Quiz: Chapters Six & Seven

 

1) In Atmospheric Perspective, the color of objects in the distance shifts toward ________________.

2) The illusion of texture in an artwork is known as ____________________.

3) The term _____________________ describes the phenomenon of texture appearing gradually less

distinct as we move from foreground to background.

4) The application of mediums such as oils and acrylics to build up actual texture on a surface is

called ____________.

5) Employing very realistic texture to trick the viewer into believing the art is actually the subject(s)

depicted is called ____________________.

6) The space or depth suggested by an artist in a two-dimensional work is called _______________.

7) Texture is often a more significant element in ___________________ than in painting. (more than

one right answer!)

8) Sometimes texture is so important in a work of art that it is, or becomes, the _____________ of the

work.

9) Relative Size contrasts the size of objects (like humans) in the foreground with similar objects in the

middle or background to simulate ______________.

10) ________________ is when an object prevents the viewer from seeing all or part of an object

behind it.

11) In Atmospheric Perspective, as objects get farther away, texture and color saturation

__________.

12) ___________________ describes when the length of an object is reduced (& possibly distorted)

to suggest we are looking at it from an angle other than its side.

13) The terms, ‘Vanishing Point’ and ‘Converge’ are used in what method of suggesting depth and

space: ________________________.

 

 

14) Even though glass allows us to see through it, it can also suggest depth by _______________

objects that might even be behind the “viewer’s” vantage point.

 

Short Essay (4 pts.)

Discuss the use of space in Yellow and Black Boats by Jennifer Bartlett (fig. 5.39, p. 101).

 

Extra Credit

In Albert Bierstadt’s landscape paintings, texture gradation (texture gradient) helps to communicate

the illusion of depth as an element of this technique: ____________________________________.

Following worries about the possibility of a virulent flu pandemic, which is currently affecting migrating geese, mutating and spreading to humans, Parliament has recently passed the (fictional) Bird Flu Act 2015.

Section 1 states: “The Minister may, as he thinks fit, order the slaughter of any flock.”

Section 2 states: “District councils shall appoint inspectors who shall have the power to enter any premises in order to investigate the health of the birds therein.”

Section 3 states: “The decision of the Minister shall not be called into question in any court of law.”

Avianshire District Council employ Vetco Ltd., a local company, to perform the duties prescribed by s 2 of the Bird Flu Act.

Boris and Cassandra (see below) have come to you for advice. Boris owns a “reptile house” (a zoo for lizards, snakes, crocodiles, tortoises etc). There have been reports in the press that bird flu can be contracted by reptiles and then transmitted from reptiles to humans. The Minister has ordered the slaughter of all Boris’ reptiles, but this has not yet been carried out. Boris has not been given any opportunity to make representations.

Cassandra is a professional breeder of budgerigars. She keeps her budgies in her house. Employees of Vetco Ltd. entered her home the other day and confiscated all her budgies. She is told that the birds are to be held in quarantine for twelve months. The Vetco employees also searched her house and seized documentation relating to the purchase and breeding of budgerigars.

Advise Boris and Cassandra on what, if any, grounds of Judicial Review may be arguable in their cases, and what, if any, remedies they may seek.

Instructions:
* Please make sure you reference every piece if information given to avoid plagiarism.
* You need to reference every source you got the information from.
* At least two sources (website/book/journal/article)
*referencing should be the OSCOLA referencing format.
*Please put down a link for every website/online journal article so I can access it and see it myself.
* It is very important that every sentence in paraphrased. Unless, you want to quote. This is very important in order to avoid being accused of plagiarism. Paraphrasing is not just changing one or two sentences.
* Paraphrasing and referencing is very important.

