Constructivism Essay Example | Topics and Well Written Essays - 750 words

Constructivism - Essay Example Constructivism is based on how learning takes place. It offers an account on how learners acquire knowledge and not how to acquire it. It can be traced to the periods of the 18th century to philosophers like Giambattista Vico and John Dewey. They argue that ideas came from the social context that manipulates their thinking and coming up with new ideas. It has its roots in philosophy, sociology, education, and psychology. It only helps give solid basics why and how knowledge was passed to individuals. It is characterized by sharing of knowledge between individuals, the environment influences the learners understanding, and social collaborations enable learners to build new concepts. It disagrees with the concept of standardized curriculum, system. It bases its argument on the difference of individual capacities different people are influenced differently by their environments and therefore their knowledge becomes incomparable. Basing a curriculum in the learning system, it results to limiting the reasoning of learners rather than promoting their open minds and encouraging them to interpret, predict and analyze situations. Students should be encouraged to [practice extensive dialogue among them and thereby this enhances their abilities. This develops their courage and motivating them to feel capable of solving challenging problems, and therefore given time, in the future they can be able to handle more competent and complex problems. An instructor in learning is only supposed to give guidelines. and not to give complete details of the subject studied. It is therefore more efficient having instructors rather than teachers in the learning centre’s. According to Dewey learning is an everyday’s thing and one their senses to cultivate meaning from an idea. With times in learning, it gives one the experience to cultivate more knowledge and ideas from existing environs. He also adds that language is of considerable influence to the learning process. Langua ge enhances communication even within oneself and even passing of ideas from one person to another. After learning when one reflects on it, the idea becomes parts of us, inseparable from our lives (Rideout 176). Previous knowledge acquired is also of immense use on that it builds the foundation for further learning activity. The constructivists encourage interactive and collaborative environment for learners since it enables learners to acquire new experience and be able to manipulate objects, ask questions, and experiment on a new thing and even be able to aim at achieving a set goal Collaboration in constructivist learning classrooms encourage learners to get new ideas from their peers. It enhances problem solving and investigations on issues on efforts to come up with a solution. Technology can be used in assisting learners since it offers a variety of information based from different angles. This can be the best module to be used for learning because it encourages application of knowledge, critical thinking, and active involvement in the learning process. They criticize learning process where the teacher acts as a trainer (Poikela and Anna

What is Humaneering' Should this be the aim of Psychology Essay

What is Humaneering' Should this be the aim of Psychology - Essay Example d physiology should lead to as striking advances in â€Å"humaneering† during the twentieth century.† (The Psychology of Normal People (1940) p.24. ) Today, humaneering is managerial technology that integrates human- science-based knowledge concerning work into a new applied science. It is defined as â€Å"the application of biological, psychological and social science principles to the design, development, and operation of economical and efficient organizations, processes, and human work systems.† In comparison, engineering differs by its application of physical science principles to structures, equipment and machine-like processes.(www.pepitone.com/content/know-technology.asp )- duty to ‘change the world’. However, they are often highly critical of institutionalized social psychology. Many of them go further, by using their study of the discipline as a form of political activism to challenge oppression. You will generally find that the topics studied by critical social psychologists are ones concerned in some way with the abuse of power. Sometimes they specifically address issues of domination, exploitation and abuse. Examples include Wetherell and Potter’s (1992) study of racism, and According to psychologist Gordon Allport, social psychology is a discipline that uses scientific methods "to understand and explain how the thought, feeling and behavior of individuals are influenced by the actual, imagined, or implied presence of other human beings" (1985). Social psychology looks at a wide range of social topics, including group behavior, social perception, leadership, nonverbal behavior, conformity, aggression, and prejudice. It is important to note that social psychology is not just about looking at social influences. Social perception and social interaction are also vital to understanding social behavior. While Plato referred to the idea of the "crowd mind" and concepts such as social loafing and social facilitation were introduced in

