Outline and evaluate Habermas’s theory of the transformation and decline of the ‘public sphere The WritePass Journal

Outline and evaluate Habermas’s theory of the transformation and decline of the ‘public sphere Abstract Outline and evaluate Habermas’s theory of the transformation and decline of the ‘public sphere ] available from jstor.org/about/terms.html. Johnson, P., 2006. Habermas: rescuing the public sphere. Routledge, Taylor Francis Group Keane, J., 2000. ‘Structural Transformation of the Public Sphere’. In: M. Scammell and H. Semetko (eds.), The Media, Journalism and Democracy, Ashgate: 53-74 Livingstone, S. and Peter, L., 1994, Talk on Television: Audience Participation and Public Debate, London: Routledge Raymond, G., 1981. The Idea of a Critical Theory. Habermas the Frankfurt School, New York: Cambridge University Press. Scannell, P., 1989, Public Service Broadcasting and Modern Public Life, Media Culture and Society, 11: 135-166 Schudson, M., 1992: ‘Was there ever a Public Sphere? If so, shen? Reflections on the American Case’, in: C. Calhoun (ed.), Habermas and the Public Sphere, Cambridge, Mass: MIT Press: 143-163 Susen, S., 2011. Critical notes on Habermass theory of the public sphere. Spring.   Vol.5 (1)

10 Warning Signs That Job Offer Is a Scam

10 Warning Signs That Job Offer Is a Scam Job offer scams are designed to prey on job seekers at their most desperate. And if you happen to be that desperate job seeker, it’s hard to tell the good guys from the bad. So how to tell if a job offer is legitimate? Here are 10 warning signs to keep you on the safe path through the wilderness. 1. â€Å"No Experience Necessary†Even if it’s an entry-level position, some experience is always necessary. Some work experience will always be required, and any job that states otherwise is a con. Not everyone can do every job.2. Crazy MoneyIf it seems to good to be true, it probably is. Above average pay offers, particularly without the proper vetting, can be a major red flag. You want the manager to evaluate you on your merits first, then offer you the big money.3. FeesDon’t ever give anyone your credit card information. Don’t ever give anyone money. Any job that asks you for these things is not for real. You don’t have to shell out for training o r new software or insurance on equipment. You just don’t. Run away instead.4. Instant HireYou’re great, but you’re not that great. If someone is willing to hire you without scouring your resume and having you in for at least one interview, they’re not worth working for.5. Requests for Personal InformationNever give out your credit card, bank details, address, or social security number until you’ve been officially hired and are filling out your IRS forms. Anyone who asks for this information first is scamming you.6. Typos in the ListingOr bad grammar. Incomplete sentences. Anything that looks as though it might have been generated or translated by a computer program, not written by an intelligent human being. If there are glaring flaws in the job description, there are probably glaring flaws with the job.7. After-Hours CallsAnything before 7 a.m. or after 9 p.m. is probably out of line. Even in industries that purport to work 24/7, hiring managers s hould have the decency to call you at a reasonable time. You deserve that respect.8. You Didn’t ApplyThis sounds ridiculous, and wouldn’t it be a wonderful world if jobs just fell out of the sky when we weren’t looking for them? But if you didn’t contact them first, you should be extra wary- just to make sure the company is legit.9. Multiple OpeningsIf you’re scanning job search websites and find multiple jobs at the same company: manager, district manager, sales manager, executive, etc., that’s probably a sign that company is a sham company, or at least a revolving door. They’re most likely trying to scam for as many keywords as they can to target job seekers across a wider range.10. MysteryIf you can’t actually summarize what the company is or does or what your job would actually be based on the job description, then it isn’t a very good job description- and likely not a very good job.Make sure to do your homework. Fiv e minutes of Googling can keep you from making a big mistake. Figure out what you can about the company, get a good sense of the job, and make sure you see a real live human being for an actual interview before making any promises. Trust your instincts, avoid these red flags, and you should be fine.