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follow instruction in file attachment: 
Your submission must consist of two files:
(a) your report in a PDF format (not DOC / DOCX). In MS-Word, click the “Save AsвЂк button, and then click “PDF or XPSвЂк. In the File Name window, type a name for the document. The name of the file should be Lab4_Report_Your last name. For example, Lab4_Report_Smith.
(b)
Your report should consist of 3 pages: that is, one page with your analysis two Appendices (Appendix 1 and Appendix 2, one page each). Any text or charts that will appear on additional pages will not be considered.
The paper size should be 8.5вЂк x 11вЂк paper (portrait orientation).
Write YOUR NAME and “LAB ASSIGNMENT # 4вЂк in the upper left-hand (or right-hand) corner
of the first page of your report.
Use any 11-12 point standard font (Times New Roman, Garamond, Verdana, Courier New, etc.); the main thing is to keep it consistent throughout the entire text. Use single line spacing. Allow one space between paragraphs. The final version of your assignment should reach the instructor in clear and grammatically correct English. Where necessary authors must ensure that their assignments have been checked for errors of English by a person with perfect command of the language.
In your report, you only need to answer the questions asked (typically labelled a, b, c, d, …). DO NOT reproduce the text of this assignment (that is, the text on these pages). DO NOT attach the data set(s), if any.
Remember that each table (graph) should have a succinct but informative title, and the table columns (graph axes) should be appropriately labeled. Your analysis/comments should be brief (up to 10 sentences).
with your original calculations and graphs. The name of the file should be
. For example, Lab4_Excel_Smith. Use Excel to do computations and to
construct tables and graphs, then transfer (i.e., copy-and-paste) your Excel tables and/or graphs into MS-Word, add your analysis, edit and format your entire report (if needed), and then save it as a PDF file.

Poster Presentation 
Students this project will allow you to formulate and hypothetically develop your own research project. The purpose of this project is for the student to follow all the different steps in a research project on an already published article and presented as a poster presentation. A poster or poster presentation is the presentation of research information by an individual or representatives of research teams at a conference or conference with an academic or professional focus. The work is usually peer reviewed. Poster sessions are particularly prominent at scientific conferences such as medical congresses. Students will select a nursing research already published and following the article information you will create a poster presentation that includes the below information:peer reviewed. Poster sessions are particularly prominent at scientific conferences such as medical congresses. 

The outline of the poster should include the following tabs (minimum requirements)
Abstract Outline: 
-Title of Project -Problem
Statement: what is the problem that needs fixing?
-purpose of the Project
-Research Question (s)
-Hypothesis
-Methodology (Qualitative vs. Quantitative)
-Steps in your project Implementing
-Limitations
Results (Pretend results)
-Conclusion
-References

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Write a assignment by responding to the several readings in the attachments below
The first attachment  is a picture of the requirements for this assignment.
The second and third attachments are pictures of the titles for readings, which is required to read before writing the assignment.
The forth attachment is the readings，which is mainly in the second part of the reading,  VOLUME E: The Nineteenth Century.

Edit question's body

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Note: The case study used for this assignment was based on an existing case within Gorski, P. and Pothini, S. (2103). Case Studies on Diversity and Social Justice Education (1st ed.). New York: NY: Routledge. The case study was modified slightly for the purposes of this assignment.

Professor Matthews, a first-year instructor at a public state university, walked into his mentor Dr. Williams’ classroom, excited to observe him teaching his science course. Mr. Matthews had a lot of respect for Mr. Williams as an instructor and was looking forward to seeing effective classroom techniques in action. Mr. Williams, a 15-year teaching veteran, was well liked and respected by his students and colleagues. In fact, the College Dean recommended that Mr. Matthews observe Mr. Williams for an hour, honing in on how he engaged students and fostered high levels of participation. As the students filed in, Mr. Matthews found a desk in the back of the room and prepared to take notes.

As his students settled into their seats, Mr. Williams enthusiastically called out “Good evening, ladies and gentlemen! I want to remind you that the midterm exam is tomorrow.” Following a brief overview of the study materials in their text and class notes, Mr. Williams asked if the students wanted to play a review game. Of course, the adult students agreed, as they knew Mr. Williams always offered something exciting and engaging for students.