Describe how a torque wrench relates to automotive physics Essay

Describe how a torque wrench relates to automotive physics - Essay Example This force is created the same way as the force is applied at a distance in a typical torque wrench. The horsepower of the vehicle can then be determined from the torque produced. The more torque produced by an engine, the more potential it has and an increase in torque results in an increase in acceleration. Torque is also very important in the braking system of the automobiles. When the brakes are applied, the road surface exerts a backward force on the wheels and this result in a clockwise torque that causes backward acceleration. In the design of the braking system, torque is a function of the wheel radius and for a full circle braking system, When a moving car is braked, the surface of the road exerts a backward force that acts on the wheels and this result in a clockwise torque that causes backward acceleration therefore stopping the vehicle. Manufacturers of in the tires industry must design tires that are capable of withstanding this friction without causing tear on the

Argument-driven essay Research Paper Example | Topics and Well Written Essays - 1000 words

Argument-driven essay - Research Paper Example Sadly, both ideologies set back the feminist cause by a number of years due to the way the satire has become not only a part of pop culture, but a part of the ideology of our society. That is why I am writing this paper with the full intention of exposing the damage done by the skit to the post-feminist ideologies and the various ways that feminism is portrayed in the political arena. My main argument is that the show has done irreparable damage to the image of women as future political leaders of the world in ways that one could never have imagined to be possible. It was Durham and Keller who mentioned the relation of media to popular culture in their book Media and Cultural Studies: Keywords. They explained that: â€Å"Forms of media culture like television film, popular music, magazines, and advertising provide role and gender models, fashion hints, lifestyle images, and icons of personality. The narratives of media culture offer patterns of proper and improper behavior, moral me ssages, and ideological conditioning, sugar coating social and political ideas with pleasurable and seductive forms of popular entertainment† (Durham & Keller, xv). ... They managed to make fun of one woman, while clearly exalting the other in what turned out to be a simultaneous process for the two actors. Tina Fey characterized Sara Palin like a red-neck hillbilly who got to where she was in life solely because luck was on her side. The woman, from the portrayal of Fey, is shown to be blessed to have been in the right place at the right time, which is why it did not matter that she was weak when it came to political matters. It was expected of her since she came from the Alaskan backwoods. It was a stroke of luck and opportunity that afforded her the chance to get ahead politically without really having to pay her dues towards the support of the post feminism political agenda. On the other hand, Amy Pohler portrayed Hillary Clinton as a clear supporter of the post-feminist agenda meant to strengthen the political station of women in our society. The strength and weaknesses of both women were highly played up during the skit which is why the public came to view Sara Palin as a joke who just got lucky in the world of politics while Hillary worked very hard to get the respect and acceptance that she deserved in the political arena. The ideology that the skit promoted the perception that â€Å"... all cultural texts have distinct biases, interests, and embedded values, reproducing the point of view of their producers and often, the values of the dominant social groups. â€Å" (Durham & Kelner, xiv). Clearly, the skit anted to promote the post-feminist cause in the skit. But they were not sure as to which message they wanted to clearly share which is why they tried to the fair thing and simply put both post-feminist ideologies out there for society to decide upon. These

Mattel and Toy Safety Essay Example for Free

Mattel and Toy Safety Essay For the better part of 30 years now, corporate executives have struggled with the issue of the firms responsibility to its society. Early on it was argued by some that the corporations sole responsibility was to provide a maximum financial return to shareholders. It became quickly apparent to everyone, however, that this pursuit of financial gain had to take place within the laws of the land. Though social activist groups and others throughout the 1960s advocated a broader notion of corporate responsibility, it was not until the significant social legislation of the early 1970s that this message became indelibly clear as a result of the creation of the Environmental Protection Agency (EPA), the Equal Employment Opportunity Commission (EEOC), the Occupational Safety and Health Administration (OSHA), and the Consumer Product Safety Commission (CPSC). These new governmental bodies established that national public policy now officially recognized the environment, employees, and consumers to be significant and legitimate stakeholders of business. From that time on, corporate executives have had to wrestle with how they balance their commitments to the corporations owners with their obligations to an ever-broadening group of stakeholders who claim both legal and ethical rights. A. B. Carroll, (1991). In this paper I will discuss the issue of toy safety in reference to Mattel, Inc. , one of the world’s leading toy makers. Mattel had ordered a series of recalls of children’s playthings that had been found to be coated with lead paint. The toy recalls had alarmed parents and consumer activists, as well as the toy industry, retailers who marketed their products, and product safety regulators. I will address the following circumstances that involved Mattel and their safety issues. Do I believe that Mattel acted in a socially responsible and ethical manner with regard to the safety of its toys? Why or why not? What should or could Mattel have done differently, if anything? Who or what do I believe was responsible for the fact that children were exposed to potentially dangerous toys and why? What is the best way to ensure the safety of children’s toys? In responding, I will consider how the following groups would answer this question: government regulators (in the U. S. and China); consumer advocates, the toy industry, children’s product retailers; and standard-setting organizations. What might explain the differences in their point of view? What do you think is the best way for society to protect children from harmful toys? Specifically, what are the appropriate roles for various stakeholders in this process? Mattel Corporation is the largest toy company in the world, a publicly traded organization with a market capitalization of over $6. 5 billion, employing approximately 36,000 people worldwide in 42 countries. Their products are sold in 150 nations In the summer of 2007, Mattel suffered a major product recall incident. The first recall was the result of vendor failure in China where traces of lead paint were discovered on 83 different products. This led to a recall of 1. 5 million items worldwide. The products contained levels of lead paint that failed the products’ specification. Mattel even announced that a significant portion of the toys were recalled because of a design flaw and not substandard manufacturing. Mattel requires the factories it contracts with to use paint and other materials provided by certified suppliers. Mattel executives said they did not know if the contract manufacturer substituted paint from a noncertified supplier or if a certified supplier caused the problem. I believe that Mattel acted in a socially responsible and ethical manner with regard to the safety of its toys. During this crisis, Mattel contacted their chief suppliers and asked them to pull the recalled products from the shelf. I think this was the appropriate thing to do in this case. First things first, pulling the product and afterwards warning the public of their finding so we could get the lead painted toys out of the hands of our kids. Then getting down to the problem, trying to figure out where they went wrong to correct the problem. I do believe that this incident could have been avoided, but it was handled in a perfectly responsible and ethical manner. Some of the things that I think Mattel could have done differently from the beginning were to lay out rules and regulations for all of its external vendors and their subcontractors that were cutting corners to save money and time. Some of these subcontractors chose to violate the rules and use paint that was coated with lead, which went against Mattel’s rules. Perhaps if Mattel would have ran periodical checks with the suppliers and subcontractors the lead paint could have been caught before the toys went out. Although it was unintended, Mattel is the responsible one for the fact that children were exposed to potentially dangerous toys. According to the case study and given factors, Mattel has always held a reputation of being a good corporate citizen and their intentions were never something like this to happen. But because Mattel fail to follow up on their guidelines and set rules with vendors and subcontractors to assure they too were complying within guidelines, it all falls back on the originating organization itself. Mattel Inc.  CEO, Robert Ekert reported that the company could have done a better job overseeing the subcontractors in China which produce more than 21 million toys that were recalled. Federal regulators and toy manufacturers have spotted loose Chinese standards spotty US enforcement which contributed too many calls regarding the recalls of Chinese-made toys, food and other products regarding health threats. Ekert made an attempt to bring down public outcry by going to the Senate Appropriations subcommittee to seek to test the safety of Chinese-made products within their own laboratories that are certified within their own company. Magyck, S. 2011). Upon my reading and research the best way to ensure the safety of children’s toys is through the U. S. toy safety standards and regulations. Toy safety standards are shaped by a variety of considerations, including research on child development, dynamic safety testing, and risk analysis. The primary safety standards for the U. S. toy industry are the mandatory federal standard (Code of Federal Regulations, Commercial Practices 16 [16CFR]) and the toy industry has also developed and adheres to voluntary standards (ASTM F963-03 Standard Consumer Safety Specification on Toy Safety). In addition to adhering to the federal requirements and additional self-imposed safety measures, the toy industry has initiated reassurance testing to affirm the safety of the toys already on the shelves. At the same time, the toy industry is developing a new, mandatory testing protocol by accredited laboratories in conjunction with the well-respected American National Standards Institute (ANSI). The U. S. toy industry understands the concerns many parents have about the safety of toys on the market and is encouraging the U. S.  Congress to pass comprehensive legislation on consumer product safety. The toy industry is also providing additional resources to inform consumers and parents and provide useful tools through this site and through partnerships with independent consumer organizations. The toy industry is also working with health and safety experts to provide parents and consumers with practical tips and relevant information. In the U. S. , the U. S. Consumer Product Safety Commission (CPSC) is the independent federal agency that oversees the safety of toys and other consumer products. Nearly 50% of the CPSCs resources ($66 million annually) are used towards the agencys work on toys and other childrens products. The CPSC enforces the U. S. requirements for toy safety and, along with the manufacturer or distributor, issues product recalls as needed. Toy Industry Association (2011). I believe the best way for society to protect children from harmful toys is to follow along the lines, the eight steps that the Consumers Union proposed to help safeguard the health and safety of American consumers from the onslaught of unsafe Chinese-produced consumer products and foods.

Theories and studies about reducing racial prejudice

Theories and studies about reducing racial prejudice Everyone has a race or ethnic group that they see themselves as being part of. On the other hand, not all people are exposed to stinging words or physical harm from a prejudiced individual because of the color of their skin. According to the Bureau of Justice Statistics (2005), there are approximately 210,000 hate crimes a year; racial prejudice is the motivation for over half of them. This paper will discuss theories and studies on ways to reduce racial prejudice. Racial prejudice has been around since groups of people could distinguish themselves from one another (Milner, 1983). The 1920s were when prejudice started catching the attention of psychologists as a social phenomenon that needed to be studied (Duckitt, 1992). Samelson (1978) talked about how tests between races were first meant to measure individuality but soon the authors were publishing empirical evidence that Whites were superior to Blacks (as cited in Duckitt, 1992, p. 1185). Milner (1983) states that prejudice occurs because people become frustrated, need a scapegoat, or because they are feeling some anxiety and need a way to release it. One of the first texts on prejudice and reducing prejudice was written by Gordon W. Allport. Encouraged by Robin Williams study on conditions that further the reduction of racism, Allport wrote The Nature of Prejudice in which he discusses his contact hypothesis (Utsey, Ponterotto, Porter, 2008). Allport (1954) stated that prejudice may be reduced by equal status contact between majority and minority groups in the pursuit of common goals (p. 281). Allport (1954) also says there are eight different areas of contact, causal, residential, occupational, recreational, religious, civic and fraternal, political, and goodwill intergroup activities. Allport (1954) says that both state and federal legislation can be used to pass antidiscrimination laws and have public agencies enforce these laws. According to Allport (1954), there are six programs that can be used to reduce prejudice. They are formal educational methods, contact and acquaintance programs, group retraining methods, mass media, exhortation, and individual therapy. Allport (1954) feels that individual therapy is the best one, yet no study has been convincing of this. Allport (1954) describes formal educational methods as teaching about prejudice in the school setting. There are five types of formal educational methods. There is the informational approach, direct approach, indirect approach, the approach through vicarious experience, and the project method. The next method is contact and acquaintance programs which means that White people and Black people get together and get to know each other. The third method is group retraining. In group retraining, the outgroup members and the ingroup members switch roles and try to become empathetic to each other. The fourth method is mass media in which messages are sent in the media spreading information on tolerance of others. The next method is exhortation which is like religion in which leaders spread the message of tolerance of other people. Finally, there is individual therapy in which a person meets with a therapist to change their way of thinking. Blincoe and Harris (2009) talk about three major programs that cause a minimization in racial prejudice. Cooperation is similar to Allports (1954) contact theory. This program has been used in jigsaw classrooms in which children are broken up into racially varied group and then each child is given a piece of information to teach to the others (Aronson Bridgeman, 2007; Blincoe Harris, 2009). Along with the children learning information, they also showed higher self-esteem, liked school more, and for minorities, their school grades had improved (Aronson Bridgeman, 2007). The tolerance program is synonymous with political tolerance and the respect program is supposed to reinforce and encourage diversity (Blincoe Harris, 2009). Crisp and Turner (2009) hypothesize that imagining contact with an outgroup can have a close or same effect on diminishing prejudice as actual contact with an outgroup. Turner, Crisp, and Lambert, (2007) found that participants who imagined an optimistic interaction with an outgroup member conveyed more positive attitudes and less prejudice than those who did not (as cited in Crisp Turner, 2009). Stathi and Crisp (2008) did a study that showed that even though projection of positive self traits is higher for ingroups than outgroups (Clement Krueger, 2002), positive imagined contact leads to greater projection of positive traits to outgroups (as cited in Crisp Turner, 2009, p. 234). In addition to contact theory, there is the goal based approach which consists of three goals that people need to reach. These are comprehension goals, self-enhancement goals, and motivation to avoid prejudice (Kunda Spencer, 2003). Kunda and Spencer (2003) say that comprehension goals include the need to understand events, reduce the complexity of the environment, gain cognitive clarity, and form rational impressions. Stereotypes serve these needs by enabling perceivers to simplify and understand the huge amounts of social information that they confront and to make inferences that go beyond available information (p. 524). They also say that self-enhancement goals include the need to protect and enhance self-esteem. Lastly, motivation to avoid prejudice inhibits the activation of stereotypes. When people notice that they are treating others differently because of their skin color, they will feel the discrepancies because they know it is not right. Therefore they feel guilty which ma kes them repress their prejudiced thoughts. Another part of the goal-based theory is why there is prejudice in the first place. Kenrick, Neugberg, and Cialdini (2009) feel that there are two things that prejudice does for people, it helps us gain economic resources and the characteristics of the other groups bring our economic goals to our attention. The first way to achieve the goals of the goal-based theory is to attempt to change the character of the prejudiced person. The second is to change the situation in which the prejudiced person feels like they can discriminate against others. Next is to give people a different way to satisfy their goals and last is to activate goals incompatible with prejudice, stereotyping, and discrimination. Part of the goal-based approach involves looking at the point of view of other people. Galinksy and Moskowitz (2000) say that when a person looks at themselves, they have higher favorable responses to the ingroup. Turner (1987) says favoritism increases toward the in-group (as cited in, Galinsky Moskowitz, 2000, p. 709). Therefore, thinking that you are part of the outgroup will increase positive responses to them and decrease prejudice thoughts about them (Galinsky Moskowitz, 2000). In the judicial area, the goal-based approach has some significance. Studying about prejudice and ingroups and outgroups can become very important especially for those who may be suing another person in civil court for injury that they could have caused. People tend to like others who are similar to them (Kerr, Hymes, Anderson, Weathers, 1995). If a juror feels that they are not similar to the plaintiff in a malpractice case that juror might feel that the plaintiff should get a lower amount of money to compensate for the damages or perhaps believe they should not get any money at all. The same applies to the defendant. If the juror feels they are similar to the defendant than they could be more lenient on his punishment (Green Bornstein, 2003). However, Marques and Yzerbyt (1988) say that the opposite effect can also happen. That is, the jurors are harsher on an ingroup member because they are part of the ingroup and they pose a threat to the positive image of the ingroup members. They call it the black sheep effect in which positively viewed ingroup members are viewed better than outgroup members but negatively viewed ingroup members are viewed as being worse than outgroup members (as cited in, Green Bornstein 2003). Finally, there is the ignorance hypothesis. People experience prejudiced thoughts because they simply do not know any better (Kenrick, Neugberg, Cialdini, 2009). If everyone would interact with the other groups, they wouldnt stereotype individuals of other groups. However, Stephan and Stephan (1996) say research shows that this approach does little to reduce prejudice (as cited in, Kenrick, Neuburg, Cialdini, 2009). Case (2007) did a study in which college students were required to take a course on diversity. The course was designed to heighten recognition of White privilege and racism, raise support for affirmative action, and decrease prejudice, guilt, and fear of other races. The students took a survey at the beginning of the course which measured White privilege, awareness of racism, and the students level of racism to different ethnic groups. The same survey was given at the end of the semester as well. Results showed white privilege, awareness of racism and support for affirmative action increased. However, students reported greater fear of other races. Students levels of racism remained constant except for racism against Latinos, which increased. Case explains this as possibly being by chance or that the course could have actually increased prejudice. Blanchard, Lilly, and Vaughn (1991) hypothesized that hearing another person express strong antiracist opinions would have more of an effect than hearing another person express equal opinions or opinions that were more accepting of racism. They also speculated that when a person hears another person express strong support of racism, the first person showed less support of antiracism. They did two studies in which they interviewed college students in a group with a confederate who either openly expressed strong antiracist views or strong racist views when asked about a false situation in what should happen to another student who wrote racist notes. There was a neutral condition in which the participant answered the questions first and in the other condition the confederate answered first. The authors hypotheses were confirmed in both of the experiments. In 2007, four studies were done by Turner, Hewstone, and Loci that investigated self-disclosure as a mediator of the effect of cross-group friendship and vicarious experiences of such friendship (p. 371). The subjects for studies one were children between the ages of eight and twelve. The ages of the children for subjects two and three were 12 through 16. The last study included undergraduate students. In Study One, students were first given tasks that required them to categorize photographs of faces as negative or positive and White or Asian. The last tasks were to categorize White/Positive or Asian/Negative and White/Negative or Asian/Positive. In Study Two, the students were given questionnaires on their thoughts on the other ethnic group. The third study was the same as the second study except the experimenters used a larger group. In Study Four, White participants were given a questionnaire that measured predictor variables, mediator variables, and explicit outgroup attitude. So me of questions were, How often do you discuss intimate or personal issues with people who are Asian? (p. 380) and How rewarding are the interactions you have with Asian people? (p. 380). All four studies found that self-disclosure positively predicted explicit outgroup attitude. Vrij, Akehurst, and Smith (2003) conducted a study where people were shown cue cards and then were given surveys to measure prejudice. They focused on seven principles, that they say decrease prejudice when used in public campaigns. The seven principles are (1) an emphasis on similarities; (2) positive similarities in a positive context; (3) many representative members; (4) provision of explicit information; (5) employ a credible source; (6) state illegality; (7) central and peripheral routes to persuasion (p. 285). Each of the cue cards had one of the seven principles or the opposite of it. For example, state illegality was shown on one cue card as one White man and one Black man approximately the same age with wording above them that said These two men applied for a job as an Accounts Manager. The man on the left was turned down because he is Black (p. 291); the other card was the same as the first one but had the wording IT IS ILLEGAL TO DISCRIMINATE ON THE GROUNDS OF RACE (RACE R ELATIONS ACT, 1976) (p. 291). Subjects were then given a survey that measured their prejudice. Vrij, Akehurst, and Smith found that if the subject viewed a card that did not have one of the seven principles, their prejudice had increased versus if they had seen one of the principles. The two principles that had the most effect were emphasis of similarities and similarities in a positive context. Carpenter, Za ´rate, and Garzas study that was done in 2007, focused on using differences and individuality to reduce prejudice in groups that are African American, White American, Mexican American, and Mexican National. In Experiment One, the African American and White American participants were first primed with stories that had an emphasis on the personal self or others. Then, they filled out questionnaires while looking at pictures of African Americans and White Americans. The White Americans, who were primed to have an emphasis on others, had reduced prejudice. However, the African Americans showed no difference in prejudice levels. In Experiment Two, White Americans, Mexican Americans, and Mexican Nationals took self-esteem tests and then answered questions on all three groups. Carpenter, Za ´rate, and Garza (2007) found that self-esteem did not have any effect on prejudice and that looking at ways that your own ethnic group is different from other groups can lessen prejudi ce. Pettigrew and Tropp (2006) did a meta-analysis of over 500 studies and 713 independent samples that tested the intergroup contact theory. Their findings showed that intergroup contact does decrease intergroup prejudice. Pettigrew and Tropp go on to say that the conditions are not independent but entwined with each other. They also feel that intergroup contact can be utilized to end prejudice against other underrepresented groups. Racism not only exists among individual people but also in government forms. Billingsley and Giovannoni (1972) have been doing studies that show that African American children have been consistently counted out from services provided by child welfare establishments, they believe this is due to racism that exists in these institutions (as cited in, Miller Ward, 2008). Miller and Ward (2008) say there has been overrepresentation of African Americans in the welfare system for a long time. They then go on to talk about the Breakthrough Series Collaborative (BSC) methodology was used to analyze the welfare systems racism and then identify strategies to reduce the racial disproportions. The BSC theory of change has six areas which are (1) increase the awareness and understanding of the issue, (2) identify challenges and test strategies for improvement, (3) implement site-level policy and practice improvements, (4) spread the improvements throughout the larger system, (5) sustain system-wi de improvements, and (6) improve child and family outcomes (p. 227). Many participants of the program reported being able to achieve a fully functional program in their location. However, the participants said they had difficulty spreading changes from their location to a larger system. More work still needs to be done to stop the racial prejudice that occurs in the welfare system. There are also racial discrepancies in the health care system. For example, according to the Centers for Disease Control, in 2006, the age-adjusted death rate for White Americans of both sexes, was 764.4 and for African Americans of both sexes, it was 982.0 (Heron, Hoyert, Murphy, Xu, Kochanek, Tejada-Vera, 2009). In 2002, Dovidio et al. conducted a study of racism that occurs during an emergency. White subjects were half as likely to help a Black person as they were to help a White person. While the participants opposed that the idea they were racist, it was the only difference in the fabricated emergency (as cited in Carlson Chamberlain, 2004, p. 375). Carlson and Chamberlain (2004) say that to reduce the health disparities between White Americans and African Americans, there must be a change in the research areas that combine social conditions with the physiological pathways to health and disease and that we need to join together on emotional levels to understand each other to c hange racial attitudes. In addition to healthcare and welfare, racism has even showed up in our grocery stores. In a study that was done in 2003, Topolski, Boyd-Bowman, and Ferguson found differences in the quality of fruits in grocery stores that were part of the same chain but were located in different parts of the city. They collected fruit samples from stores that were located in neighborhoods that had high socio-economic status and low socio-economic status. More minorities lived in the lower income neighborhoods. The quality of the fruit in the high SES neighborhood was better than the fruit that came from the other neighborhood, as judged by students who examined, ate the fruit and then rated them. As you can see, there is hope for eliminating racial prejudice. On the other hand, a lot of the studies that I presented in this paper were done with children and college students. It still leaves out a majority of the population. Yet, I think we have come a long way from previous generations in accepting others, especially in the case of race and ethnicity. If we eliminate or even reduce racial prejudice, then minority children will do better in school, they will have better economic and career opportunities, and will experience lower rates of crime against them. With the current research on racial prejudice, we could also apply these theories to sexism, homophobia, and ageism. Hopefully, in time, Andy Warhols I think everybody should like everybody quote will finally be true.

Posthumous Letter to Georgia OKeefe Essay -- Okeefe Aesthetic Argumen

Documented Aesthetic Argument Essay I Know You Were Misunderstood: A Posthumous Letter to Georgia O’Keeffe Dear Ms. O’Keeffe, May I call you Georgia? I feel as if I know you and so it seems too formal to address you as miss, but I guess neither of these choices matters because you are dead, unfortunately. Despite that minor detail, I had to address you to let you know†¦I know. I recently spent some time with your painting, Red Canna, and to echo one of your critics, â€Å"The huge blossoms demand respect and admiration, and they captivate viewers, forcing those who stand close enough to feel their presence† (Richter). And after literally â€Å"feeling their presence† and getting to know the work, I had to let you know that your secret is safe with me. I feel that you were sorely and irrevocably misunderstood. I think for decades, even during your lifetime when you were slowly becoming famous and making a name for yourself on the art scene, you were misunderstood. And you never said anything. Or if you did say something, it was hilariously harsh, like this quote, â€Å"I made you take time to look at what I saw and when you took time to really notice my flower you hung all your associations with flowers on my flower and you wrote about my flower as if I think and see what you think and see what you think and see of the flower-and I don’t † (Lynes). Establishing yourself as indifferent and above the gossip and speculation, you never said anything to clear the air of misconceptions. You never corrected the critics and the naysayers, and while I respect that, I wish you would have - because now it’s too late, and you’re still misunderstood. I think you let them all think you were independent. And for the most part, I’m sure you were ra... ...ome human, and distinctly female to me, I feel and understand your works in a different, and deeper way now. So, thank you for sharing yourself and your talent with me; it will be appreciated far beyond my lifetime, as it was yours. Sleep tight, Georgia. Your friend and awed admirer, -------- ------- Works Cited Amarillo Art Center. Georgia O’Keeffe and Her Contemporaries. Amarillo: Amarillo Art Center, 1985. Drohojowksa-Philp, Hunter. Full Bloom The Art and Life of Georgia O’Keeffe. New York: W.W. Norton & Company, 2004. Lisle, Laurie. Portrait of an Artist A Biography of Georgia O’Keeffe. New York: Seaview Books, 1980. Lynes, Barbara Buhler. Georgia O’Keeffe and the Calla Lily in American Art, 1860-1940. New Haven: Yale University Press, 2002. Richter, Peter-Cornell. