... Powell HIS 204 Ms. Katie Filbeck November 10, 2012 The Problem with the Color-Line Paper Arguably, race has been the most endemic division in American politics and policy. Although class is the essential construct in understanding American economic life and the workplace, Americans often think of themselves as workers, managers, and owners. Class remains the elusive little secret in American political life. Indeed few, if any, important political conjunctures in American history have crystallized around American workers acting as a class-conscious political force. I will briefly inform you on the state and national policies that entrenched the color-line through the First World War. I will conclude my paper by talking about how racial ideas played into the acceptance of immigrants within U.S. culture and as a justification for U.S. imperialism into the 1920s. The first couple of decades in the twentieth century were some of the low points for African Americans since the end of the Civil War. America was always viewed as a role model for democracy to the rest of the world. Little did they know about the problems that were hidden from the public. America was battling racial and gender equality. Women had long been battling issues such as the right to vote in the political system and the types of jobs they were able to hold. Our text stated that “a typical life path for a woman of this era was marriage and family, where her responsibility...
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...Fine Arts & the Creative Process: Theatre Emphasis April 26, 2012 Cloud 9 Critical Response The play Cloud Nine examines questions of gender identity, sexuality and individual freedom, as they exist within two traditional, oppressive ideological models: colonial imperialism and masculine supremacy. By contrasting these worlds of political and sexual dominance, the play draws a parallel between the paralysis exacted by both frameworks upon the development and expression of unique, authentic personhood. The play dramatizes the argument in startling fashion by challenging the touchstones of theatrical convention. Specifically, it defies usual methods of depiction, for some of the main characters in Cloud 9 are portrayed by actors who do not, in any physical or obvious way, resemble those characters. Because the play distorts and uproots the standards of dramatic characterization in such a bold way, the staging of Cloud 9 can potentially border on the ludicrous. So thrown is the audience, that members might start to disengage from the activity of the play and dismiss its theatrical experimentation as too obvious to be regarded seriously, too overdone to be clever or provocative. However, if such an impression of Cloud 9 is registered, I believe this is a failing not of the play but of an audience conditioned to assign fixed attributes to characters in order to render them intelligible. Cloud 9 is not interested in offering satisfaction in this rather simple manner, or of treating...
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...reproduction, such as sex chromosomes or sex organs. Gender: the psychological characteristics and social categories that human culture creates. Doing Gender: (West and Zimmeman) we display gender in our social interactions and we perceive gender in other people during those interactions. Sexism: bias against people on the basis of their gender. Racism: bias against people on the basis of racial or ethnic groups. Classism: bias against people based on social class Ableism: bias against people with disabilities. Ageism: bias based on chronological age. Typically directed toward elderly people. Heterosexism: a belief system that devalues lesbians, gay males, and bisexuals – or any group that is not exclusively heterosexual. Feminist/ Feminism: women and men should be socially, economically, and legally equal. Women and men who hold these beliefs are feminists, however many people believe in feminist principles, even if they do not identify themselves as feminists. Cultural Feminism: emphasizes the positive qualities that are presumed to be strong in women than in men qualities such as nurturing and caretaking. (Cooperation) Liberal Feminism: emphasizes the goal of gender equality, giving women and men the same rights and opportunities. (Reduce our culture’s rigid gender roles) Radical Feminism: argues that the basic cause of women’s oppression lies deep in the entire sex and gender system, rather than in some superficial laws and policies...
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...the few commonly recognized moral visions throughout the globe. This widely accepted notion provides a useful framework to support transnational activism to challenge injustices encompassed in civil, political, economic, and social spheres that affect lives worldwide. Using this backdrop, the global movement for women rights strives to enhance the human rights discourse by redressing gender vulnerabilities. Even though there are still continuing political struggles in making central the concerns of gender abuse, it has achieved considerable rethinking of the human rights doctrine as formerly understood....
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...CRIME AND DEIVIANCE – Table of Sociologists GENDER | Sociologist | What they said | Heidensohn | - Women’s behaviour is conformist- Control at home – housework and childcare impose severe restrictions on women’s time- Control in public – women fear the threat of male violence against them- Control at work – kept in place by male supervisors and managers- Females are treated more harshly than males when they deviate from gender norms e.g. double standards – courts punish girls for premature or promiscuous sexuality activity- 4/5 convicted offenders in England and Wales are male- By 40 9% of females had a conviction against 32% of males- Males are more likely to be reoffenders | Pollak | Men have a protective attitude towards women and so the criminal justice system is more lenient with women | Carlen | When women are jailed, it is less for ‘the seriousness of their crimes and more according to the court’s assessment of them as wives, mothers and daughters’- Women are lead to conformity:Class Deal –women who work will be offered material rewards with a decent standard of living and leisure opportunitiesGender Deal – patriarchal ideology promises women material gain and emotional rewards from family life by conforming to a domestic gender role | Parsons | Gender roles in the traditional nuclear family cause crime boys are encouraged to be tough, aggressive and risk taking so are more likely to take advantage of criminal opportunities when they arise | Dobash and...
