Australia Essay -- essays research papers

The name of Australia comes from the Latin word Australis, which means southern. Since it lies entirely in the southern hemisphere, Australia is around commonly referred to as down under. Australia, being a domain, is also a continent. In land argona its the sixth largest for a country and the smallest continent.Australia is a very dry, thinly populated country. Very few coastal areas receive enough rain to support a large population. The largest group of Australian people live in two large cities, Sydney and Melbourne. The vast interior is in general desert or grassland and there are very few settlements. As a whole, the country has a density of six people per square mile.The down under is famous for vast wide-open spaces, bright sunshine, bikini-clad beauties, enormous amount of sheep and cattle, and unusual wildlife. Kangaroos, Koalas, platypuses, and wombats are a few of the erotic animals that live here.Australia was originally settled by enceinte Britain as a prison colo ny in the late 1700s, so now most Australian people are of British ancestry. The immigrants brought all the customs too, such as driving on the leave side of the road and their favorite warm drink, tea. They also speak English as the official language with their own Australian terms.CLIMATEThe northern third of the Australian continent lies in the tropics and is warm or hot year round. The rest of the country lies south of the tropics and has warm summers and mild cool winters. The rainfall is seasonal in Australia.In the wet season, heavy downpours and violent storms cause floods. But the droughts that plague the nation are far more serious than any flood. bonny about every section of Australia has a drought in the dry season. These droughts cause severe water shortages and cause the need for dramatic conservation laws as well as droughts there is also brush fires.Rivers in Australia are one of its most vital resources. They supply the cities and towns with the much-needed water. They also supply the farms with irrigation water. Though the rivers are dry most of the year, dams and reservoirs keep water during the dry season.Australia can basically be split into 3 parts-the eastern highlands, central lowlands, and the western plateau.The highlands consist mainly of high plateaus and broken-in places by hills, low mountain ridges, and gorges. Grasses or forest cover most of the plate... ... all of their traditions but were excluded from society until 1967 when the Australian Constitution was changed so Aborigines got to select and to have service benefits.GREAT BARRIER REEFAlong the northwest coast of Australia lies the Great Barrier Reef, the largest group of reefs in the world. This chain consists of about 2,500 reefs. In all, the reefs are also many another(prenominal) small islands that extend for about 1,200 miles. It lies around 10 to 100 miles from the Australian coasts.Coral reefs are limestone formations that lie under the sea or just above the su rface. The Great Barrier Reef is made up of a coral of dead hardened animals call polyps, which are attached to the reef. The diameter of the polyps is about 1 to 12 inches. The polyps are extremely colorful, just as all the sea animals that live there.The Great Barrier Reef supports about 400 species of polyps, about 1,500 species of fish and some(prenominal) kinds of birds. Giant clams, sea turtles, and crabs also live in the reef. The warm waters around the reef and the sheer beauty attract swimmers, skin divers(prenominal) and tourists from all over the world.Australia is truly a magnificently beautiful place with many different climates and cultures.

Antisocial Personality Disorder Essay -- Health Medical Pscyhology Dis

Antisocial spirit Disorder They are your neighbors. They are your friends. possibly they are even your family. You talk with them often, and drive even had them over for dinner on occasion. Perhaps your children play in the same playground or come about time in the same social group. Although you have noticed some quirks and idiosyncrasies, you would never know the difference, and you would never expect the worst. After something bad happens that draws your attention to them, you have been forced to accept the truth someone you know has Antisocial Personality Disorder.Antisocial Personality Disorder is a personality disorder recognized at heart the American Psychiatric friendships Diagnostic and Statistical Manual. This disorder is a lifelong infliction that affects more men than women. An approximate six part of men and one percent of women in the United States population are considered sociopaths or psychopaths (Wood). In order to be diagnosed with this disorder, the individ ual must be at least eighteen years old, but the unsociable behaviors must have occurred in the individual by age fifteen. According to Dr. Luchiano Picchio, an individual diagnosed with this disorder is pronounced by an inability to social norms involving many aspects of the patients life (Picchio). As listed within the Diagnostic and Statistical Manual version Four (DSM-IV) (2000), the diagnostic criteria for Antisocial Personality Disorder are (1) failure to conform to social norms with respect to lawful behaviors as indicated by repeatedly performing acts that are grounds for arrest (2) deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or pleasure (3) impulsivity or failure to plan ahead (4) irritability and aggressiveness, as indicated by repeated physical fights or assaults (5) reckless disregard for safety of self or others (6) coherent irresponsibility, as indicated by repeated failure to sustain consistent work behavior o r honor financial obligations and (7) lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from another (American Psychiatric Association APA, 2000, p. 701).The typical psychopath hits his prime in his twenties, and eventually lessens his socially unacceptable acts by his forties (Black, 2000). He will probably come across as c... ...ity Disorder is a serious disorder experienced by many men and women every day. Although those inflicted by the disorder can lead normal lives and unremarkably do, they can be considered dangerous, and those spending time around them should pay close attention to both their own safety and the safety of the sociopath. After all, as William and Joan McCord express in The Psychopath, Psychopathy, possibly more than other mental disorders, threatens the safety, the serenity, and the security of American life (Olsen 1984, p. 191).Works CitedAmerican Psychiatric Association. (2000). Diagnostic and Statis tical Manual. Washington D.C. Author.Black, D. (2000, November 25). What is antisocial personality disorder? Psych Central. Retrieved April 21, 2004, from http//psychcentral.com/library/asp_general.htmlOlsen, J. (1984). Son. New York Atheneum.Picchio, L. (n.d.) Antisocial personality disorder. Dauphin County RADAR. Retrieved April 14, 2004, from http//dcradar.org/doctors/picchio_0501.htmlWood, D. (n.d.) What is antisocial personality disorder? Mental Health Matters. Retrieved April 21, 2004, from http//www.mental-health-matters.com/articles/print.php?artID=51

Electoral College Outdated Essay -- Politics

Every four years, the century-old debate over the Electoral College rekindles. Currently, as the contest between the Republican candidates intensifies and the remaining four rush toward the finish line for nomination, speculators are turning their attention toward the Presidential Election that is right around the corner. Predictably, the genuineness of the Electoral College is once again under scrutiny. Although the Electoral College was an ingenious compromise establish by Framers of the Constitution, the development of the two party politics and the winner-take-all system has guide it to the fail its original purpose.When the Framers were drafting the electric chairial selection procedure of the Constitution in 1787, they presented an artful compromise to the issue of direct election. With the new country spanning thousands of miles along the Atlantic coast and barely connected by transportation or communication, it was impractical if not impossible to distribute information w idely enough for all(prenominal) citizen to make an informed choice (Kimberling). In a direct election, this lack of knowledge about candidates living in other states would inevitably result in citizens voting for the candidate they knew the most about. Because the larger states have considerable more voters, presidents would be elected not for their political beliefs, but for their place of residence. Given the inability to spread information extensively, the Framers compromised by adopting the idea of representation. The people up and down the country would vote for local delegates with whom they were familiar with. These electors would then elect a president pre-eminent for ability and virtue (Hamilton 333). By devising the Electoral College, the Framers ensured th... ...ve up the live up to ideals of the Framers in our present day.Works CitedKimberling, William C. The Electoral College. Federal Election Commission, may 1992. Web. 13 March 2012.Hamilton, Alexander. Federalist 68. The Federalist with Letters of Brutus. Ed. Terence Ball. New York Cambridge University Press, 2003. 331-334. Print.Flunking the Electoral College. Editorial. New York Times. 20 Nov. 2008. Web. 13 Mar. 2012.Ray v. Blair. No. 649. Supreme Court of Alabama. April 3, 1952. Web. 13 Mar. 2012.Ross, Kelly. Electoral College Outdated. Union Arizona News. 6 Feb. 2011. Web. 13 Mar. 2012.Kammer, Jerry. As Presidential Electors Include Exgovernors, Activists. Tucson Citizen. 16 Oct. 2008. Web. 13 Mar. 2012.Longley, Lawrence D. and Alan G. Braun. The Politics of Electoral College Reform. London Yale University Press, 1975. Print.

Xerox and IT Management :: essays research papers

absquatulate is one of the largest companies in the document processing products and services industry. dispel held a virtual monopoly in the plain-paper copier food market until the federal official Trade Commission intervened. In 1975 Xerox was forced to forfeit patent protection and had to license to competitors. Xeroxs markets consider dipped from 80% in 1976 to 13% in 1982. In order to become more competitive, Xerox began to white plague benchmarking, Leadership through Quality and employee involvement initiatives. These initiatives helped grow Xeroxs market share back to 18% in the low end copier business and 35% in the mid-to-high end. Despite the improvements in market share the financial performance of the company declined. Therefore in 1992 a major reorganization was planned, Xerox would change from a geographic organization to a market segment organization.Xerox corporate information management (CIM) unit was established in the early 1970s. In 1987, CIM was moved to the General Services Division and was give the task to Provide the overall information technology leadership to the company. The leader of the CIM group quickly realized the task was not possible without significant organizational change. After bringing in consultants to review the Information Management at Xerox, the director of CIM realized the Xerox IM infrastructure could not support the companys strategic direction. To address the IM problems, CIM started a new initiative, IM 2000. The goal of IM 2000 was to move Xerox to a new information systems infrastructure. The problems found with Information Management at XeroxAging application portfolio built on proprietary technologiesLarge cost associated with keeping bequest system runningDuplicate work caused by corporate culture autonomyThe IM 2000 design team recommended the following four strategies1.Reduce/Redirect&61607Reduce overall costs by reining in the expense of legacy system. Use savings to fund new applications and infrastructure.2.Infrastructure Management&61607Move to a industry standard infrastructure that would be managed centrally a invitee server environment.3.Leverage worldwide IM resources&61607Create library of shareable core modules.4.Business process-driven solutions&61607The current legacy system was to be replaced by solutions supporting new Xerox business process.Xeroxs earlier quality initiatives had created a corporate culture used to having a partner relationship with suppliers. Because of this, management suggested IM should look at outsourcing as an alternative. Typical Reasons for OutsourcingConcerns about Cost and QualityoVendors save money by&61607Running much leaner overhead structures than their customers&61607More warring use of low cost labor pools (India)&61607Staff must keep up to date on newest IT practices&61607Purchasing Power&61607More efficient use of capacity

Paradise Lost and The Blazing World: Knowledge of Knowledge that is Bes

enlightenment Lost and The Blazing World Knowledge of Knowledge that is Best Left Unknown toilet Milton set out to lay aside heaven Lost in order to justify the miens of God to men (1.26). To achieve this grand goal, Milton relies on his readers capability to shine a degree of personal revelation within the school text. Many scholars have noted Miltons reliance on personal discovery throughout Paradise Lost Stanley Eugene Fish points out that discovery operates in Paradise Lost in a way that is analogous to that of the Mosaic Law because it invokes a aim of interaction with the reader that is able to bring us to the righteousness of Christ (526-7). This idea of discovery differs from genre because the readers personal experiences within the text frame the guiding principles for the readers self-education. In The Blazing Word, Margaret Cavendish utilizes discovery as a means to instruct her reader in a way that closely resembles that used by Milton in Paradise Lost. In addi tion, Cavendish makes use of one of its main themes Be lowly wise (Milton 8.173). Although the idea that Cavendish and Milton would both underline personal discovery in their texts may not be all that earth-shattering, it seems rather implausible that Margaret Cavendish, a woman who was a stanch opponent to puritan values, (Ankers 306) as well as an devoted royalist, could have possessed a conception of the nature of knowledge that was virtually indistinguishable from the one held by John Milton, a devout Puritan and Cromwell supporter. Furthermore, our current conceptions of these two writersMargaret Cavendish as a pioneering feminist writer and John Milton as a conservative Christian tropeseem to further undermine any notion that these two autho... ...ary Criticism 9.1,2 (2000) 301-15.Cavendish, Margaret. The Blazing World. The Blazing World & Other Writings.Ed. Kate Lilley. London Penguin, 1994. 117-202.Fish, Stanely Eugene. Discovery as trunk in Paradise Lost. Paradise Lo st An Authoritative Text Backgrounds and SourcesCriticism. 2nd ed. Ed. Scott Elledge. New York Nortan, 1993. 526-36.Lilley, Kate. Introduction. The Blazing World & Other Writings.Ed. Kate Lilley. London Penguin, 1994. ix-xxxii. Milton, John. Paradise Lost. Paradise Lost An Authoritative Text Backgrounds and Sources Criticism. 2nd ed. Ed. Scott Elledge. New York Nortan, 1993. 1-304.Wood, Caroline Tanya. The Fall and Rise of Absoluteism Margaret Cavendishs Manipulation of Masque Conventions in The Claspe Fantasmes Masqueand The Blazing World. in-between Essays & Studies in Literary Criticism 9.1,2 (2000) 287-99.

Childrens Comprehension of Television Messages Essay -- Children Tele

Childrens Comprehension of Television Messages The literature surveyed so far regarding childrens attention to television receiver has relied on observation of optic attention by the child viewers. Measures of visual attention alone do not provide an indication of what aspects of the message children argon extracting from the television screen. In ready to acquire indications of this, researchers have relied on post-viewing measures of childrens recognition and recall of information from the program. This research will be considered in this section on childrens understanding of television messages. here(predicate) the concern is not with what children are looking at and listening to, but what they remember from the TV and what meaning the TV content has for them. Much of the research which has adoptive a cognitive trainingal perspective on studies of children and television has examined childrens comprehension of television messages. The underlying assumption of these studies is that children bring different cognitive abilities and social experiences to the TV-viewing incident and that these influence how children made sense of the messages. Younger children with more limited inference-making ability are more likely to focus on the consequences of actions rather than the motivations of the actors, and often are shown to construe the television plot line quite differently from children and adults. The way in which children construe meaning from television cannot be directly inferred from cognitive culture theory. Cognitive development theory may aid us in describing how children make sense of television, but we should examine childrens understanding of television directly. How, then, has cognitive development the... ...hat appropriate learning materials will be developed to teach children about the medium of television, both its programming and advertising content. Such materials should help children overcome their misunderstandings of te levision messages. By improving the skills children bring to the viewing situation we may be able to moderate the impact television has on the child. NOTES The argument advanced here does not mean to imply, however, that children are as active when watching television as they are when engaged in athletics or doing other sorts of activities. activeness here is relative. Multidimensional scaling is a statistical technique that looks at how subjects ratings of a variety of variables group together that is, it seeks to determine underlying dimensions which describe the race among a set of variables for a given group of subjects.

Childrens Comprehension of Television Messages Essay -- Children Tele

Childrens Comprehension of Television Messages The literature surveyed so far regarding pip-squeakrens attention to television has relied on observation of visual attention by the child viewers. Measures of visual attention alone do not provide an indication of what aspects of the message children be extracting from the television screen. In order to acquire indications of this, researchers have relied on post-viewing measures of childrens recognition and recall of information from the program. This research pull up stakes be considered in this section on childrens understanding of television messages. Here the concern is not with what children are looking at and listening to, but what they remember from the TV and what meaning the TV content has for them. Much of the research which has adopted a cognitive developmental perspective on studies of children and television has examined childrens comprehension of television messages. The underlying assumption of these studie s is that children playact different cognitive abilities and social experiences to the TV-viewing situation and that these influence how children made smack of the messages. Younger children with more limited inference-making ability are more likely to focus on the consequences of actions rather than the motivations of the actors, and often are shown to construe the television plot of ground line quite differently from children and adults. The way in which children construe meaning from television cannot be directly inferred from cognitive development guess. Cognitive development theory may aid us in describing how children make sense of television, but we should examine childrens understanding of television directly. How, then, has cognitive development the... ...hat appropriate learning materials will be developed to teach children about the medium of television, both its programming and advertising content. Such materials should help children overcome their misunderstan dings of television messages. By improving the skills children bring to the viewing situation we may be able to moderate the impact television has on the child. NOTES The argument advanced here does not mean to imply, however, that children are as active when watching television as they are when engaged in athletics or doing other sorts of activities. Activity here is relative. Multidimensional leveling is a statistical technique that looks at how subjects ratings of a variety of variables group together that is, it seeks to determine underlying dimensions which describe the relationship among a set of variables for a given group of subjects.

Consumer Advertising Ethical Essay

She then pulls out a magazine and begins to turn through the pages when she find an advertisement for a prescription medicine to kickshaw migraines. This drug could ease her pain and let her resume her normal activities. Is it wrong for her to see this ad? Absolutely not. ?Sharing information with the exoteric virtually assertable cures is morally right. Withholding information that can save psyches life is morally wrong.Direct advertising to consumers of pharmaceutic drugs is ethical based on a deontological perspective. Kant considered what is right over what is good to be superior (wikipedia). In the case of direct-to-consumer drug advertising, the right of sharing information about cures and possible ailments outweighs whatsoever possible good that can be make on behalf of the advertisers. It does not matter that the advertising companies and the pharmaceutical companies will make money off of the patients get the drugs.What is most important is sharing the knowledge wi th those patients. When the general public is presented with information about pharmaceutical drugs not only ar they given information about something that can provide wrap upments for symptoms they may be having, but it also informs them about what certain groupings of symptoms may be. For example, a person having strange pains in his/her legs and doesnt know what it is and might not seek medical attention. However, if he/she sees an advertisement on television that describes those exact symptoms he/she is experiencing, the advertisement would give the ailment a possible name.This information could help that person when he/she goes to see his/her determine. The patient can describe what he/she is experiencing and tell the doctor about the ad that made him/her think there was a reason to visit the doctor for treatment. Some cases will be serious and new(prenominal)s will be minor, this is not important. What is important is that the public was granted this information in an ea sily accessible format the advertisement. ?The United States and New Zealand are the only two developed countries that allow direct-to-consumer advertising of pharmaceutical drugs (DeGeorge 320).Health care works differently in the U. S. than in other parts of the world like Europe and Canada. Because of the major differences in health care, DTC is more(prenominal) welcomed in these countries than in others. Here in the U. S. many people are paying for their own health care out of pocket unlike other places where it is provided at no cost. In other countries you dont have to worry about whether or not you can afford to go to the doctor and/or pay for the visit and prescriptions. DTC advertising is more welcomed in the U. S. because people want to feel empowered and be given choices.Here there are a lot of options because people pay for what they think they need even if it is not the best option for them. ?People make decisions based on what they are convinced they need. In the U. S. you, or your insurance that you most likely pay for, have to pay for every lab and every doctor visit. So in the U. S. many people would rather treat symptoms than fix a problem. DTC advertising knows this and uses it to their advantage. Canadian Medical Association presidentHenry Haddad, M. D. stated, The message U. S. consumers are acquiring is that pharmaceuticals are simply consumer commodities rather than complex therapeutics.We think that interferes with the physicianpatient relationship by raising the expectations of patients and pressuring physicians to prescribe drugs. (Fintor) This is a prime example of wherefore other developed nations are not proponents of DTC advertising. ?When you look at direct-to-consumer advertising based on a utilitarian perspective it would be considered morally wrong. In utilitarianism you can only judge somethings moral value once you know all of the consequences (wikipedia). This means that every consequence needs to be examined and weighe d.As a result of DTC advertising of pharmaceutical drugs, not only is the pubic informed about illnesses and a variety of ways to treat said illnesses, but also a plethora of other consequences that add negatively to the moral value of the action. ?One negative consequence to seriously consider is the money that is gained by pharmaceutical companies, advertisers, and doctors. Money will drive people to do almost anything regardless if it is morally right or wrong. When consumers see an advertisement for a drug they might try to identify with the ad and feel it necessary to visit their doctor.Once they visit the doctor they will claim to have symptoms that were described in the advertisement and then ask for a prescription to the drugs that were shown. Once the doctor prescribes these drugs the money is gained by all the involved parties and is lost by the patients. ?Many of the drugs positivist have harmful side-effects that are downplayed by the advertisements. Its all about the m oney and not the well-being of the patients.This is clearly displayed in a study that showed that a pharmaceutical company saw a return of $4. 0 for every dollar spent on advertising (DeGeorge 319). Thats an incredible 420% percent value margin. With profits like that its easy to understand why the moral consequences have been ignored. It would be morally wrong for people to take advantage of consumers and take advantage on their illnesses. If the pharmaceutical companies were really all about informing the public about illnesses and treatments they would do it without receiving any money. Taking away the profit aspect of the pharmaceutical world would change the advertising and probably the drugs themselves.With no profits involved there would not be the push that there is to find something that could work to treat an illness regardless of the consequences. Scientists would strive to find treatments that would help people and not harm them this is the basis of utilitarianism, wei ghing all of the good and the bad.In conclusion, direct-to-consumer advertising of pharmaceutical drugs has both positive and negative consequences. Do I believe people making money off of the misfortune of others is right? No. However, I do believe is our duty to inform and educate people about illnesses and possible treatments.The health and well-being of the population of the world is much more important than someone making a dollar.

Dualism and Monism: Of Body and Mind Essay

In philosophy, dualism refers to views about the relationship between instinct and affair, claiming that encephalon and matter are dickens epistemologically separate categories. Proponents of dualism claimed that neither the mind nor matter can be reduced to each other in any way. Here, dualism rejected the materialist conception of history, especially the Hegelian concept of dialectics. There are two planetary classifications of dualism amount dualism and property dualism. Substance dualism claimed that the body and mind are composed of distinct substances. Property dualism claimed that there is no distinction in substance between mind and body.The physical and mental attributes, however, are categorically distinct. In Buddhism, dualism refers to a category of consciousness. The body is the primary instrument of consciousness development. The mind is the full realization of enlightenment the basis of knowledge and self-fulfillment. In orthodox Christian theology, dualism is subsumed under the soul/body classification. The body is distinct from the mind twain in substance and consciousness. The physical attributes of an individual is subsumed under the notion of a general Divine consciousness, which governs every aspect of both mind and body.Monism claimed that there is a general unity within a field of inquiry. Some philosophers particularly Descartes, Hobbes, and Hegel argued that the unity of inquiry is in the rubric of Divine providence, which the individual may understand through and through the philosophical meditation. In relation to mind and body, monism asserted that the consciousness of the body is subsumed under the consciousness of the mind. The reality of the latter is generally, the unity and focus of the former. Hence, regardless of the watch of the body, the mind (through philosophical meditation) progresses to a state of self-enlightenment.Unlike dualism, monism argued the preeminence of the mind over all physical attributes, for it i s the only manifestation of a greater extraordinary unity. In orthodox Christian theology, monism considered a dangerous doctrine. Christian theology maintained the separateness of the origin from the creature. The creature is not considered as an offspring of the Creator or the process of Divine imagination. The Creator transcends both the creature and reality itself, for its reality is different from the epistemological conception of reality.In monism, the differences between body and mind are as follows 1) the body is the manifestation of physical reality objective reality as perceived by the senses 2) the consciousness of the mind is superior both in degree and comprehension than the consciousness of the body 3) the mind is the sole individual realization of a given unity 4) the relationship between mind and body is only ontological in nature (categorical) 5) their relationship is only arbitrary measured by the general lifetime of the body.

Weber and Marx: Inequality

Marx vs. Weber in forthwiths society Marx and Weber have not lived inwardly the same social conditions we are facing directly, and one question that may arise is, whose approach to social class and inequality is more compatible with todays society? Taking a closer look at Webers analogy, and the concept of life chances, one may attempt to discontinue that his approach is more flexible and fitting in todays society. Weber offers a micro level analysis of inequality at the singles level, which makes his approach more versatile.Furthermore this approach can explain the changes in regards to class determination by the market situation over time with the concept of life chances. Marx is known for putting forth a theory of classes that is centered on economical grounds where society is splitting up into 2 great hostile camps bourgeoisie and proletariat (Marx, 1978, p. 474). Belonging to either class will depend on whether you own the means of production or not from this system stems inequality.Weber takes a step further then Marx, and discusses otherwise social forces then economical one, that influences social class and inequality. Weber put central grandeur to the concept of power, the chance of a man or a number of men to realize their own will in a communal attain even against the resistance of other who are participating in the action (Weber, 2003, p. 95). The way power is distributed creates tercet discrete but interrelated realms classes, status groups and parties (Weber, 2003, p. 94).These three dimensions in relation to power are used to explain inequality. Distribution of power among classes leads to unequal access to material resources since classes are purely economically resolute (Weber, 2003, p. 99). As for status power, ones social estimation of honor (Weber, 2003, p. 99) determines the capacity to exercise power upon those who visual sense him or her as a superior. split up and Status power influence one another and they influence t he legal order and are in turn influence by it (Weber, 2003, p. 99).Parties on the other hand, focus on gaining social power that enables them to have influence on decision-making. From Marxs Manifesto of the communist party (1978) one can concluded that the buttoned-down and the proletariat are mutually dependent on one another, but this does not make them equal in a capitalist society. Weber does hit that the capitalist society and the economy has a particularly determinative impact on the social order and power (Weber, 2003, p. 94). However Weber points out that case-by-case still have agency and a relative autonomy to culture and politics (Weber, 2003, p. 94).Hence, the determination of class-situation by the market situation cannot be exclusive to Marx view based on the relationship to the means of production. Webers puts forth a concept of life chances which entails that even the dominated still have a scoop of choices. In todays society, these choices have expanded and bec ome more equal. For example, todays market is seen to be a knowledge-based market, where high fosterage and skill set is given more value. Those in lower classes also have a possibility to compete in the labour market since higher education is becoming more accessible to everyone.Webers approach gains versatility by looking at the role of social action and therefore takes into consideration an undivideds rationally motivated adjustments of interest (Weber, 2003, p. 97). Marxs approach focuses too much on the economical conditions, and although it may still be relevant today economy, it fails to accurately predicted other dimensions of life that have influenced social class and inequality. A shift to a knowledge base labour market and increase in higher education accessibility has improved individuals life chance.However upon putting forth the argument that individuals have more choices now then before, one may questions the true intention of these choices. It could be, as Marx ma y suggest, an illusion of choice set forth by the dominant classes to prevent a revolution from the dominated class. beginning Marx, K. and Friedrich E. (1978). Manifestation of the Communist Party. The Marx-Engels Reader, (2nd ed), edited by Robert C. Tuker. 473-483. Weber, M. (2003) Class, Status, Party. Social Theory the Roots and Branches, edited by Peter Kivisto. 95-100.

A Social Worker

societal run low is a profession in which it is important to hand over a identify of rules to follow while working with customers. In the well-disposed work field, the code of ethical motive, determine and use of supervision ar important keys in how licensed well-disposed proletarians should handle their lymph nodes private documents and opposite information in association with having skilled attitudes towards their work as well as in their psycheal life.The code of ethics is a set of rules set by the National Association of kindly operate oners made order for a affable histrion to follow while universe a professed(prenominal). These principles could also be considered universal in kind work practice across the nation. Furthermore, these principles are further let off the six core values that licensed professional well-disposed proles understand must be upheld daily in their career.According to NASW (1996), the six core values are service, affectionate justi ce, self-respect and worth of the individual, importance and centrality of human relationships, integrity and competence (NASW, 1996). The value of service highlights the ethical principle of serving the federation by addressing social issues that may be seen in certain communities.An example of service while being a social prole would be to helpa client who may be homeless discover resources to enable him or her to get back on their feet. This could entail assisting the client with being put on the Ho utilise Authority waiting list. The value of social justice is in relation to being an advocate for a client who may be treating unfairly and getting them into a situation in which he or she may have equal rights as others do.As a professional social prole, I feel like that it is only right to be a part of at least one organization that would assist me in learning how to take be an advocate and stand up against variant laws that move work against the mountion of the communit y that I may be serving as a professional social worker. By joining educational organizations, I wont just be able to join in activities that would educate and bring awareness to such issues but I would also be building my continuing education that a social worker take part in.The ethical principle defined by the National Association of affable Workers, for dignity and worth of the person is being able to respect clients no matter his or her situation. I believe that this is important as a social worker because this will help in building trust and a relationship with the client. This shows a client that just because they are the ones needing help that they will still be treated with dignity and respect.By being respectful and treating them as a person and not as someone who is looked at as being a bad person would open the door for more opportunities and resources that could be unspoiled to the well-being of the client and situation. The importance of human relationships as an et hical principle is sympathy that relationships are important while being a professional. This would help the client in building new relationships and build a social workers expertise to be able to work more effectively with their clientele.Human relationships allow a person to be able to bond and grow more. Integrity and competence is a social worker understanding that he or she must act in a professional way and continue learning daily. As a licensed social worker and student, I am expected to become educated through professional information planthops and attending conferences. Within the State of Alabama, a social worker is to keep up these core values and ethical standards while practicing in the field.The use of supervision is not only an obligation but it is instead beneficial to a licensed social worker. In order for a social worker to keep his or her license, he or she must permit hours of required supervision. Supervision is beneficial in that it assist a social worker in their ethical conduct. Under State of Alabama laws, a social worker would have to experience a minimum of 4 hours monthly for a continuous period of 24 months within a 36 month timeframe. Supervision would occur starting with having an occupation.Supervision is only completed by licensed professionals who are qualified as a Licensed Master Social Worker or Licensed Independent Clinical Social Worker. The maiden want of supervision is for a Licensed Bachelor Social Worker. If a social worker decides to no longer practice in a specific flying field, indeed he or she must complete a minimum of 4 hours monthly for a period of 6 months. Supervision is discontinued upon records and a contract is signed stating the type of supervision and conditions.Social Work Lic fit and LawsWhile researching Social Work Licensure and Laws, I learned more about how the state of Alabama follows a standard guideline for the licensure and laws of social work. According to to the Alabama Legislature (1977), Title 34 Section 30 states that a person is not able to give themselves the title or practice social work unless they have been licensed and passed the social work exam (Alabama Legislature, 1977).In order to apply to take the exam, a candidate must be a graduate of an accredited BSW or MSW educational program. The applicant must be 19 years of age, have paid the initial testing fee of $250, passed the examination, signed a notarized statement and sworn of the professional code, and meet either additional requirements based on the level of licensure. In the state of Alabama, in that location are three types of licensure that are given to those who meet the preceding(prenominal) requirements.A person can be licensed as a Bachelor Social Worker, Master Social Worker, or an Independent Clinical Social Worker. In order to receive a license for BSW, a person has to have a bachelor degree from an accredited college or university. Furthermore, a person has to show that he or sh e has a completion of the social work major and completed both years of continuous full-time employment in a social work position under supervision.If a person does not have a Bachelors in social work, a person who has a Bachelors in a related field, such as sociology, rehabilitation counseling, psychology and guidance counseling is eligible to apply for a MSW program or have a social worker job but will not be titled a social worker. In order to receive an LMSW, a person must have completed the Master or Doctorate of Social Work from an accredited or clear college or university.An exclusion to this requirement is a person who has candidacy that is granted by the Council on Social Work Education. After I graduate with my MSW, I will be seek my LMSW. I believe that by going further in my education will not only make me more marketable in the social work field, but it will allow me to be more knowledgeable as how to work with clients. To become a LICSW, a person would need any(pr enominal) a masters or doctorate of Social Work. A person would also need at least two years of supervision by later on graduation, and be a U.S. citizen with catch documentation.When and if a person is issued a license from another state, he or she would be required to meet state requirements if qualifications from the other state are not equal to the qualifications of Alabama. However, this is with the exception that the application fee and exam has not been paid or passed.Those persons who are seeking exemption from the Boards examination must meet all qualifications for that specific license and also have completed six years of continuous supervised full-time employment approved by the Board or seven years of continuous full-time employment with a public agency on or before may 1, 1977. In the State of Alabama, a social work license must be renewed every 2 years.The fee for a license transition is $100. If applicant fails to renew within a 60-day time frame of the expiratio n date, then the license is either terminated or suspended. Per state of Alabama law, any licensed professional who is actively practicing social work cannot be denied for license renewal. If the applicant would like to stay put inactive, then that person may write a request to the Board Examiners to be placed on the inactive list.Social Work Practice StagesThe Social Work practice stages are also know as the Generalist Intervention Model (GIM). According to Miller, Tice and Hall (2008), the Generalist Intervention Model is a method of practice that integrates casework, group work, and community organization, and focuses on the interaction between persons and their environments (Miller, Tice and Hall, 2008).The GIM uses engagement, judgment, intervention planning and implementation, evaluation and termination as a way to better assist clients to plotted change. An example of utilizing the GIM would be first greeting and welcoming the client. For the purposes of this assignment, we will call the client- leaf node A. leaf node A is a female coming to a social worker in efforts of having planned change from her addiction of abusing alcohol.In efforts of demonstrating engagement, the social worker would use proper body language to show that he or she is listening to the client, using appropriate hand gestures and making good eye contact. The social worker would ask leaf node A to tell her what she thinks her needs are and what resources in the community may be beneficial to assisting her with changing.This would allow Client A to provide detailed information about her current situation and what she thinks about her surroundings. It is important for the social worker to take notes to assist Client A after the initial meeting. However, before taking notes, the social worker should ask Client A for their consent before taking notes. After asking open-ended questions through engagement, the social worker should go over with Client A how the social service agency works and the services that we will provided.Any questions that may be asked of Client A will assist the social worker with assessing Client As needs. During the discernment portion, the social worker should assess Client As mental/emotional state, appearance/ mobility, ability to perform her activities of daily living, her environment, health, economic status, education status and conveying needs. The social worker could utilise the tool of an Ecomap to assist her in assessing Client As needs.For planning and implementation, the social worker should work with Client A regarding a plan that is real and attainable. Client A must believe that the plan will work and must desire to reach goals that will be made together with the social worker. The social worker should prioritize the importance of change and helping Client A understand that change is a good thing. The social worker should assist Client A in understanding how this could benefit her socially.Once the goals are establish ed, the social worker should address the objectives of each task given and how to proceed with actions towards those goals. Since client A is struggle with alcohol abuse, the social work should assist Client A with establishing the goal of Lessening her urge to drink alcohol.The objective would be for her go to an Alcoholics Anonymous retain group once a week for 6 weeks. The social worker will encourage Client A to keep a journal of her progress and Client A must write in her journal after each support group session and describe her experience. This will assist Client A as well as the social worker in understanding her growth.As a form of evaluation, the social worker will obtain Client As journal that she has been writing her experience in and Client A will also complete a questionnaire on her progress.Client A would complete the questionnaire two weeks before her last appointment. The questionnaire would ask her about how she thinks she has progressed, services that were render ed, and about the social workers expertise. Once she has successfully completed her goal, the social worker will talk with Client A about termination two weeks after the last meeting. During this, the social worker will also discuss with Client A her progression.The social worker should encourage Client A to continue with the progress she has made. If needed, the social worker should refer Client A to additional services that may be beneficial to other issues that she may face following termination. It is important for the social worker to follow-up with Client A once services are terminated. Follow-up can help Client A from relapsing or even coming back for services.However, the social worker should give Client A the phone military issue to the agency in case services may be needed again.Intervention and Developmental Theories for Direct Practice with Individuals, Families and GroupsThere are several theories that are used to explain the behaviors of an individual, and has provide d the framework for various assumes and interventions.One theory that can be utilized is Conflict Theory. Conflict Theory focuses on the structure in an individuals life. This theory would grammatical case issues that could have occurred through a power struggle between family members or friends as well as in various stages of the individuals life. The conflict theory would then consider the familial structure, and if there is a continuous cycle that may be from the past. There is also the Systems Theory.According to Gibson (2016), Systems theory, also called social systems theory, in social science, is the study of society as a complex arrangement of elements, including individuals and their beliefs, as they relate to a whole (Gibson, 2016). The Systems Theory would show how the individual interacts with others and if there is any correlation between the influences in the clients life and their behavior. The last theory is practice models that focuses on creating an intervention through consultation and assessment of the individual.There are an arrange of interventions that may be completed, such as the Solution-Focused model, Crisis model, Task-centered model, and the Problem-solving model. The practice models would require more interaction with the client. Life stages would play an important role in each model especially when it comes to understanding what to focus on and what not to focus on. For example, a 50 year old is not at the same stage as a 20 year old because the 50 year old is more experienced with life.Therefore, it is key that the social worker understand this before using the practice models. Diversity/ Social Justice/ Advocacy/ Rural and Urban Communities Diversity, social justice, advocacy for rural and urban communities are at the core of social work. I believe that diversity is more important in urban communities rather than rural communities because individuals are looking for employment and better opportunity for school, homes, and th e timberland in urban areas.As a social worker working mostly with the older adult population, I work in both urban and rural areas. I observed that the services are limited in rural areas and is especially harder for my clientele to receive the necessary resources, such as transportation to and from their doctors appointments. I observed that there is a need for more rural social workers to assist clients in obtaining more resources to a better quality of life.Social justice in both rural and urban communities is beneficial as there are most likely political and social issues faced by persons who live there. Some people in rural areas may not even have an opportunity for their social injustice issues to be addressed imputable the scarcity of resources.As a social worker, it is important to be an advocate for those who may not be heard. Advocacy for rural and urban communities varies due to the resources that the community may be lacking. Sometimes a social worker will have to be a n advocate for those living in a rural area for there to be more resources, such as additional transportation for the aging to be able to get to their doctors appointments that are located in urban communities.The lack of services delays certain individuals from getting the appropriate assistance, and as a result can place the community in a mentality that they are not able to be helped and their voices will never be heard. Policy and Policy Analysis Policy and policy analysis refers to the guidelines that are set to uphold the welfare and good of the clients. Policies are ever-changing and revised in accordance with time. An analysis is completed before a policy is written.The analysis helps in the development of the policy that is brought forth through careful research, surveys, case studies and other tools. It is crucial to have an analysis completed because it provides a thorough evaluation of any revisions or changes that need to be made. It also shows how useful the policy is to the population that is should protect.Understanding the efficiency and the worth of a policy helps lawmakers and other important decision makers. Research, plan Evaluation/Needs Assessment Research, program evaluation, and needs assessment are mainly targeted, not at the needs of one client, but of a client base. A single subject design is conducted for understanding the needs of an individual. In order to conduct research on a specific group of people, there must be an Institutional Review Board.The IRB is also known as a human subject committee is used to oversee research to ensure that it is following the proper guidelines set forth to be able to conduct the research. According to Royse, Thyer, and Padgett (2016) the guidelines include the research participants must be volunteers, the participants should be given adapted information about the study to determine possible risks or discomforts as well as benefits, no harm shall result from the study, and sensitive information s hould remain protected (Royse, Thyer and Padgett , 2016, pp. 45-46).According to Royse, Thyer and Padgett (2016) A program evaluation is conducted to understand if the services are really helping the clients that they are intended to serve (Royse, Thyer and Padgett , 2016, p. 1). During this process, information is pull together to see if the social worker and/or agency are the best fit for the client.According to Royse, Thyer and Padgett (2016), The mission of program evaluation in social work is to provide information that can be used to improve social programs (Royse, Thyer and Padgett , 2016, p. 2). Evaluation can range from a series of open-ended questions to observation of the client base in various environments. According to Royse, Thyer and Padgett (2016), Needs assessment are attempts to identify and document unmet needs, gaps in services, or problems in a community (Royse, Thyer and Padgett, 2016, p. 63).The assessment used would be dependent on how severe the clients nee ds are and the type of resources that can be used to assist the clients. The individual conducting the needs assessment can utilize tools, such as surveys, personal interviews, focus groups and etc. to perform a needs assessment.

Taking Masters in Nursing

It has always been my dream since my childhood to become either a Nurse or a Lawyer however, I preferred to be a Nurse. In that way, I can realize both. As a nurse, I can be of help to patients who need our modest care and attention and at the same time, be advocates of patients health and rights. I had high ambitions when I entered the field of nursing on the year 2004. Completing the course wasnt that easy. I seriously took my studies and attain every single requirement to be able to achieve the breast feeding degree and eventually, pass the Nurse Licensure Examination.I utilize for training at tertiary hospitals in Davao. One of which is Davao Regional Hospital, a 250 bed health care facility, where I was exposed in various surplus units. As a neophyte, I got to learn and adjust with the different cases I encountered. It is a fact that nowadays, it is not that easy to find a permanent trade as a nurse. I took the challenge of the stiff competition and grabbed every chance only to prove that I dont easily make believe up. With high hopes and perseverance, I was hired and natural springn the chance to be a part of the health care team of Davao Doctors Hospital (DDH), the premiere hospital in Mindanao.I was trained and assigned at the Medical-Surgical Unit, which caters critically and chronically ill patients. Continuing my nursing career at DDH widened my goals, perspective and outlook in this profession. My travel plan and focus toward tempt aimed for new heights. Taking care of some patient with mechanical ventilators, on going chemotherapy and with various tubes attached, I know that I go far to see great things, which I can acquire in this profession.I realized that one must have an open-mind and a compassionate heart toward work in order to be effective and efficient in this field of practice. The critical cases of my patients served as challenges considering the care and empathy I feel towards them. The exposures I experience give a new meaning as I end every shift of my duty. It always teaches me to stand tall and surrendering isnt an option. I consider it an habitual fulfillment.Fulfilling my goals to become critically aware with the theories and principles of the Nursing profession, achieving my aspiration to become a holistic nurse which can be advocate, practitioner and educator to my patients, as fountainhead as to my colleagues, are my main reasons for pursuing the Master of Arts in Nursing major in Adult Health Nursing at the University of the Philippines disperse University. With this degree, I know that I can widen my competence and understanding and develop my awareness on the present issues affecting the Nursing profession particularly to the area, which I am assigned.Likewise, it has been my dream, since then, to attain a Masters degree in a prestigious university like UP. It is also my aim to lead the Nursing team specifically in our unit and even in the whole Nursing Department, where I can provide didacti cs to my co-workers and be a put in promoting the best and qualified service to our clients. In addition, considering my location and duty schedule here in Davao, I know that the Open University program would be the best way to achieve my aspirations.In the future, I hope to achieve new opportunities in the institution I work and even in the wide-range domain of this profession and continue to be a blessing to others. With UPOU, I am best aware that I have the high chances of fulfilling my passion of serving the muckle and attain high positions in the right time. Finally, I want to become an educator of excellence in health care and continue the tradition of education in our profession and preparing those interested and qualified, who will also become medical and nursing advocates and leaders of the next generation.

Grendel and Frankenstein Essay

Grendel, the main constituent in the raw Grendel by John Gardner, and the Monster, the main caliber in the novel Frankenstein by Mary Shelley are both consumed by the impulse to discover the constitution and secret of gentleman animation. They are both monsters and so both are right(prenominal)rs in the mankind of humans, but they try to integrate themselves into the society, only to be shunned univers whollyy. Their nature of junkie lies at the center of the action since they are beingness rejected by the society. Their response to this rejection paves the way to the discovery of human nature.Grendel the monster has an ambiguous characterization. Although he displays postcode but the almost primitive human qualities with the strong evidence of his irrational outburst of emotions and brutalities, he has an extraordinary inquisitive nature with his capability of temp periodment and rational thoughts. Shelleys Monster in the Frankenstein has withal a temperament and be nevolent nature but as he experienced mans brutalities and judgmental nature collectible to his ugly substantive appearance, his violent tendencies has been revealed.He starts to take r planege in his creator who is scientifically responsible to his existence and unfortunate fate. Shelleys monster un worry Grendel is non presented equivocally since he is only in search of happiness through companionship while Grendel is in search to answer his philosophic question whether human animation and created patterns have meaning at all. During his younger years in the initial part of the novel, Grendel spends his life innocently, exploring his confined world in the caves with his mother, untroubled by the out fount world of philosophical questions.I understood that the world was nothing a mechanical chaos of casual, living creature enmity on which we stupidly impose our hopes and fears. I understood that, finally and absolutely, I alone exist. All the rest, I apothegm, is merely wh at pushes me, or what I push against, blindlyas blindly as all that is not myself pushes back (Howell 67). Grendel in this statement initially sees the world as mindless without any discernible plan and reason. He believes any attempt to set up a meaning or pattern in the world is a misguided effort.But one day, the young Grendel finds himself in a lake full of paint a picture snakes, and he swims through it until he reaches the human world and civilization on the other side. Grendels inevitable decision to cross the lake is the start of his life towards adulthood. He starts to observe the world of men. Grendel finds the nature and lifestyle of men as pleasurable and enjoyable experience. Shelleys monster on the other flip over reveals his good side in the initial part of his existence but as he discovers the judgmental side of human being, who judges according to physical appearance, he starts to greyback putting all the blame to his creator.Grendel and Shelleys monster, though both has monstrous nature and though both experience mans brutality due to the fact that they are monsters, perceive human life differently. Grendel sees the world with fascination while Shelleys monster perceives the world with contempt. Grendel is fascinated and at the same clipping envies how has mankind successfully evolved from a nomadic and tribal culture into a culture of obligations as they create government and institutions due to their continuous desire for material prosperity. He admires the intellectual capability of men and marvels at how they create roads, military, and government.Grendel therefore inevitably thinks whether life has meaning or not and whether human actions and efforts are chimerical or meaningful. Since he cannot form philosophical ideas that explain his observations of human life, he decides that human efforts and created patterns are wasteful. Moreover, Grendel decides that it does not matter whether he will eat or kill people. But through his obs ervations of Hrothgar of the Dane, the most powerful king of the area who sings about mens glorious life and history, Grendel starts to perceive that human life is so rich that he wants to be a part of it.Grendel conspicuously wants to be part of human life. He believes that he can understand the nature of human beings more than he understands the monsters in the deep cave. Grendel delights in humans sense of community, intellectuality and their illusionary perspective towards life. Grendel sees that he belongs in human community because like him human beings are in continuous search of meaning. Shelleys monster on the other hand who is product of collaborative scientific work and super inbred workings and who is strongly rejected by the society, approaches his situation with contempt.His monstrosity is not only reflected in his grotesque appearance but also in his phantom tendencies to be nefariousness after he is rejected. The firedrake in the story, however, tells Grendel t hat the human world is actually meaningless and empty. The dragon has a logical belief that nothing man createsreligion, government, literature, poesy, philosophy, and so onwill survive the destruction of time and therefore approaches all mans endeavors as something pointless and ridiculous. In addition, the dragon insists that Grendel can take and eat whatever he wants since righteousity is pointless anyway.Grendel sees the logic of this belief, but part of him yearns for mens appealing endeavors and pursuits. Grendel wants to escape his brute and mechanical place in the caves that follow no meaningful and universal pattern. The animals and monsters that surround him in cave are dumb and undignified, and this continually frustrates him. However, the concept of community, civilization, and human language that share a common meaning in the human world somehow comforts Grendel. Grendel wants to be part of the human world even though he will be forever trapped in the role of a villain .Although Grendel knows that the beautiful concepts like religion, philosophy, government, and so on are effective human projections to overcome their chaotic world, he still wants to be part of it. Apparently, Grendel is torn between his mothers very animalistic nature, the generally moral and humane world of the Danes and the seemingly logical beliefs of the old Dragon. Grendel is stranded on what he knows to be true and what he wishes is true. However, these differing and conflicting philosophies leave Grendel confused and wroth throughout his violent and isolated life in the novel.Grendel and Shelleys monster are both lonely in the same manner but in different situation. Grendel has a family in the deep cave but he can not accept their totally animalistic and undignified nature, who solely satisfies themselves in physical survival alone and not in intellectual growth. Apparently, Grendel is ashamed in his lineage. The monster in Shelleys novel on the other hand is the only one of its kind. He is literally alone. His simple desire is to have a companion, someone who will understand his grotesquerie.But nonetheless they both desire to be part of human life even though humans detest and fear them. Both monsters see themselves in human beings they have the content to be good and to be evil. Moreover, human beings has the possibility to satisfy their desire not to be alone. Unlike Grendel, the character of the monster in the novel Frankenstein is not torn between differing philosophies but instead his actions are motivated by revenge because human beings base their treatment on him according to his physical grotesqueness and ugliness and not on his initial gentle and kind nature.His ugly outward appearance is rewarded by beatings and disgust. As he tries to integrate himself in the society, he is shunned universally. Thus, the monster seeks revenge on Victor for making him so hideous and rendering him permanent loneliness because of his ugliness. However, t he monster offers Frankenstein peace in exchange for a companion of like origin, but when Frankenstein does not follow, he vows to destroy him and so begins killing off Frankensteins intimate friends and loved onesthe people the monster most envies because he does not have them.When Victor dies due to remorse and disillusionment, the monster feels both joy and sorrowjoy because Victor is the very cause of his suffering, and sadness because his creator is the only person with whom he has had any sort of relationship. I, the miserable and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on, this statement from the monster as he sees his creator died reflects his retrospection to his suffering and aloneness (Shelley 268) . He is like an aborted child, left and unloved.The monster is feverishly created or fashioned by Victor Frankenstein who studied natural philosophy and chemistry, immersed himself in research, and became eventually consumed by the desire to discover the secret of human lifeout of old body parts. After seeing and realizing the monstrosity he has created, Victor flees as the sight of his man strongly horrifies him. Victor runs and wanders in the streets with remorse. He immediately perceives his creation as a purely evil being and therefore establishes an unmitigated hatred for it. When Victor returns to his apartment, the monster is gone.Victor is apparently the one responsible in the existence of the monster and the society as the one who provoke the monsters evil tendencies. In the story of Grendel on the other hand, the shaper and the dragon are the one who provoke Grendels philosophical quest towards human life. The dragon, who provides the impression of the world as essentially meaningless and empty, and the shaper, who provides an image of the world as essentially connected and purposeful-an image that Grendel finds fantastically seductive, motivates Grendels actions on earth, whether good or bad.Apparently, the novel centrally illustrates the corrupting effects of mans pursuit of knowledge and modern technology. Frankenstein, the main character of the story, created life from dead parts in his desire to help mankind conquer diseases and death, but when he finally finished the act of creation and saw its implications and ugliness, he turned away from the monstrosity he created. Hence, this novel basically demonstrates the horrifying effects of the careless use of science.In many ways, the book reflects the era when it was writtenthe period of Industrial Revolution during the 18th century, when major initial and dramatic changes took place in science and technology. While the novel Grendel subtly reflects the world during the period of Romanticism where people are in the period of intense philosophical quest and when poetic and artful words and stories are powerful. In the story, Grendel finds shapers art, language and imagination so seductive that he wants to be part of it.The stories he h ears are tried to be appliedphilosophy, government and poetryand therefore he is affected not only by stories and words he hears, but also by stories that exist outside his own experience. In the novel Frankenstein, Shelley seems to stress the limits of human capacity. She gives the readers an idea about the extent of human ignorance in terms of mans relationship with his creator. The character of Frankenstein in this novel is dominated by the power of human reason through technology and science instead of faith in God.When one believes in the existence of a Supreme Being, he or she is likely to recognize the limitations of human nature. However, in this novel, Frankenstein attempted to create a human being that is better than the existing creation He wanted to find the secrets of life so that all people could live without fear of death (Shelley 7). Thus, this story somehow illustrates some of the shortcomings of the contemporary world in the midst of contemporaneousness in science . Although Shelley considers the fact that scientific experiments are for the sake of humanity, these experiments have the potential to destroy them as well.Hence, through the novel, Shelley shows that, by being ignorant of the consequences of creating something new and superior, the entire race may be jeopardized and be destroyed by the same creation. Frankensteins process of creation contrasts with Gods creative and redemptive process of creation. In the novel Grendel however focuses not so much on physical creation but on the philosophical aspect of human life. It explores the question whether created patterns has meaning at all.Does the meaning comes from the execution and its effects or does it completely lie on how people perceive its meaning? In addition to the novel Frankenstein, the author highlights the incompetence of humans in attempting to play God. Humans knowledge is sometimes used that will destroy them eventually in the end. For instance, Frankensteins arrogance in playing God for his attempt to create life resulted in the death of his friends and family. This caused him to be consumed in tribulation and guilt as he endured the terrible loss of friends and family who died by his own hands.The story of Frankenstein can be read as a timeless boloney of warning. Like Frankenstein, some contemporary scientists make it their goal and purpose to study and understand the unknowable and to improve our standards of living. However, critical foresight and moral considerations are more significant than faith in science. The novel is a perfect illustration of how a scientist should not be. Knowledge affects humanity in a more daedal way. Human miseries and lifes complexities can be caused by humans obsession in the pursuit and application of knowledge.Shelley in this novel seems to highlight modernity as an apparent political and social attitude during the time of industrialization where science was attempting to unconsciously alter the traditional wa y of living. Grendel novel however strongly highlights how language and poetic words affects human pattern of thoughts. When Grendel comes to the world, he is torn with opposing ideas whether life is meaningful or senseless. Both the character of Frankenstein and the Monster , considering their actions in the course of the novel, are symbols of darkness, chaos, and death.Though both Grendel and Frankenstein committed numerous acts of violence and cruelty in the stories, the writers manage to elicit sympathy from the readers that leads the readers to consider them as heroes. The writers deliver them as both victims who only want and desire companionship and community that human beings experienced. Both writers present their main characters as monsters but with the same motivating as that of men. Work Cited Howell, John Michael. Understanding John Gardner. California Univ of South Carolina Press, 1993 Shelley, Mary Wollstonecraft. Frankenstein Or, The Modern Prometheus. New York Pla in Label Books, 2002

Language Of Race Essay

(Review of Lawrence Blum, Im non a Racist, But The lesson Quandary of Race (Ithaca Cornell University Press, 2002). conjecture and Research in Education 1(3), pp. 267-281. ) Lawrence Blums book, Im non a Racist, But The Moral Quandary of Race, is excellent and thought-provoking. It is a model of incorrupt philosophy be be well, and, as importantly, d 1ness with a purpose. At no point does iodine wonder, as superstar does with all(prenominal) too much honourable philosophy these days, Why does this matter? Blum makes it iron out from the start why we should care somewhat the language and designs of flow and racism, and he does a brilliant job of integrating careful philosophical analysis with contemporary examples, diachronic explication, and creative thought experiments. Blums purpose is basically two-fold first, to fight against racism and racial in arbitrator by proving that the notion of endure is both(prenominal) descriptively false and deterrent examplely ini mical and replacing it with the more straight and mathematical meshful notion of racialized convention and import, to enable and promote productive dialogue ab break racism and racial inequality, curiously between members of different racialized groups.He is explicit only about the second of these rents as he comments in the preface and reiterates in similar terms passim the book, If we agree that racism is so important, dont we need to know what it is? How fecal matter we talk intelligently, especially across racial lines, unless we do? (p. viii) plainly the first beat clearly determines the structure and nitty-gritty especially of the second half of the book. In both cases, Blum suggests that language is a key we discharge both move forward in the fight against racial injustice and promote cross-racial dialogue about racism and some differently racial ills, he suggests, if we analyze and clear upwhat we mean by certain words that are often used too loosely (su ch(prenominal)(prenominal) as racialist and racial 2 dissimilitude) recapture other terms that look up inappropriately been divested of moral weight (such as racial insensitivity and loss) and abandon the language of line of achievement alto stringher because its narrative of use has made it intactly misleading. This is the primary thrust of the book. In this essay, I go out question Blums emphasis on language and appointment.I will suggest that disagreements about the racial language we use, such as about what racism is, are integral elements of the postulate about hunt and racial injustice, quite than something that stern and should be resolved ahead of time. Although Blum restricts his analysis of racial language as creation except clarificatory, thitherfore, and knowing to advance cross-racial dialogue from the outside, as it were, I will argue that instead he is doing something out-of-the-way(prenominal) different. At best, he is staking a partisan position with in the debate itself at worst, he is bare it off from the start by building the answers to most of the important questions about racism and racial unlikeness into hisdefinitions. In addition to these methodological concerns, I also will query the practical results of implementing the linguistic shifts Blum proposes. I will argue, first, that implementation of racialized group-talk will be harder than Blum suggests ( fifty-fifty among state who fully accept his arguments and are automatic and even eager to abandon public life in favor of racialized group), and second, that it is un promising to have the affable mental effects Blum predicts.In both of these cases, I will consider t from each oneers lend oneselfs in implementing anti- anti-Semite(a) curricula as an important test case, since teachers (a yearn with parents and the media) play a crucial role in shaping the racial language and attitudes of the following generation. i Before I tackle these issues, however, a brie f summary of (and a couple of quibbles with) Im Not a Racist, But are in order. 3 Blum establishes the moral and conceptual introduction for his project in his first and longest chapter, Racism Its Core Meaning. In this chapter, Blum provides a deft historical, moral, and conceptual analysis of racist and racism. He is concerned to construct a definition that preserves the strong moral opprobrium that attaches to racism while avoiding the conceptual inflation, moral everyplaceload, and categorical drift that have come to characterize the terms racism and racist i. e. , the indiscriminate action of these terms to a wide variety of categories (such as motives, beliefs, acts, and people) encompassing any and all racial ills from bigotry to prejudice to racial discomfort, as well as even to non-racial ills such as discrepancy based on age, religion, nationality, or physical searchance.By contrast, Blum limits the application of racism to things stemming specifically from distast e and/or an inferiorizing attitude toward a racial group. He shows why antipathy and inferiorizing are both sufficient and requisite to his definition for example, one may feel benevolent toward blacks in part because one feels superior to them, unless feel antipathetic toward Asians because one assumes they are smarter than oneself both attitudes would be properly classified as racist, and he argues persuasively that all other examples of racism could fit into one or both of these broad categories.Hence, Blum shows, although racism apprize be attrisolelyed to motives, acts, people, symbols, beliefs, images, epithets, remarks, attitudes, individuals, societies, and institutions (all categories that Blum discusses in detail), each attri saveion mustiness be independently justified one cannot just assume that a person who displays a racist symbol, for example, is a racist herself, or even that she necessarily has racist motives.In this respect, Blum is sensitive to the mitigati ng (although still chastely suspect) issues of individual ignorance, unreflective adoption of brotherly norms and behaviors, and unconscious attitudes, any of which may cause an individual to appear tho not to be racist, or alternatively to be racist in fact, only when to have adopted these racist attitudes 4 subconsciously or even unconsciously.ii Finally, in this chapter Blum gives of import oversight not just to racisms definition but also to its particular moral character. He argues that racism is morally evil not just because it violates usual moral norms such as equality, respect, and advanced will, but also because of its integral tie to historical lean-based systems of oppression that were clearly evil. Racism draws its moral valence from this historical context in two ways. First, the mere fact that these historical systems were based on race provides some of that opprobrium, even if current instances of racism no longer take place in the subscribe context of, fo r example, segregation, apartheid, or slavery. . . . Second . . . we continue to live with the legacy of those systems (Blum 2002 27-8). In chapter 2, Blum asks Can Blacks Be Racist? and answers in the affirmative.No matter what preconditions one places on racism (e. g. that it must be ideologically embedded, or have with neighborly power), Blum argues, there will be (and are) some black people (as well as members of other minority groups) who meet these criteria and hence must be judged to be racist.Insofar as the denial that blacks can be racist is motivated by a desire to steeplight the inherent inequalities among different racist acts and beliefs, however, Blum would agree and argues that there are important moral asymmetries in racism. Because of such acts historical resonance (p. 44), great power to shame due to minorities positional inferiority (p.46), reflection of on-going patterns and prevalence of racism (p. 48), and contribution to maintaining overbearing racial injustice (p. 49), Everything else being equal, greater moral opprobrium rightly attaches to racism by lights against people of color than the reverse. This is the most important moral asymmetry in racism (pp. 43-4).Chapter 3 catalogues Varieties of Racial Ills, which are acts or attitudes that deserve some (often substantial) degree of moral condemnation but do not nobble to the level of racism as 5 such.These include racial insensitivity, racial ignorance, racial discomfort, white privilege,exclusionary same-race socializing, and racialism (a term used here to mean conferring too much, or inappropriate, importance on peoples racial identity (p. 59), but which Blum confusingly reuses with a different meaning in chapters 5-9). Chapter 4 then moves into an extremely careful and thoughtful discussion of Racial Discrimination and Color Blindness. He deduces four reasons that discrimination may be wrong (1) it unfairly excludes a qualified individual on the basis of a characteristi c irrelevant to the task for which selection is being made(2) it is done out of prejudice (3) the prejudice is pervasive and (for that or other reasons) stigmatizing (4) the discrimination helps to sustain the group whose members are discriminated against in a ally position (p. 89). Hence, he argues, the term racial discrimination, which automatically carries with it the implication of moral condemnation, should be confined to forms of discrimination involving race that either stem from race-based prejudiced sic or that disadvantage an inferiorized or stigmatized group (p. 95).In contrast, he argues, forms of racial differentiation that avoid the four pitfalls listed above may be tolerated or even embraced for example, racial egalitarianism, which does rely to some extent on racial differentiation but not on discrimination as defined above, is preferable to color blindness. Chapters 5-7 form an undesignated second section of Im Not a Racist, But, focusing specifically on the concep t, history, and science of race in order to break it. Blum analyzes the empirical outcomes of thinking in racial terms in chapter 5, Race What We Mean and What We Think We Mean. He identifies four moral dangers of racial thinking (1) a moral distance among those of different races an intensified ken of a we of one race counterposed to a they of another (p. 102) (2) the imposition of false commonality on all those classified as members of the same race (p. 103) (3) the suggestion of an inescapable 6 racial fate (p. 104) and (4) associations of transcendency and inferiority of value (p. 104). These lead into chapter 6s fascinating discussion of Race A skeleton History, with Moral Implications, in which Blum shows the historical contingency and relatively recent vintage of racial thinking, at to the lowest degree(prenominal) in the West.(Although Blums language about races recent arrival on the shooting is fairly global, his examples are almost entirely confined to ancient Gree ce and Rome, Europe, and North America this leaves the reader a bit confused about the intended scope of his historical analysis and claims. ) Finally, chapter 7 boldly asks, Do Races Exist? and marshals a fair amount of scientific evince (in conjunction with the historical evidence from chapter 6) to answer a resounding no. This outright precludeion of race sets up the challenge he confronts in the final two chapters (and un stated third section) of the book how simultaneously to rid ourselves of the inimical concept of race while still promoting the causes of racial justice and equality causes which, as Blum showed in chapter 4, rent for their achievement that we name and pay attention (as opposed to blind ourselves) to differences among racial groups. iii In chapter 8, Racialized Groups and Social Constructions, therefore, Blum proposes to replace the concept of races with racialized groups, arguing, The term racialized groups is preferable as a way ofacknowledging that some groups have been created by being do by as if they were races, while also acknowledging that race in its popular meaning is entirely false (p. 160). Blum get on justifies use of the term racialized groups in chapter 9, Should We Try to Give Up Race? He argues that racial justice and even a positive sense of racial identity can be promoted by racialization its recognition supplies a more consummate understanding of the character of the racialized social order, advertizes a stronger recognition of commonalities of experience and of semipolitical and moral commitments across racial lines, and, arguably, would in the long run be 7 more politically effective in mitigating racism and racial injustice than would a belief in the reality of race (p. 170).But Blum recognizes that merely transforming our language is not enough this act will not itself transform the raw social structures that inform and shape our language In the real world, ridding ourselves of the myth of race can not be severed from the politically more challenging task of changing the structural relationships among racial groups (p. 178).Hence, he concludes by implicitly urging a two-pronged feeler to promoting racial justice and equality altering our language, on the one hand, and engaging in direct social action (especially integrationism), on the other. Critique I dislodge most of Blums arguments compelling taken on an individual basis. Im Not a Racist, But convinces me that the term racism should be reserved for race-related, morally egregious beliefs/motives/acts/etc. , that theres a wide range of racial ills, that pursuit of racial equality does not amount to racial discrimination, that race is a morally inimical concept, and that racialized group better captures the historical genesis and conceptual structure we call race. I am not convinced, however, that these arguments taken together satisfy the central articulated aim of the book namely, to promote cross-racial dialogue about rac e. This is not, as Ive said, because I question his reasoning or his conclusions rather, I question whether his method, of using substantive moral philosophy, is consonant with this aim.First, some reminders about Blums stated aim. As I noted at the beginning of this essay, Blum asks in the preface of Im Not a Racist, But, If we agree that racism is so important, dont we need to know what it is? How can we talk intelligently, especially across racial lines, unless we do? . . . . We need to clarify what racism is, to find a basis in history and current use 8 for fixing a definition (p. viii). He reiterates this concern at the beginning of chapter 2 My goal of an adequate account of racism is entirely antithetical to race-based attachment to definitions of racism. I am seeking an account that will facilitate communication between groups about the character, forms and extent of racism (and other race-related ills).For that we need some agreement on what racism is, and from there we ca n attempt to settle differences about its extent (p. 35). Blums aim is clearly to establish a service line for discussion to foster productive communication by providing moral and conceptual clarification and then to get out of the way in order to allow the now intelligent and facilitated debate to proceed on its own. This is an admirable goal, but I dont think that Im Not a Racist, But achieves it nor do I think that it could achieve it in its current form.This is so for a fewer reasons. First, it is misleading to suggest that moral philosophy is necessary to fix a definition of racism. So long as theres an agreement, or at least mutual comprehension among the interlocutors, as to what each person means in using various terms, then that is sufficient to promote dialogue. For example, if all people accepted that only whites could be racist, then cross-racial dialogue could proceed on that basis theres no reason that Blums definition of racism (which asserts that all people can b e racist) is necessary to promote dialogue.Of course, one of Blums implicit points is that there isnt agreement about what racism is, and that such agreement, or even mutual clarification and comprehension, is very unlikely to arise on its own. Rather than divine revelation a troubling weakness or gap in the discussion, however, this reveal instead the essential temperament of the debate about race and racism namely, that debating the meaning of these terms is part and parcel of debating the things themselves. In other words, fixing a definition is not a inert act. It is a partisan act.This is because much of the feud about racism is bound up in how one defines the problem. If individuals unintentionally benefit 9 from the legacy of racism (e. g.via white privilege), are they morally responsible in some way? Is it racially discriminatory for an association serving mostly Hispanic youth to try to hire mostly Latino staff? Is it racist for a small business owner to hire people she feels comfortable with, if it turns out she tends to feel comfortable only with people from her own racialized group, since thats among whom she grew up? These questions lie at the affection of the conversation about race they cannot and should not be settled ahead of time. Thus, Blums second methodological mistake is to think that setting a neutral baseline for discussion is even possible.Blums approach is inevitably partisan simply in trying to clarify meanings, he takes stances on a act of controversial issues and hence he is within rather than above the fray. This is perfectly appropriate taking and reason particular stances about how we ought to live our lives is what moral philosophy is, or at least should be, about but it is not what Blum professes to be doing. Furthermore, Blums approach is at least partly opposed to his stated aim of promoting cross-racial dialogue about race and racism, insofar as to the extent that readers accept Blums positions as attached, their avenues for debate about race and racism will be cut off rather than expanded.I commit (and expect) instead that readers will be drawn to engage with and debate the arguments themselves, as any good stool of social and moral philosophy should inspire people to do they do not, however, provide a neutral starting point for others conversations. iv My concerns about the match between Blums stated objective and the content of his book are irrelevant to my assessment of his arguments or his conclusions, most of which I think are broadly speaking on target.I do wonder, however, about the concrete, on the ground implications of his conclusions, especially but not altogether for those responsible for educating the next generation. I will address two especially pressing questions (1) How would one use the 10 language of racialized groups in a way that was clearly distinct from using the language of race, especially in institutional contexts? (2) Is there convincing psychological evidence to support Blums claims about the results of redescribing social and identity groups?For example, is there convincing evidence that thinking of oneself as being a member of a socially constructed racialized group has more positive psychological effects than thinking of oneself as a member of a biologically-determined race?These questions rebuke issues that are significant for assessing the practical import of Blums arguments in general they are also crucial for determining how his conclusions would alter anti-racist curricula and pedagogy in the classroom, which presumably will be central to the realization of Blums moral philosophy. First, Blums claim that we can combat racism (at least to some extent) by altering our language about race has moral purchase only if there is some way to operationalize and especially to institutionalize this linguistic adjustment.Blum seems to acknowledge this, and to be optimistic about its voltage Appreciating the difference between race and ra cialization, and at the same time attempting to do justice to the unreality of race and the reality of racism, may point us toward new ways of thinking and new forms of institutional expend (p. 166). He gives one (and only one) example of how one might adopt new forms of institutional practice in relation to the Census, which is a key tool for tracking racial patterns and disparities in society but also hence for seeming to legitimate racial categorization.In response to this dilemma, Blum suggests, Were the federal government to encourage a broad understanding that the purposes for which the Census is now explicitly used do not require a commitment to the existence of races in any form, but only to racialized groups, the legitimate discrimination- monitoring function of Census racial categories could be severed from any implication of racialism (p. 167). But then frustratingly, Blum gives no specifics about how the Census could 11 do this. Would Blum hope for a statement of disav owal of race? If so, where? bonnie in the preamble (which already includes a baby step in that direction (see p. 227, fn. 11)), which nobody reads? Or in the census itself, which seems impractical since it is intentionally kept as short as possible in order to maximize response rates? Instead of a statement of disavowal, the Census could replace What is this persons race? (the question before long asked) with What is this persons racialized group? , and then use credit rating marks (or scare quotes) around terms such as black, Spanish/Latino/Hispanic (which is currently kept separate from the