“First, we need to split ourselves into two (2) teams”, Mr. Williams explained before asking the class how they wanted to divide themselves. As the students discussed options, Mr. Williams walked to the back of the room and said to Mr. Matthews, “Adult learners like having a certain level of control over their learning.”

Several students suggested that they form teams by gender. This “males versus females” suggestion elicited enthusiastic support from many of the classmates. Mr. Williams sent the men to one side of the classroom and the woman to the other side of the classroom, and proceeded to ask each team a question while keeping count of correct responses. 

After ten (10) minutes the team of women was far ahead of the team of men, leading a couple of men to joke that they are “letting the women win so that they don’t get mad.” A couple of women responded by reminding their male counterparts that the women won the previous two (2) games as well. Following several minutes of the teams mocking each other, Mr. Williams attempted to refocus the class by jokingly saying, “Alright guys, listen up. If you don’t stop fighting, I’m going to prepare a new seating arrangement that will alternate male and female students, which clearly would make you unhappy and you would feel like children rather than adults. Let’s focus!” Both teams refocused on the game.

After class, as students left the room, Mr. Matthews heard several male and female students laughing and making disparaging remarks to one another, arguing about which gender was most intelligent and debating society’s reflection on men versus women’s rights and privileges. Mr. Williams approached Mr. Matthews and warmly said “That’s how it’s done! The students love the competition and don’t even realize how much science they’re learning in the process.”

He then looked down at Mr. Matthews’ notes, and noticed that he had written and circled “gender stereotypes” in his notebook. “Whoa! That’s what you are focusing on?” Mr. Williams asked, sounding offended. “Males versus females: that’s what the students love to do. It’s an exciting way to facilitate the learning process.” He then counseled Mr. Matthews, “You’re still new at this and will learn soon enough that as long as the students are engaged and learning, that other stuff doesn’t matter.”

With that, Mr. Williams walked back to his desk as Mr. Matthews sat speechless, wondering whether he had been too sensitive. 

From the case study, write a three to five (3-5) page paper in which you:

1. Expand on at least two (2) of the dynamics that Mr. Matthews observed while sitting in on Mr. Williams’ class that might have raised his concerns about the use of gender stereotypes.

2. Take a position on whether Mr. Matthew’s concerns about the use of gender stereotypes were founded. Provide a rationale for your position.

3. Explain the main ways in which you feel transgender students and / or students who do not identify with a gender would be impacted by the “male versus female” activities that often take place in this classroom.

4. Suggest at least one (1) other option Mr. Williams could use for splitting the students into teams.

5. Give your own constructive feedback to Mr. Williams regarding his roles as an instructor to his students and a mentor to Mr. Matthews.

6. Use at least four (4) quality peer-reviewed academic resources written within the past five (5) years. Note: Wikipedia and other similar websites do not qualify as academic resources. 

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Using the primary source The Life of Julius Caesar, complete the Primary Source Analysis Worksheet (both linked below) and submit it through the Assignment Inbox button at the bottom of this page.

Answer each question completely, taking into account material covered both in class and in the text. Answers should be in complete sentences, organized in paragraph form.

Sometimes the primary source won’t provide a clear or straightforward answer to a question on the worksheet. If that happens, it’s okay to take a guess based on the information you have.

This is not intended to be an assignment that requires outside research; your answer should be based on the material covered in class and in the text.

The grading scale for this assignment is as follows:

90 – 100 points: All questions were answered completely and thoughtfully, in paragraph form, using appropriate grammar and punctuation. Material covered in class and the text was accurately referenced.

80 – 89 points: All questions were answered completely, but analysis was lacking or unclear in some instances. Material covered in class and the text was accurately referenced.

70 -79 points: All questions were answered completely, but analysis was lacking or unclear. Material was covered in class and the text was not accurately referenced, or was missing.

60 – 69 points: Some questions were answered completely, but analysis was missing or unclear. Material covered in the class and text was not accurately referenced, or was missing.