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...Can the subaltern speak? Subaltern, meaning ‘of inferior rank’, is a term adopted by Antonio Gramsci to refer to those groups in society who are subject to the hegemony of the ruling classes. Subaltern classes may include peasants, workers and other groups denied access to ‘hegemonic’ power. Since the history of the ruling classes is realized in the state, history being the history of states and dominant groups, Gramsci was interested in the historiography of the subaltern classes. In ‘Notes on Italian history’ (1934—5) he outlined a six point plan for studying the history of the subaltern classes which included: (1) their objective formation (2) their active or passive affiliation to the dominant political formations (3) the birth of new parties and dominant groups (4) the formations that the subaltern groups produce to press their claims (5) new formations within the old framework that assert the autonomy of the subaltern classes; and (6) other points referring to trade unions and political parties. Gramsci claimed that the history of the subaltern classes was just as complex as the history of the dominant classes, although the history of the latter is usually that which is accepted as ‘official’ history. For him, the history of subaltern social groups is necessarily fragmented and episodic, since they are always subject to the activity of ruling groups, even when they rebel. Clearly they have less access to the means by which they may control their own representation...
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...that all women around the world are equally oppressed (define oppression identically) and seek the same ‘liberations’ as each other (Mohanty 1984 ). For example, the concept of family and the role women around the world carry in the family structure is regularly brought up for debate in Western feminism, but seldom do we witness a conversation that is free of the intention to define the identities of these third world women (in the family construct) (Amos & Parmar ). Family holds a different weight in every culture, therefore by seeking to define the role of the third world woman, Western values are automatically imposed and are considered the “ideal”. This approach, by default, forces the third world woman to silence her thoughts and throw away her experiences in living a certain type of structure, instead of freely acknowledging the evident flaws in the structure and utilizing those experiences to transform the familial relationship herself (Amos, Parmar & Spivak ). Mohanty writes: “The critical assumption that all of us of the same gender, across classes and cultures, are somehow socially constituted as a homogeneous group identified prior to the process of analysis. . . . Thus, the discursively consensual homogeneity of ‘women’ as a group is mistaken for the historically specific material reality of groups of women.” (Mohanty 1984) Although the “ideal” would be that all women experience the exact forms of oppression and face the exact forms of discrimination, thus able to...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...of thinking from one population to the next. Over time, cultures begin to overlap and influence each other and this influence plays immense roles in the development of independent nations’ political and economic systems as well as the well being of their people. Lecture 2 3. Define “chorology” and the importance of a “chorological view” to Geography. Chorology is defined as “the study of regions and spaces”. The modern discipline can be traced back to 18th century philosophers: Immanuel Kant believed all knowledge could be divided into either geography (classifying things according to space) or history (classifying things according to time). Geography was seen at first only in terms of exploration as an instrument of colonialism and imperialism. The goal of a “chorological view” is to have a comprehensive understanding of characteristics of spaces and regions. Therefore chorology can be considered as a specialization within geography that allows us to describe spaces and regions through the observation of their particular traits. 4. Explain Ratzel’s concept of Lebensraum. Ratzel was...
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...underline the strain of ecofeminist thought and action in the Poetry of W.B. Yeats. In this paper I have attempted to focus on W.B.Yeats’ use of Irish landscape, legends and myths in order to support the Irish revolt for independence and a separate cultural identity from the British. The identity issue becoming crucial, Yeats furthers his ecofeminist philosophy by using images and symbols that are purely Irish. They are dynamic and open ended and have historically enabled the Irish people to establish differential Identity, resist dominance and affirm group solidarity. III Since the conquest of Ireland by King Henry VIII, the Irish people were seething under foreign yoke of the British rulers. Majorie Howes in her book Yeats’s Nations: Gender, Class and Irishness, has elaborated the problems faced by the Irish people in the hands of the British. The geographical proximity and racial and cultural similarity to England rendered the Irish less radically “other” that the inhabitants of other British territories. In the British thinking, Ireland represented “home” rather than “empire”. In the nineteenth century, the British wanted to integrate Ireland with England socially, economically and geographically using coercion. The Celtic ‘otherness’ of the Irish was supposed to be complimentary to the English like that of the Scotts. Femininity marked the Celts difference from the Saxon, but also placed her [Ireland] in a relationship of natural complimentarity to him [England]. Like man...