race question), and white to reinforce their constructed status.This is also unsatisfactory, however, for two reasons. First, racialized group will likely be either greeted with confusion or treated as a synonym of race, especially in the absence of an explanation of the term in the latter case, it is likely to end up acquiring the separatist, hierarchical, and essentialist connotations or r ace (just like disabled and even differently abled acquired those of the maligned term handicapped they were designed to replace).Second, many of the choices given are not (yet) racialized groups, at least not in the United States, but are nationalities Samoan, Filipino, inborn Hawaiian, Asian Indian, Japanese. Should these terms all be in scare quotes? I would think not but then how would one deal with the presence of scare quotes some places and their absence others? One could add nationality and/or ethnicity to the racialized group question, and then surround everything with quotation marks but this then gets cumbersome, to say the least, and is likely to raise other dilemmas. As the Census example shows, institutionalizing racialized group language is hard inprint, particularly when it comes to naming and labeling the racialized groups themselves (black, white, Vietnamese, Native American). It is substantially harder in conversation, 12 such as in the oral discussion of a cl assroom. Consider Ellen, a teacher of ten and eleven year-olds, who is eager to incorporate anti-racist education into her teaching. Ellen reads Im Not a Racist, But over the winter holiday and then sits down to rescript her January lesson plans, which include a unit on non-violent protest designed both to fit into the schools conflictresolution initiative and to lead up to the celebration of Martin Luther King, Jr. s birthday. As she reads over her plans, she quickly inserts a mini-lesson on racialized group at the beginning of the unit and converts race to racialized group throughout the unit. She adds in a two-day lesson called What is Racism? , and develops an interactive group activity for near the end of the unit designed to help students decide when its okay to refer to or take someones racialized group membership into account and when its not. Reviewing her social studies lessons onGhandi, Martin Luther King, Jr. , and the March on Washington, D. C. , she is pleased. She al so thinks her face lesson on an excerpt of Kings Letter from Birmingham Jail will prove challenging but inspiring to her students. But then Ellen suddenly gets worried. Throughout her lessons are references to blacks, whites, Indians, British, Hindus, Christians, Jews. Which of these are racialized groups and which are not? How can she help her students figure out the difference? How can she talk about blacks and whites to her class without her students falling gumption into racial thinking?She can hand-signal scare quotes each time, but will that just turn into a joke among the students? And which groups would she use the hand signals for? All of these concerns are predicated on the conclusion that language matters that it influences how we think, reason, behave, and interact with one another. This brings us to my second question about implications of Blums conclusions is there social psychological evidence in favor of them?Throughout the book, Blum clearly operates on the assum ption that if people recognize the socially constructed, rather than biologically inherent, temperament of racialized groups, 13 then they will better be able to fight against the hierarchical and inegalitarian (p. 107) assumptions inherent in racial thinking. This is partly because racial identity then becomes in some way a matter of choice. Whether a group is racialized is a matter of its treatment by the larger society. Whether the group takes on a self-identity as a race is a different matter (p. 148).In recognizing their racialized treatment, rather than accept themselves defined by an persistent racial identity, individuals who are members of racialized groups can decide how to respond. Will they embrace their racialized identity, as those do who proudly join the Asian- American club, volunteer with La Raza, or wear t-shirts proclaiming Its a BLACK thing you wouldnt understand or Hot Latina Mama?Will they reject it, declaring thats not who I am and/or trying to assimilate? Or will they try to rescind it in some way, say by reclaiming the term nigger (or queer in the non-racial case of gays) and defiantly using it as a term of affection for others inside the group?By choosing the extent and nature of their racial identities, Blum seems implicitly to be arguing, individuals and groups are empowered whether they choose to appropriate, reject, or subvert the characterizations thrust upon them by racializing others, the very act of choosing liberates them from the racialist (and racist) assumptions of innate difference, inferiority, and/or stigma. Two substantial bodies of serve in social psychology, however, cast serious doubt on this claim.The first is system vindication theory the theory that psychological processes contribute to the preservation of existing social arrangements even at the expense of personal and group interest (Jost and Banaji 1994 1).The second is the notion of stereotype threat the idea that in certain situations (those posing stereotype threat), members of stigmatized groups baffle about confirming a negative stereotype about their group through their performance on a task, and then, precisely because of this anxiety, end up performing worse on 14 the task than they otherwise would (and than others do) thus paradoxically performing true to negative stereotype (see Steele and Aronson 1995 Steele 1997). I will address each in turn.According to system justification theory, people implicitly support the status quo, including hierarchy differences between low- and high-status groups, even when they are members of low-status groups, and even when they reject the distinctions on a conscious level. Thus, in studies done under both authentic and experimental conditions, women ask for lower wages than men do for the same work (or they work 25 percent longer than men if offered the same wage (Cite forthcoming)) individuals rate even initially unwanted outcomes (such as tuition increases, or a member of the oppos ing political party lovely an election) more desirable the more likely they are to occur (Kay et al.2002)And they rationalize the legitimacy of existing inequalities (e. g. , if told that graduates of University B earn more on average than University A graduates, University A students will rate University B students as being smarter and better writers than they if told the opposite, however, then University A students will express the opposite prejudice and rate themselves higher(prenominal) (cite forthcoming)). Even individuals who explicitly articulate egalitarian beliefs tend to demonstrate moderate to strong implicit attitudinal biases toward higher-status groups (whites, materialization people, men) this is true regardless of the individuals own group membership(s) (Greenwald and Banaji 1995 Banaji 2001).In other words, individuals internalize prejudice, discrimination, racism, and/or oppression (Jost and Banaji 1994 Jost et al. 2002 Kay et al. 2002). Members of disadvantaged groups internalize negative stereotypes and evaluations of their own group, to at least some degree (Jost et. al. 2002 598).Thus, even if people know that they are members of a group that is treated (merely) as if there were inherent and immutable differences between them as if certain somatic characteristics marked the presence of significant characteristics of mind, emotion, and 15 character and as if some were of greater worth than others (Blum 2002 147), they are still likely to believe, subconsciously at least, that these are accurate assessments of their group membership.It takes a great deal of inner strength to stand up to stigma, discrimination, and prejudice. Even those who consciously reject racialist presumptions may respond differently subconsciously. This may be because of internalized oppression, as discussed above. But it may also be a result of rational adjustments in motivation or expectations.Knowing that one is discriminated against, stigmatized, or inherits a h istory of racial disadvantage (p. 177) may very well (and rationally) lead one to adopt a presumption of disadvantage a belief that ones effort will not be rewarded because of on-going discrimination and racism, and hence a reduction in effort, motivation, and/or aspirations. There is clear evidence of both effort reduction (Stone 2002) and aspiration reduction even among people who consciously reject stereotypes, such as women who profess a liking for mathematics (Nosek et al. 2002).This lowering of expectations is clearly compounded if individuals accept, whether implicitly or explicitly, the idea that they really are inferior in some way (as system justification theory suggests). Furthermore, as Claude Steeles acclaimed work on stereotype threat shows, there are significant psychological and performative costs even simply in knowing that one is a member of a group that is perceived in a negative light. For example, research over the past few long time has consistently shown that black students do worse on verbal tests if told the test is a measure of susceptibility than they do if they are told the test is non-diagnostic (Steele 1997) the same is true for womens performance on math tests (Keller 2002).Similarly, white students do worse than controls on tests of athletic skills if told that the their performance will indicate their natural athletic ability, but black students do worse if told their performance indicates their sports 16 intelligence (Stone, et. al. 1999).This response to stereotype threat is unmistakable even among very young children (ages six to ten) children above seven years old demonstrate high levels of stereotype consciousness ( sense of others stereotypes about various groups), and children who are members of stigmatized groups perform worse when they think they are being measured along stereotypic lines than they do on the exact same test when their stereotype awareness (and hence sense of stereotype threat) is not activated (McKo wn 2002).These results pose a serious challenge, I believe, to Blums claims about the practical import of his moral philosophy. Although it is true that this research has all been done under conditions of race rather than racialized groups being salient (insofar as racialized groups has not become a popular or widespread term), it strikes me as being highly unl.