0 – 59 points: Some questions were answered or were not answered at all. Analysis was lacking or unclear. Material covered in the class and text was not referenced.

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You are ready to do the final construction and polishing of your online exhibition! Your exhibition will include all stages, 1-6 (identified and in order), all images, any needed revisions plus any necessary additional information such as the Abstract (assigned for week 8) and a Conclusion (1 or 2 paragraphs) discussing how your exhibition illuminates the topic of the history in the arts and draws logical conclusions from the biography and analysis of the work that you provide.

A Descriptive Abstract about your Final Project should be around 100 words, single-spaced, 12 pt. Times; include 5 keywords). If you want a critique, post by Thursday.

This abstract may be placed as the front page of your Final Project.
See this important resource: http://writingcenter.unc.edu/handouts/abstracts/
Here is an example of what a professional database listing with abstract looks like: http://www.tandfonline.com/doi/full/10.1080/09528822.2010.517919#inline_frontnotes 
Abstracts are a very important part of academic/scholarly writing, and need special attention, since most everything ends up on the Internet and into databases. Keywords are essential for database searches and can be included within the body of your abstract text. So, choose these words carefully and select what you think will draw people to your work. For this project, include a listing of your keywords (5) at the bottom of your abstract. Citations are usually not included in abstracts as you are simply describing your project. Write in third person, passive tense. What is this? Go to:http://www.squidoo.com/thesisabstract#module11245752

Be sure to consider comments and suggestions made by your professor. Your complete References List should demonstrate quality; include at least six scholarly references and credits for all images. (Encyclopedia type websites are not the best choice for a college level final assessment and no Wikipedia allowed except for images.) The text for the final version should be about 10 to 12 pages, excluding images and Reference List, depending on how many images you select. Submit by the end of week 8 into the properly provided area. Your References cited in text (Chadwick, 48) should be placed in a Bibliography and images that are referenced in-text (Figure 1) should be moved to the end and captioned in proper order to avoid issues with paper formatting when comments are provided.Please use the provided template for the final submission: ARTH_Exhibition_Paper_Template.docxDeliverables

Abstract posted to discussion forum
Provide a link to the exhibit in the discussion
Attach your final paper

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Budgeting and developing a timeline are important steps in public health program planning. If a budget is properly developed it provides a solid foundation for guiding the implementation of the program as well as sustaining it. A timeline is also essential as it provides program planners a guide to use when determining the progress of a program.

For your course project this week, you are given $200,000 to fund your program for one year. Prepare a budget for your program, considering the resources that you need and how you would allocate funds. Some allocation of funds may include marketing DVDs, time for personnel to hold meetings, electricity, and cleaning services for the office space. For your budget, you do not need to include more complex allocations such as employee salaries, fringe benefits, overhead, phones, etc. Also, you should assume you have some in-kind support to use in your project. In-kind support is any resource you do not have to pay for such as free printing of educational brochures or free telephone services. In addition to your budget, you create a basic Gantt or PERT chart to present your timeline.

To Prepare for this Assignment:

· Review Chapter 7 in the Doyle text and Chapter 13 in the McKenzie text. Pay particular attention to how to create a budget and allocate funds.

· Given the $200,000 you received for your public health program, create a one-year budget.

· Refer to figure 10.2 on page 283 of the McKenzie text to view a sample budget sheet.

· Think about potential in-kind support/assets that may influence your budget.

· Review Chapter 12 in the McKenzie text, and see sample timeline and Gantt charts on pages 325-326. In addition, you may wish to use the Internet or your Optional Resources to research how to create a Gantt or PERT Chart. Consider what would be an adequate yet basic timeline to execute the program plan you have developed. Think about the tasks and activities that should be included in a basic timeline for your program plan.

The Assignment (2–3 pages)

· Using the sample budget sheets, create a budget allocating $200,000 for your public health program. Include at least one in-kind support/asset in your budget.

· Provide a rationale for your allocation of funds.

· Develop a basic timeline using a Gantt or PERT Chart.