Analysis Dissertation Example | Topics and Well Written Essays - 2500 words

Analysis - Dissertation Example As of January 31, 2012, the 10-K report of the company states that the revenue of the company was calculated in terms of â€Å"282,180,170 shares of Common Stock, $0.01 Par Value outstanding.† Clearly, this is a representation of stiff market performance that is accounts for reasons why the company continues to have a very wide market position. Presently, the company’s strategy for growth is focused on merger with emerging competitors in developing economies. Pepco Holdings Inc. (POM) Reviewers have for long judged Pepco Holdings Inc (POM) as a major competitor for Oklahoma Gas & Electric Company (OGE) mainly because of the closeness in market strategy held by the two companies. It would for instance be seen that both companies focus on have a business strategy that â€Å"remains focused on being a top-performing, regulated transmission and distribution company† (10-K of POM, 2011). In terms of market size and capacity, the company controls a total of 4.60 billio n dollars (Yahoo Finance, 2012). Fortunately for the company, it continues to experience an upload rise in its market stock value. This is represented on almost all major stock markets in the world including the New York Stock Exchange. Such a performance has contributed to the increase in total operating revenue of the company from $ 5,920M in 2010 to $ 7,039M in 2011 (10-K of POM, 2011). Wisconsin Energy Corp. ... With an impressive market capacity of 9.4 billion dollars as of 2012, the company has positioned itself in the market at such a strategic standing that its main focus has been to deal with corporate groups and entities instead of individual customers. With this group related strategy, the company keeps recording a rising trend in its annual revenue with a revenue rise from $ 7,420M in 2010 to $ 9,139M in 2011. South Carolina Electric and Gas Company (SCG) The major area of business dealing where South Carolina Electric and Gas Company (SCG) poses as the strongly competitor of Oklahoma Gas & Electric Company (OGE) is in the area of market margin. This is so said because the two companies have an unusual competition for the same customers in a manner that is not very common with other major competitors. More to this, the company can boost of a very formidable market performance on different stock exchange markets. NASDAQ (2012) for instance quotes the market value of South Carolina Ele ctric and Gas Company (SCG) as $ 6,493,822,800 with a current market yield of 4%. This is clearly a huge market struggle for Oklahoma Gas & Electric Company (OGE) that keeps its market strength along similar margin. According to the 10-K Report of the company for 2011, much of the company’s success is attributed to its current strategy, which focuses on employees as the major pillar for organizational transformation. Value Chain Analysis NI is one of the main comparative firms of OGE in the U.S. Diversified Electricity Generator Industry. The significant parts in the value chain that add value for OGE are marketing and sales, services, firm infrastructure, human resource

The Step in the Design of Effective Teaching and Learning Programs Essay

The Step in the Design of Effective Teaching and Learning Programs - Essay Example Assessment that enhances learning recognizes that learners use their current understanding to discover, develop and incorporate new knowledge, understanding and skills. Assessment for learning helps teachers and students to know if that current understanding is a suitable basis for future learning. assessment influence student learning and learning processes. This involves using assessment activities to clarify student understanding of concepts and planning ways to remedy misconceptions and promote deeper understanding. Assessment for learning encourages self-assessment and peer assessment. Students can develop and use a range of strategies to actively monitor and evaluate their own learning and the learning strategies they use. The feedback that students receive from completing assessment activities will help teachers and students decide whether they are ready for the next phase of learning or whether they need further learning experiences to consolidate their knowledge, understanding and skills. Teachers should consider the effect that assessment and feedback have on student motivation and self-esteem, and the importance of the active involvement of students in their own learning. Marking guidelines and/or criteria for judging performance reflect the nature and intention of the activity and will be expressed in terms of the knowledge and skills demanded by the activity relative to the outcomes, to be gathered and reported of a poster evaluation sheet. During the teaching-learning experiences leading to the presentation of their poster, students will receive oral and/or teacher feedback in relation to: The aim of feedback is to communicate to students how well their knowledge, understanding and skills are developing in relation to the outcomes. Feedback enables students to recognize their strengths and areas for  development and to plan with their teacher the next steps in their learning. They are then given opportunities to improve and further develop their knowledge, understanding and skills.

