison Study official website: www.theexperiment.org.uk
Stanford Prison Experiment official website:
www.prisonexp.org
Social science commentary on Abu Ghraib: tinyurl.com/8m2bx
Discuss and debate
22. Do people in groups inevitably abuse positions of power – and,
if so, are they to blame?
Would society be healthier if we encouraged people to act as
individuals, not as group members?
Should we seek to have an integrated understanding of social,
clinical and organisational psychology, and do we have the
theoretical and methodological tools to achieve this?
Have your say on these or other issues this article raises. E-mail
‘Letters’ on [email protected] or contribute to our forum via
www.thepsychologist.org.uk.
References
Ellemers, N., Spears, R. & Doosje, B. (1999). Social identity:
Context, content and commitment. Oxford: Blackwell.
Haney, C., Banks, C. & Zimbardo, P. (1973). A study of
prisoners and guards in a simulated prison. Naval Research
Reviews, September, pp.1–17. Washington, DC: Office of Naval
Research. [Reprinted In E. Aronson (Ed.) Readings about the
social animal (3rd ed., pp.52–67). San Francisco: W. H.
Freeman]
Haslam, S.A. (2001). Psychology in organizations: The social
identity approach. London: Sage.
Haslam, S.A. & Reicher, S.D. (2005). The psychology of
tyranny. Scientific American Mind, 16(3), 44–51.
Haslam, S. A. & Reicher, S.D. (2006). Debating the psychology
of tyranny: Fundamental issues of theory, perspective and
science. British Journal of Social Psychology, 45, 55–63.
Haslam, S.A. & Reicher, S.D. (in press-a). Social identity and
the dynamics of organizational life: Insights from the BBC
Prison Study. In C. Bartel, S. Blader & A. Wrzesniewski (Eds.)
Identity and the modern organization. New York: Lawrence
Erlbaum.
Haslam, S.A. & Reicher, S.D. (in press-b). Stressing the group:
Social identity and the unfolding dynamics of stress. Journal of
23. Applied Psychology.
Reicher, S.D. & Haslam, S.A. (2006). Rethinking the
psychology of tyranny: The BBC prison study. British Journal
of Social Psychology, 45, 1–40.
Reicher, S.D. & Haslam, S.A. (in press). On the agency of
individuals and groups: Lessons from the BBC Prison Study. In
T. Postmes & J. Jetten (Eds.) Individuality and the group:
Advances in social identity. London: Sage.
Reicher, S.D., Haslam, S.A. & Hopkins, N. (2005). Social
identity and the dynamics of leadership: Leaders and followers
as collaborative agents in the transformation of social reality.
Leadership Quarterly, 16, 547–568.
Sutherland, J. (2005, 31 October). Abu Ghraib need not have
happened and the Stanford Prison Experiment got it wrong. The
Guardian (G2), p.24.
Tajfel, H. & Turner, J.C. (1979). An integrative theory of
intergroup conflict. In W.G. Austin & S. Worchel (Eds.) The
social psychology of intergroup relations (pp.33–47). Monterey,
CA: Brooks/Cole.
Turner, J.C. (1981). Some considerations in generalizing
experimental social psychology. In G.M. Stephenson & J.H.
Davis (Eds.) Progress in applied social psychology (Vol. 1,
pp.3–34). Chichester: Wiley.
Turner, J.C. (2005). Explaining the nature of power: A three-
process theory. European Journal of Social Psychology, 35, 1–
22.
Turner, J.C. (2006). Tyranny, freedom and social structure:
Escaping our theoretical prisons. British Journal of Social
Psychology, 45, 41–46.
Zimbardo, P. (2006). On rethinking the psychology of tyranny:
The BBC prison study. British Journal of Social Psychology,
45, 47-53.