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...TRAVELLERS TO AFRICA Africa has always been seen as a mysterious and unexplored continent, full of ancient beliefs and religions, inhabited by different populations and cultures. Historians, travellers and scientists, have always been fascinated by the myth of a “dark continent”, so different from the neighbouring Europe, and so unique as the same time, for its traditions and way at life. This analysis is focused on two regions in particular, West and Central Africa : the region of West Africa was explored by Mungo Park first, at the end of the 18th century, and by Mary Kingsley exactly one hundred years later, while Henry Stanley went to the Central part of the continent, with the purpose of finding his companion Livingstone, in a first journey from 1871 to 1872, and he secondly came back to Africa for a new mission in 1874. This essay highlights the different approaches these authors took to talking about the country, and the different ways in which they set off for a journey into the “Dark Continent” at their time. It will be divided into three different sections, one for each author, following a chronological time. In each part the main differences and common themes Park, Stanley and Kingsley share, will be analysed. MUNGO PARK’S TRAVEL IN THE INTERIOR DISTRICTS OF AFRICA Mungo Park’s book recounts an eighteen-month expedition in West Africa [...] that commenced...
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...30/04/2013 In Hanif Kureishi’s The Buddha of Suburbia, the protagonist Karim states: “Yeah, sometimes we were French, Jammie and I, and other times we went black Americans. The thing was, we were supposed to be English, but the English we were always wogs and nigs and Pakis and the rest of it”. Write an essay exploring how Kureishi’s novel maps Englishness as a contested terrain of identities, politics and performance. Your discussion should refer to Stuart Hall’s work on ethnicities and on Judith Butler’s writing on performance as identity. Much of the Kureishi’s early work is grounded primarily in racial and cultural conflict between British mainstream culture and ethnic minority communities; the conflict between the cultural claims that the first-generation immigrants were prone to clinging onto and the sense of belonging, which they their children aspired to develop in mainstream British society. To the children of immigrants, particularly those who had migrated from British Commonwealth or ex-colonized countries, any reflection on Britain, or their parents’ homeland, in terms of “home” may differ significantly from that perceived by their parents. As a writer born and bred in Britain of a Pakistani father and an English mother, Kureishi reflects upon his own identity, affirming in an interview his own sense of identity be seeing himself as British: “Critics have written that I’m caught between two cultures. I’m not. I’m British; I’ve made it in England. It’s...
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...UNDERSTANDING LEARNING – STUDY NOTES WHAT IS LEARNING? * Reflective teaching * Classroom experience * Technical teaching * Knowledge about learning * Reflective teaching * Classroom experience and knowledge about learning provide students with a constructive learning environment * Understanding learning * Individual differences, Learning theories, Managing learning in classrooms, Teachers * Constructivist – refers to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns. * Humanist – a philosophical and ethical stance that emphasizes the value and agency of human beings, individually and collectively, and generally prefers critical thinking and evidence (rationalism, empiricism) over established doctrine or faith (fideism). * Cognitivist – believe that learning is a change in individuals' mental structures enabling them to show changes in behaviour. It is based on the thought process behind the behaviour. * Behaviourist – believe that learning takes place when knowledge is separated into smaller bits. Students are rewarded for successful answers. Instruction focuses on conditioning the learner's behaviour. Learning involves repetition and association and is highly mechanical. Behaviourist leaning teachers focus on a new behavioural pattern being repeated until it becomes automatic. *...
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...Chapter 1 - Geography Matters: Definitions: * Human geography the study of the spatial organization of human activity and of people’s relationships with their environments * Cartography: the body of practical and theoretical knowledge about making distinctive visual representations of Earth’s surface in the form of maps * Map projection: a systematic rendering on a flat surface of the geographic coordinates of the features found on Earth’s surface * Ethnocentrism: the attitude that a persona’s own race and culture are superior to those of others * Imperialism: the extension of the power of a nation through direct/indirect control of the economic and political life of other territories * Masculinism: the assumption that the world is and should be shaped mainly by men for men * environmental determinism: a doctrine holding that human activities are controlled by the environment * globalization: the increasing interconnectedness of different parts of the world through common processes of economic, environmental political and cultural change * ecumene: the total habitable area of a country. Sine it depends on the prevailing technology, the available ecumene varies over time. Canada’s ecumene is so much less than its total area. * Geodemographic research: investigation using census data and commercial data (i.e. sales data and property records) about populations of small districts to create profiles of those populations for market research ...
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