Play Production In The Greek & Elizabethan Eras Essay Example for Free

Play Production In The Greek Elizabethan Eras Essay The contemporary Greek play was an amalgamation of several artistic tools like pictures for example the one shown below which conveyed strong message to the audience. There were numerous other scenic elements used in the Greek theater. When a crane was used (called machina in Greek), it gave an impression of an airborne actor. A wheeled wagon was also common in the Greek playhouses and it made it possible for the audience to view dead characters. Openings in the ground, for example trap doors, were vital as they were used to elevate people onto the stage. Pictures like the one above, pinakes, were used to demonstrate a scenes backdrop. Satyr plays were very common in the Greek playhouses just as were the tragedies. Phallic props were used in such plays to symbolize fertility in of the Roman and the Greek god of wine- Dionysus. Elizabethan acting was not any near ‘naturalistic.’ The repertory of the Elizabethan era was extremely divergent from that of the present as was the demands on Elizabethan actors compared to the present day’s actors. Elizabethan theaters in two weeks could frequently present â€Å"eleven shows of ten dissimilar plays†. Playhouses would not show again the same play two days in a row. The Elizabethan Era was moment that reflected the atmosphere and values of the 16th century through the application of fashion. It was a phase where a lot of uniqueness and originality was manifest and was used to produce fresh styles of dress. The style in Elizabethan England at this time replicated the worth and principles of the era. The physical theatre spaces, sets, Costumes, Lights, Who would be in the audience Much may not be available to talk about the performance space for the Greek plays. This because all that is available for consultation is basically the works of literature. However, the Greek performances took place in theaters which could be subdivided into three: Athenian, Graeco-Roman and Hellenistic. In the Elizabethan era the theater consisted of theater not only as a form of art but also as a form of institution as well. There was originality then as evidenced in dressing styles and the costumes. However, the Elizabethan playhouse never made use of prolific or lavish scenery, but as an alternative the stage was left largely exposed with a few key props, the chief visual appeal on stage was in the costumes. Costumes were habitually brilliant in color and visually enchanting. Costumes were expensive, nonetheless, so generally players wore fashionable clothing in spite of the time interlude of the play. Intermittently, a lead character would be dressed in a conventionalized edition of more historically accurate apparel, but secondary characters would nevertheless remain in fashionable attire- (Bracewell, N. 1999). The Greek theaters were filled with Athenians who formed a majority of the judges (audience). There was an extremely large audience who were won by the playwrights through distribution of small gifts and flattery as well. Dealing with rowdy (in the strict sense of being extremely loud) was a challenge the playwrights had learned to deal with through performance of some outrageous and interesting act to draw the attention of the spectators. What might be the topic of a play in theater?   What was not acceptable as a topic for a play? The Greek plays circulated around tragedies, comedies or satyrs. This was also the case with Elizabethan era whose plays got much support fro the queen. In the Greek era women were forbidden from acting thus all the actors then were men. In terms of the experience, in relation to the Elizabethan era, the religiosity of the community or the individual played a major role. However, most of those who went to the theaters enjoyed dancing and playing other games like cards. In the Greek era, it was quite a motivating factor that every day of performance there had to be at least totally different issue or subject matter of performance. It would therefore motivate audience who crowded the Athenian theaters to have their full experience. In this era too, the experience of an individual was wholly or jointly dependent on the social class of the community or individual. The higher caste would have their best when it comedy while the lower class individuals were little more violent- (Ruben F. 2006).

Patricia J. Williams Essay -- Patricia Williams Law Society Essays

Patricia J. Williams While most pundits of America's social and political discourse are either beating dead horses or tilting at windmills, Patricia J. Williams seeks out the racist, sexist, heterosexist, and classist forces that underlie a number of socio-political pathologies. Williams' regular Nation magazine column, "Diary of a Mad Law Professor" is curious in that it often evokes visceral negativity in casual readers. It certainly affected me that way. At first it was difficult to get beyond the name of her page; thumbing through each issue I sheepishly wondered what this crazy lady would get bent out of shape about this week. Though I generally agreed with her ideas, it struck me that Williams was too radical (as if there really is such a thing in a mainstream media culture that chooses to wear blinders). Williams vigorously uproots conventional wisdom as she strips away the "rich-white-male"-centric viewpoint; power and a voice are given to those who simply are acted upon. Like Howard Zinn who has promoted a view of history through a populist lens, Patricia Williams promotes a viewpoint that examines and judges the treatment of the marginalized. Williams is clearly not the only contemporary essayist with a broad-minded viewpoint on social issues. Katha Pollitt, E.L. Doctorow, Gore Vidal, and Alexander Cockburn, among many others, are similarly progressive in their opinions on society, politics, and culture. Williams, however, has a modified gestalt upon which her liberal commentary about socio-political affairs is based. The way in which the mechanics of society can be explained is a relationship of dominance and submission, a pornographic association. As described in "Clarence X", pornography, on a level greater ... ...aracterization like the Nutty Black Feminst Ultra-Liberal Professor. The key to accessing Williams is the key she teaches us for accessing a more equal society: a society in which pigeon holes are eliminated, since clearly, neither we nor Patricia Williams can be so categorized without losing our humanity. Works Cited Williams, Patricia J. The Alchemy of Race and Rights. Cambridge: Harvard UP, 1991. "Clarence X," Rooster's Egg. 121-136. "Fire and Ice." Alchemy. 133-145. "A Hearing of One's Own." Rooster's Egg. 137-149. "Little House in the Hood." The Nation. 19 Jun 2000: 9. "Mirrors and Windows." Alchemy. 166-178. "The Pain of Word Bondage." Alchemy.146-165. "Racial Ventriloquism." The Nation. 5 Jul 1999: 9. "Radio Hoods." Rooster's Egg. 42-56. The Rooster's Egg. Cambridge: Harvard UP, 1995. "Teleology on the Rocks." Alchemy. 55-79.