· Provide a rationale for the basic timeline for your program plan.

In addition, complete an Executive Summary and Conclusion for your project. This is to

Your written Assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Students to ensure your in-text citations and reference list are correct.

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Race and Ethnicity

[SOCY100]

•

What

are race and ethnicity, and how are they

created by society?

•

Examine

prejudice, discrimination, stereotypes, and

the interactions of minority and majority groups

today via a critical look at: pluralism, assimilation,

segregation, genocide.

•

How

are race and ethnicity important dimensions of

social inequality today [Stratification revisited]?

Genocide

•

The systematic killing of one category of

people by another

•

Deadly form of racism and ethnocentrism

–

Violates every moral standard

•

Common throughout history

Genocide

•

Important to recognize the degree to which

U.S. society was built

–

Segregation of African Americans

–

Genocide of Native Americans

Race Ethnicity in the United States

…Give me your tired, your poor,

Your huddled masses yearning to breathe

free,

The wretched refuse of your teeming shore,

Send these, the homeless, tempest-tossed to

me:

I lift my lamp beside the golden door.

From the

New Colossus

By Emma Lazarus (Base of Statue of Liberty) 1883

Native Americans

•

Refers to hundreds of societies who first

settled the Western Hemisphere

•

15

th

century: Numbered in the millions

•

By 1900: Numbered 250,000

–

Centuries of conflict and genocide

Indigenous Language Families –

North America

Listed but could not copy.

Massive

Depopulation/ Genocide

–

1492: Pop. 25 -40 million

–

1890: Official US government census of

“reservations” Pop. 225,000

•

So for the US to exist, Native Americans lost as

99 out of 100 people

•

This is a major ethnohistorical finding that should

no longer be ignored

DOMINANT CULTURAL STEREOTYPES

Benjamin Franklin 1750s

“If it be the design of

Providence to extirpate

these Savages in order to,

make room for cultivators

of the Earth, it seems not

improbable that rum may

be the appointed means. It

has already annihilated all

the tribes who formerly

inhabited the sea-coast.”

Orders of George Washington

to General John Sullivan,

May 31, 1779

“

The immediate

objectives are the total

destruction and

devastation of their

settlements and the

capture of as many

prisoners of every age

and sex as possible. It

will be essential to ruin

their crops in the ground

and prevent their planting

more.”

John Quincy Adams

, 1802, when rationalizing

territorial imperatives as God’s will

“What is the right of the

huntsman to the forest of a

thousand miles over which

he has accidentally ranged

in quest of prey? Shall the

fields and vallies, which a

beneficent God has formed

to teem with the life of

innumerable multitudes, be

condemned to everlasting

barrenness?”

General Philip Henry Sheridan

Commissioner of Indian Affairs

, 1887

“We

took away

their country and

their means of

support, broke up

their mode of

living, their habits

of life, introduced

disease and decay

among them and it

was for this and

against this they

made war. Could

anyone expect

less?“

General Philip Henry Sheridan

-continued-

•

“The only good Indian is a dead Indian.”

•

“This language which is good enough for a white

man or a black man ought to be good enough for

the red man. It is also believed that teaching an

Indian youth in his own barbarous dialect is a

positive detriment to him. The impractibility, if not

impossibility, of civilizing the Indians of this country

in any other tongue than our own would seem

obvious (1887)

Theodore Roosevelt

“The settler and pioneer

have at bottom had justice

on their side; this great

continent could not have

been kept as nothing but a

game preserve for squalid

savages. Moreover, to the

most oppressed Indian

nations the whites often

acted as a protection, or, at

least, they deferred instead

of hastening their fate.”

Image Bank

Native Americans

•

What cultural factors have led to the low

social standing of Native Americans? What

can be done to improve their social standing?