Critical Thinking and Ethics Essay

Critical thinking is logical decision making. Critical thinker’s decisions are only based on facts and logical thinking. For a skilled critical thinker, decisions are made once the information is clear and concise, as well as being open to alternative end results that are also based off of facts and possible collaboration. For most, being a skilled critical thinker, is learned as we mature and are exposed to more situations where thinking is the only way to find a conclusion. Ethics Ethics are the beliefs of a society and individuals of what is right and wrong. Most people use ethics as a means to direct the choices they make in life as well as the way they treat others during interactions. Ethics are derived from many different places, your parents and close family member in regards to how you were raised, your religious community or lack of religion and the people that you surround yourself with. Ethics can also be described as how you feel, when faced with a choice, this is called your moral judgment. Why we need ethical decision making For many people, you are not solely a critical thinker or an ethical thinker. Most people will listen to their moral judgment as well as review facts before coming to a conclusion. The reason this is so important for society is because not all logical conclusions are ethical. For example, it is law that you may not break into a strangers car, however if you see a baby inside on a hot day, most people would feel that it would be ethically wrong to just walk away while said baby suffers and possible dies. This is an example of a logical decision, do not break into a car, is not always an ethical decision, save a baby’s life. Conclusion Not all facts and reasoning can negate an ethical choice. Sometime, what is logically correct is wrong in the face of someone’s morality. This is why  ethical decision making is important in critical thinking, because sometimes, although a choice may not be critically correct, the ends could save others from pain and heartache, and that is where it becomes an ethically sound choice. References Manias, N & Monroe, D & Till, J.E. (2013) Ethics Applied Ruggiero, V.R. (2015). Thinking Critically about Ethical Issues. New York: McGraw-Hill Education.

Explain How To Support Others To Promote Diversity Equality And Inclusion

Task A Short answer questions Ai Using the table below, explain in your own words what each term means. Give one example from care practice to illustrate your explanations. Diversity: The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.Example: One of my workmates wears a head cloth due to her religion, every one who works with her accepts that and do not object or make fun of her†¦ Every one respects her religion. Equality: Equality defined basically means equal rights for people regardless of what factors they might have that are different. Equality states that because they are human they must be equal. Example: every one is treated the same way. Inclusion: Inclusion is based upon the i dea of allowing everyone equal access to a service regardless of gender, disability, religion i e, There are many ways to ensure that your setting adheres to its inclusion policy.Example: I am feeling respected and valued for who I am at work. Discrimination: A person is treated less favourably than someone else and that the treatment is for a reason relating to the person’s protected characteristic (e. g. disability) Example: My workmate has a slight disability but is treated the same way as the rest of my â€Å"team† no favours or less favours, just the same as the rest of us. Aii For each of the following people/groups of people, describe two different possible effects of discrimination.An individual: Loss of opportunities, withdrawal and depression, loss of self esteem. Their families: Anger, frustration and helplessness. Wider society: Loss of opportunities (what the individuals could contribute to society), division and disharmony. Those who discriminate: False s ense of self importance, possibly shame if they are confronted about their actions (discrimination is not always intended). Aiii Using the table below, identify three ways of challenging discrimination, and describe how each will promote change. Way of challenging discrimination, how this will promote change. 1. Policy and Procedures. 2. Direct Confrontation. 3. Reporting Discrimination I can use each of these methods to encourage the abuser to see and understand what they have done wrong. This is more likely to promote a change in their behaviour than leaving them unchallenged. It also sends a message to others in the setting. Task B Leaflet Bi Your work setting is running an induction course for new social care workers in an adult social care setting.Guidance for new workers. How can I learn new things? You can be told information, watch someone else do a task, talk about ideas with other people, read information or guidance, watch a DVD, research, ask your manager. A combination of all of the above is probably best, but different people prefer some ways of learning to others. Find the way that suits you best. You should discuss and reach agreement with your manager about the ways that will help you learn best.You might at tend training sessions, or be asked to read part of a book, training package or policy document, or to talk about your work with another team member who has knowledge to pass on. How will I be assessed? During your induction period (which could be up to 12 weeks) you will be assessed to make sure you have understood everything you have learned. Someone within your organisation, for example, your line manager or your training manager, might carry out this assessment. If part of your induction includes an accredited training programme, then someone outside of your organisation may carry out the assessment.However, it will still be your manager who has the responsibility to sign off your Certificate of Successful Completion when you have successfully completed your induction period. How can I develop my skills further? Essential learning for specific tasks, the induction provide you with the basic information and skills necessary for work There will be some tasks, however, that you may be required to do, that will need further learning before they can be performed safely. Examples include, using moving and handling equipment and preparation of food.Your employer must provide you with the learning you need to be able to perform these and other tasks safely. You should not be asked to undertake these tasks without having added the appropriate learning to your induction. Learning should continue throughout your career, and should enable you to develop new skills, and open up career options. Remember that you need to have a look at our policy's and various Act's which may include: Sex Discrimination Act, Race Relations Act, DisabilityDiscrimination Act, Equality Act, Human Rights Act, Health and Social Care Act (Regulated activities) and the Essential Standards, Codes of Practice for Social Care Workers. For me as a trainer, I need to challenge any abuse and explain why it is wrong. c) A description of how inclusive practice can promote equality and support diversity . Through Training and Discussion: Training and discussions are essential to raise awareness of diversity, equality and inclusion in any work settings. Discussion in meetings or group discussion among staffs play a vital role to raise awareness of equality, diversity and inclusion.The more they will engage in discussion or obtain trainings about this issue the more they will learn and be aware of and also they will be able and put them in their everyday’s practice. d) An explanation of how to support others to promote diversity, equality and inclusion. Through providing leaflet, information and policies and procedures: Providing leaflets and sufficient information regarding diversity and equality can raise awareness to a social care worker by acquiring adequate knowledge about it.It also helps them to know about the consequences if agreed ways of working are not followed which restrain them from doing any form of discrimination relating this issue. Task C Reflective account C i Write a reflective account describing: †¢ How your personal preferences, attitudes, heritage and beliefs might impact on working practice. †¢ How to ensure that your own practice is inclusive and respects the beliefs, culture, values and preferences of individuals. Suggested word count: 500 – 700 words A normal work night†¦ I come into work about 19. 0 have a brew and then get handover at 20. 00. Depending if I am in charge or a floor worker I either give out the medicines or start suppers. If I work on the floor I go around to the residents and offer them a few different things they can have for supper, such as toasts with jam, marmalade or just butter, a selection of sandwiches, cereals and hot/cold drinks, such as coffee, tea, chocolate, horlicks and juice or milk. After supper some of my residents watch TV before they retire to bed, and some go to bed straight after supper and may need assistance to get ready.Our lady X likes to go straight after supper a nd needs guidance to her room and help with freshen up prior getting in to bed, I assist her with personal hygiene needs and to put her nightdress on. Then I tuck her in proper and make sure she is comfortable and safe in bed, make sure the commode is at the side of her bed and her pressure mat is in front of the bed (just where she usually sit up to put her feet on the floor) so that she alert us staff when she is up out of bed or if she requires assistance during the night.During the night we do 2 hourly checks on our residents to ensure that they are safe, dry, clean and having adequate rest/sleep. In the morning I usually help 4-5 residents to get ready for the day, I pick out two outfits and let the resident choose if they haven't already got something in mind what to wear. I make sure the water is warm before I assist with the personal hygiene needs and I check their skin integrity to ensure that they don't have any pressure points that are sore. I always ask the resident to try to do as much as possible by themselves to maintain their independence, and I always explain to my residents what I am going to do in advance so they can assist me in my job. My residents likes to have a laugh in the morning and some of them likes the radio on in their room whilst they are getting ready so I try to meet their needs as much at possible. We often talk about their lives, what they have worked with, where they've been on holiday and so on. The residents often like to hear about my life, since I'm from Sweden, and I tell them when ever they ask.I always try to respect my residents choices and wishes, I don't have a religion and is a non believer, but I respect that people have their own religion and believes and I would never say anything to upset or hurt any of my residents, workmates or anyone. If someone show me respect they get that respect straight back, I don't like people who go around and talk behind your back, if I have done/said something wrong, please say it straight to me so I can justify myself to make it right.Cii Write a brief account that describes examples of inclusive practice. Suggested word count: 150 – 200 words Inclusive Practice is a term which means the practical things that we do, when we are working with people who use our services, which demonstrate our professional values, standards, and principles in action. In particular Inclusive Practice is about participation, collaboration, and including people: where individuals are fully involved in choices and decisions that affect their lives and in the matters that are important to them.People who use mental health services say that being listened to, having their individual needs taken account of, and staff attitudes and values is a very important part of keeping well. The experience of participation is often as important as the end result. Participation itself may be an outcome. Inclusive Practice can benefit staff through sharing knowl edge and learning new and effective ways of working with people. People who use services bring new ideas, and we are able to respond from a more informed position. Inclusive Practice is good practice, and is also about a human rights and anti-discriminatory approach to mental health.Inclusive practice underpins anti-discriminatory practice and is the practical way in which we put our equality policies/agenda into action. All people are citizens and have rights and entitlements. They should be treated fairly regardless of race, religion or abilities. This applies no matter: what they think or say, what type of family they come from, what language(s) they speak, whether they have a disability or whether they are rich or poor. All people have an equal right to be listened to and valued in the setting. Equality and diversityMy thought on this subject is that it encompasses gender, race, age, disability, linguistic differences, learning abilities, sexual orientation, socio-economic statu s and cultural background and so on. Ciii Write a brief account that describes practice which excludes the individual and is discriminatory. Suggested word count: 150 – 200 words The activity coordinator might come to our unit to play dominoes with our residents but have to exclude two gentlemen, because one of them is deaf and the other one is blind, and that has everything to do with the lack of time and/or staff†¦To have the TV on so low that the blind gentleman can not hear the program he would like to listen to and have to go to his room and become isolated. Residents in wheelchairs that can't go on outings i. e a pub lunch because there is no wheelchair access to the pub or the door way are to narrow for the wheelchair. Residents with dementia that are excluded from outings due to being loud or noisy. To tell a resident to stay on his/her room because he/she is not allowed to sit in the lounge with others because he/she is shouting out at times or being very loud t alking to him/her self.

How Your Actions May Be Unintentionally Racist

How Your Actions May Be Unintentionally Racist In the aftermath of the presidential election of 2016, many people have experienced relationship blowouts with friends, family, romantic partners, and colleagues over accusations of racism. Many of those who voted for Donald Trump have found themselves accused of being racist, as well as sexist, misogynist, homophobic, and xenophobic. Those making the accusations feel this way because they associate these forms of discrimination with the candidate himself, on account of statements he made and behaviors he displayed throughout the campaign, and the likely outcomes of policies and practices that he supports. But many of those accused find themselves confused and angry at the accusation, and feel that exercising their right to vote for the political candidate of their choice does not make them a racist, nor any other form of oppressor. So, who is in the right? Does voting for a certain political candidate make someone a racist? Can our actions be racist even though we dont mean them to be? Lets consider these questions from a sociological standpoint  and draw on social science theory and research to answer them. Dealing With the R Word When people are accused of being a racist in todays United States they often experience this accusation as an attack on their character. Growing up, we are taught that being racist is bad. It is considered among the worst crimes ever committed on U.S. soil, in the forms of genocide of Native Americans, enslavement of Africans and their descendants, violence and segregation during the Jim Crow era, Japanese internment, and the fierce and violent resistance shown by many to integration and the 1960s movement for Civil Rights, to name just a handful of notable cases. The way that we learn this history suggests that formal, institutional racism- that enforced by law- is a thing of the past. It follows, then, that the attitudes and behaviors among the wider population that worked to enforce racism through informal means is also (mostly) a thing of the past too. We are taught that racists were bad people who lived in our history, and because of that, the problem is largely behind us. So, its understandable that when a person is accused of racism today, it seems a ghastly thing to say, and a nearly unspeakable thing to say directly to a person. This is why, since the election, as this accusation has been hurled between family members, friends, and loved ones, relationships have blown up over social media, text, and in person. In a society that prides itself in being diverse, inclusive, tolerant, and color blind, calling someone a racist is one of the worst insults that can be made. But lost in these accusations and blowups is what racism actually means in todays world, and the diversity of forms that racist actions take. What Racism Is Today Sociologists believe that racism exists when ideas and assumptions about racial categories are used to justify and reproduce a racial hierarchy that unjustly limits access to power, resources, rights, and privileges to some on the basis of race, while at the same time giving unjust amounts of those things to others. Racism also occurs when this kind of unjust social structure is produced by the failure to account for race and the force it exerts in all aspects of society, both historically and today. By this definition of racism, a belief, worldview, or an action is racist when it supports the continuance of this kind of racially imbalanced system of power and privilege. So if you want to know whether an action is racist, then the question to ask about it is: Does it help to reproduce a racial hierarchy that gives some more power, privileges, rights, and resources than others, on the basis of race? Framing the question this way means that a variety of different kinds of thoughts and actions can be defined as racist. These are hardly limited to overt forms of racism that are highlighted in our historical narrative on the problem, like physical violence, using racial slurs, and plainly discriminating against people on the basis of race. By this definition, racism today often takes much more subtle, nuanced, and even hidden forms. To test this theoretical understanding of racism, lets examine some cases in which behavior or actions might have racist consequences, even though a person doesnt identify as a racist or intend for their actions to be racist. Dressing As an Indian for Halloween People who grew up in the 1970s or 80s are very likely to have seen kids dressed as Indians (Native Americans) for Halloween, or have gone as one at some point during their childhood. The costume, which draws on stereotypical portrayals of Native American culture and dress, including feathered headdresses, leather, and fringe clothing, remains fairly popular today and is widely available for men, women, children, and babies from a wide range of costume suppliers. No longer limited to Halloween, elements of the costume have become popular and common elements of outfits worn by attendees of music festivals across the U.S. While its unlikely that anyone who wears such a costume, or dresses their child in one, intends to be racist, dressing as an Indian for Halloween  is not as innocent as it may seem. Thats because the costume itself acts as a racial stereotype- it reduces an entire race of people, one composed of a diverse array of culturally distinct groups, to a small collection of physical elements. Racial stereotypes are dangerous because they play a crucial role in the social process of marginalizing groups of people on the basis of race, and in most cases, stripping those people of their humanity and reducing them to objects. The stereotypical image of the Indian in particular tends to fix Native Americans in the past, suggesting that they are not an important part of the present. This works to divert attention away from systems of economic and racial inequality that continue to exploit and oppress Native Americans today. For these reasons, dressing as an Indian for Halloween, or wearing any k ind of costume that is composed of racial stereotypes, is in fact an act of racism. All Lives Matter The contemporary social movement Black Lives Matter was born in 2013 following the acquittal of the man who killed 17-year-old Trayvon Martin. The movement grew and came to national prominence in 2014 following the police killings of Michael Brown and Freddie Gray. The name of the movement and the widely used hashtag that catalyzed it assert the importance of Black lives because the widespread violence against Black people in the U.S. and the oppression they suffer in a society that is systemically racist suggests that their lives do  not  matter. The history of enslavement of Black people and  racism against them is premised on the belief, whether conscious or not, that their lives are expendable and inconsequential. So, members of the movement and its supporters believe that it is necessary to assert that Black lives do in fact matter, as they draw attention to racism and ways to effectively fight it. Following media attention to the movement, some began to respond to it be stating or writing on social media that all lives matter. Of course, no one can argue with this claim. It is inherently true and rings to many with an air of egalitarianism. To many it is both an obvious and harmless statement. However, when we consider it as a response to the assertion that Black lives matter, we can see that it serves to divert attention from an anti-racist social movement. And, in the context of the racial history and contemporary racism of U.S. society, it works as a rhetorical device that ignores and silences Black voices, and draws attention away from the very real problems of racism that Black Lives Matter seeks to highlight and address. Whether one means to or not, doing so works to preserve the racial hierarchy of white privilege and supremacy. So, in the context of a dire need to listen to Black people when they talk about racism and what we need to do to help end it, stating that all lives matter is a racist act. Voting for Donald Trump Voting in elections is the lifeblood of American democracy. It is both a right and a duty of every citizen, and it has long been considered taboo to denigrate or chastise those whose political views and choices differ from ones own. This is because a democracy composed of multiple parties can only function when respect and cooperation are present. But during 2016, the public comments and political positions of Donald Trump have prompted many to buck the norm of civility. Many have characterized Trump and his supporters as racist, and many relationships have been destroyed in the process. So is it racist to support Trump? To answer that question one has to understand what he represents within the racial context of the U.S. Unfortunately, Donald Trump has a long history of behaving in racist ways. Throughout the campaign and prior to it, Trump made statements that denigrated racial groups and are rooted in dangerous racial stereotypes. His history in business is blighted by examples of discrimination against people of color. Throughout the campaign Trump routinely condoned violence against people of color, and condoned through his silence the white supremacist attitudes and racist actions of people among his supporters. Politically speaking, the policies he supports, like, for example, closing and defunding family planning clinics, those related to immigration and citizenship, overturning the Affordable Healthcare Act, and his proposed income tax brackets which penalize the poor and working classes will specifically harm people of color, at greater rates than they will harm white people, if they are passed into law. In doing so, these policies will help preserve the racial hierarchy of the U.S., white p rivilege, and white supremacy. Those who voted for Trump endorsed these policies, his attitudes, and behaviorall of which fit the sociological definition of racism. So, even if a person doesnt agree that thinking and acting this way is right, even if they themselves dont think and act this way, voting for Donald Trump was an act of racism. This reality is likely a hard pill to swallow for those of you who supported the Republican candidate. The good news is, its never too late to change. If you oppose racism and want to help fight it, there are practical things you can do in your everyday life as individuals, as members of communities, and as citizens of the U.S. to help end racism.

Ancestry of George W. Bush - Bush Family Tree

Ancestry of George W. Bush - Bush Family Tree Originating in Columbus, Ohio, the Bush family has developed into one of the most accomplished political families of the 20th century. Other important individuals in the Bush family tree include the Spencer family that produced Diana, Princess of Wales, which makes George W. Bush a 17th cousin to Prince William of Wales. The great great great grandmother of President George W. Bush, Harriet Smith (wife of Obidiah Newcomb Bushs wife) and her descendants, are distant cousins of John Kerry. First Generation 1. George Walker BUSH was born on 6 Jul 1946 in New Haven, Connecticut. George Walker BUSH married: Laura Lane Welch on 5 November 1977 in the First United Methodist Church of Midland, Texas. Laura WELCH was born on 4 November 1946 to Harold Bruch WELCH and Jenna Louise (Hawkins) WELCH. Second Generation 2. George Herbert Walker BUSH was born on 12 Jun 1924 in Milton, Massachusetts.1 George Herbert Walker BUSH and Barbara PIERCE were married on 6 Jan 1945 in Rye, Westchester County, New York.1 3. Barbara PIERCE was born on 8 Jun 1925 in Rye, Westchester County, New York. George Herbert Walker BUSH and Barbara PIERCE had the following children: 1 i. George Walker BUSHii. Pauline Robinson BUSHiii. Jeb BUSHiv. Neil BUSHv. Marvin BUSHvi. Dorothy BUSH Third Generation 4. Prescott Sheldon BUSH was born on 15 May 1895 in Columbus, Ohio.2 Between 1952 and 1963 he was an U.S. Senator. He died of lung cancer on 8 Oct 1972 in New York City, New York.2 Prescott Sheldon BUSH and Dorothy WALKER were married on 6 Aug 1921 in Kennebunkport, Maine.2 5. Dorothy WALKER3,4 was born on 1 Jul 1901 in Missouri.2 She died on 19 Nov 1992 in Greenwich, Connecticut.2 Prescott Sheldon BUSH and Dorothy WALKER had the following children: i. Prescott Sheldon (Pres) BUSH Jr was born on 10 Aug 1922.22 ii. George Herbert Walker BUSH.iii. Nancy BUSH was born on 3 Feb 1926.2iv. Jonathan James BUSH was born on 6 May 1931.2v. William Henry Trotter (Buck or Bucky) BUSH was born on 14 Jul 1938.2 6. Marvin PIERCE was born on 17 Jun 1893 in Sharpsville, Mercer County, Pennsylvania. He died on 17 Jul 1969 in Rye, Westchester County, New York. Marvin PIERCE and Pauline ROBINSON were married in Aug 1918. 7. Pauline ROBINSON was born in Apr 1896 in Ohio. She died from injuries suffered in a car accident on 23 Sep 1949 in Rye, Westchester County, New York. Marvin PIERCE and Pauline ROBINSON had the following children: i. Martha PIERCE was born in 1920.ii. James Robinson PIERCE was born in 1921.3 iii. Barbara PIERCE Fourth Generation 8. Samuel Prescott BUSH2 was born on 4 Oct 1863 in Brick Chuch, New Jersey.2 He died on 8 Feb 1948 in Columbus, Ohio. Samuel Prescott BUSH and Flora SHELDON were married on 20 Jun 1894 in Columbus, Ohio. 9. Flora SHELDON was born on 17 Mar 1872 in Franklin Co, Ohio. She died on 4 Sep 1920 in Watch Hill, Rhode Island. Samuel Prescott BUSH and Flora SHELDON had the following children: 4 i. Prescott Sheldon BUSH 10. George Herbert WALKER was born on 11 Jun 1875 in St. Louis, Missouri. He died on 24 Jun 1953 in New York City, New York. George Herbert WALKER and Lucretia (Loulie) WEAR were married on 17 Jan 1899 in St. Louis, Missouri. 11. Lucretia (Loulie) WEAR was born on 17 Sep 1874 in St. Louis, Missouri. She died on 28 Aug 1961 in Biddeford, Maine. George Herbert WALKER and Lucretia (Loulie) WEAR had the following children: 5 i. Dorothy WALKER 12. Scott PIERCE was born on 18 Jan 1866 in Sharpsville, Mercer County, Pennsylvania.3 Scott PIERCE and Mabel MARVIN were married on 26 Nov 1891. 13. Mabel MARVIN was born on 4 Jun 1869 in Cincinnati, Ohio. Scott PIERCE and Mabel MARVIN had the following children: 6 i. Marvin PIERCE. ii. Charlotte PIERCE was born on 30 Sep 1894.4 She died on 15 Aug 1971 in Dayton, Ohio.4 14. James Edgar ROBINSON was born on 15 Aug 1868 in Marysville, Ohio. He died in 1931. James Edgar ROBINSON and Lula Dell FLICKINGER were married on 31 Mar 1895 in Marion County, Ohio. 15. Lula Dell FLICKINGER was born in Mar 1875 in Byhalia, Ohio. James Edgar ROBINSON and Lula Dell FLICKINGER had the following children: 7 i. Pauline ROBINSON

Are VLEs being used successfully in Secondary Schools within London Essay

Are VLEs being used successfully in Secondary Schools within London - Essay Example As with all other systems implemented within schools without any real time trial and tested period, the VLE might be open to harsh criticisms. An article by Becta (2003) defines Virtual Learning Environment (VLE) as â€Å"a standardised, computer-based environment that supports the delivery of web-based learning and facilitates on-line interaction between students and teachers.† It also goes on to state that parents, teachers and learners can access this web based system from any internet connection. This means that having access to a secure site will facilitate the delivery of course materials and enhance activities such as on-line interactions between students and tutors, uploading and downloading resources, on-line tracking and assessment of students’ progress. However, for these features to be possible, all teachers, parents and students would have to be computer literate and this will obviously require appropriate training, which is bound to be time consuming. Research shows that VLEs can be a fantastic tool for learning. However institutions will have to outline appropriate principles and practices and protocols to govern transfer of data as well has bring about a willingness to culturally change the way how teachers deliver lessons and the pace at which learners learn (O’Hagan, 1995). According to a survey conducted by Tom Browne and Martin Jenkins for the Universities’ and Colleges Information Systems Association (UCISA) computing and information systems would be under significant pressures and thus centralisation would be essential for the use, implementation and technical support of virtual learning environments, as well as a cultural change in the attitude towards teaching and learning on the part of staff and students. It was found that most institutions are using VLEs for different purposes while others were uncertain in deciding which is best for the main purpose of the individual institution’s faculties and departments (Browne and