–

Noncompetitive view of life [Oneness]

–

Reluctance to pursue higher education

–

Dark skin made them targets of prejudice and

discrimination

REFLECTION:

SOCY 100 Reflection:

1. Considering the genocide committed upon Native Americans,

the stereotypical images of the "Indian" that is a fixture in the US

media, their virtual exclusion from the history books in schools.

and their socio-economic status of poverty to date, are Native

American team mascots in American Schools and Sports teams

honoring Native American Peoples?

Or, do such logos and mascots further the vicious cycle of

prejudice and discrimination against them?

What do you think?

2. Will Billy Mills and others win this battle? Why or Why not?

Dishonorable Mention

(2004 HBO Sports)

•

The Social Meaning of Race and Ethnicity

•

People often confuse race and ethnicity.

•

Millions of people in the United States do not

think of themselves in terms of a single

category but as having a mixed ancestry.

Race

•

A socially constructed category of people

who share biologically transmitted traits that

members of a society consider important

Why do people display “racial characteristics”?

Race

•

Variety of racial traits is the product of

migration

•

We think of race in biological terms, but it is a

socially constructed concept

•

Race is a matter of social definitions and is a

highly variable concept

–

Social Race

Race

•

The meaning and importance of race not only

differ from place to place but also changes

over time

•

Today in the US, the Census Bureau allows

people to describe themselves using more

than one racial category

Race

•

Racial types

–

Scientists invented the concept of race to organize

the world’s physical diversity

•

Caucasoid – Caucus Mountains

•

Negroid – Dark/ Black Continent

•

Mongoloid – Mongolia

–

How could the terminology used to describe racial

categories be misleading and harmful?

Race

•

Such categories allow societies to rank/

stratify people in a hierarchy…

–

Gives some more money, power, and prestige

–

Allow some people to feel they are naturally

“better” than others (Ethnocentrism)

•

Because race matters so much, societies

construct racial categories in extreme ways

Race

•

A trend toward mixture

–

Genetic traits from around the world have

become mixed

–

Today, people are willing to define themselves as

multiracial

Race

•

Researchers have found that biracial and

multiracial people choose different racial

identities in different settings…

depending on whom they are with.

Have you every experienced such a

“racial shift”?

Remember:

•

According to the scientific research

–

There is more genetic variation

within

each

category than

between

categories

–

From a

biological

point of view, knowing people’s

racial category allows us to predict nothing about

them

Ethnicity

•

A shared cultural heritage

•

People define themselves as members of an

ethnic category that have a distinctive identity

–

Common ancestors

–

Language

–

Religion

–

Traditions

•

Like race, ethnicity is socially constructed and

its meaning has changed over time

BIOLOGY & CULTURE

•

Race is constructed from

biological

traits

•

Ethnicity is constructed from

cultural

traits

Minorities

•

Any category of people distinguished by physical or

cultural difference that a society sets apart and

subordinates via differential and unequal treatment

–

Based on race, ethnicity, age or both

•

Two Important characteristics

–

Unequal treatment /Experience

subordination

•

Lack power compared to the dominant (most powerful) group

–

Share a

distinct identity (physical cultural linguistic traits)

–

Involuntary membership into group

–

Awareness of subordination

–

High rate of in-group marriage

Minority Groups

Minority groups usually make up a small

proportion of a society’s population

But there are exceptions…

– blacks in South Africa

– women in the U.S.

Prejudice and Stereotypes

•

Prejudice may target people of:

–

A particular social class

–

Sex

–

Sexual orientation

–

Age

–

Political affiliation

–

Race

–

Ethnicity

Prejudice

•

Biased thinking

–

Beliefs, thoughts, feelings, attitudes about a group

•

A rigid and unfair generalization about an

entire category of people

•

Prejudices are prejudgments

–

Rooted in culture so everyone has some measure

of prejudice

Prejudice

•

Often takes the form of

stereotypes

–

An exaggerated description applied to every

person in some category

–

Especially harmful to minorities in the

workplace

•

Are there stereotypes in common phrases or

images in our society? Explain and provide

examples.

•

Harmful images of them… never of us

Measuring Prejudice: The Social Distance

Scale

•

Social Distance

–

Refers to how closely people are willing to interact

with members of some category

–

introduced by

Emory Bogardus

•

Found that people felt more social distance from some

categories than others

.

Measuring Prejudice: The Social Distance

Scale

•

Three major findings

–

Student opinion shows a trend toward greater

social acceptance

–

People see less difference between various

minorities

–

The terrorist attacks of September 11, 2001, might

have reduced social acceptance of Arabs and

Muslims

Racism

•

A type of prejudice used to justify

the belief that one racial category is

innately superior or inferior to another

–

Powerful and harmful form of prejudice

–

Existed throughout world history

–

Widespread throughout U.S. history

–

Do you believe that racism is still a serious problem

throughout our society today?

Theories of Prejudice

•

Scapegoat theory

–

Prejudice springs from frustration among people

who are themselves disadvantaged

–

Scapegoat

•

A person or category of people, typically with little

power, whom other people unfairly blame for their own

troubles

•

Minorities often are used as scapegoats

–

They have little power

–

Usually are “safe targets”

(X) Theories of Prejudice

•

Authoritarian personality theory

–

Extreme prejudice is a personality trait of certain

individuals

•

Research indicates

–

that people who show strong prejudice toward one minority

are intolerant of all minorities

•

personalities

–

Rigidly conform to conventional cultural values

–

See moral issues as clear-cut matters of right and wrong

–

People with little education and raised by cold, demanding

parents tend to develop authoritarian personalities

Theories of Prejudice

•

Culture theory

–

Claims that although extreme prejudice is found in

certain people, some prejudice is found in

everyone

–

“Culture of prejudice”

•

Taught to view certain categories of people as “better”

or “worse” than others

•

Rem: ethnocentrism… US/ Them

Discrimination

•

Discrimination

–

Unequal treatment of various categories of people

NOTE: while

Prejudice

refers to

attitudes

Discrimination

is a matter of

action

»

Positive or negative

»

Subtle to blatant

•

Does prejudice and discrimination always go

together? Explain and give examples. Discrimination

•

Discrimination

–

Unequal treatment of various categories of people

NOTE: while

Prejudice

refers to

attitudes

Discrimination

is a matter of

action

»

Positive or negative

»

Subtle to blatant

•

Does prejudice and discrimination always go

together? Explain and give examples.

Institutional

Prejudice and Discrimination

•

Bias built into the operation of society’s

Institutions

•

Why are people often slow to condemn or

recognize institutional prejudice?

–

Often involves respected public officials and

long-established traditions

–

Remember

•

…

A girl like me: featurette

–

the doll test used in arguments to demonstrate separate and

unequal in education.

•

Prejudice and discrimination reinforce each

other

•

Situations that are defined as real become

real in their consequences…

•

Stereotypes

–

Real to people who believe them

–

Real to those victimized by them

Majority and Minority:

Patterns of Interaction

•

Four models

–

Pluralism:

A state in which people of all races and ethnicities

are distinct but have equal social standing

–

Assimilation:

The process by which minorities gradually adopt

patterns of the dominant culture

–

Segregation:

Segregation enforces separation that harms a

minority

–

Genocide:

The systematic killing of one category of people by

another

–

Is the United States a Pluralistic Society?

Assimilation/ Amalgamation Melting Pots

-vs- Pluralism Salads Bowl

•

U.S. is a pluralistic society on paper only…

All “Men are Created Equal”

but is not a pluralistic society because:

–

Our tolerance for social diversity goes only so far

–

People of various colors and cultures do not have equal social

standing in our society.

•

If we Americans were truly a cultural

Melting Pot

we’d all be viewed as same/ assimilated

[unable to preserve our cultures]… and therefore equal.

•

We are more of a cultural

Salad Bowl

society:

distinct cultures and ethnicities are like the ingredients

of a salad.

Individual ingredients come together to form

a better tasting and more nutritious whole, while

retaining their flavor and not becoming one

homogeneous/ same.

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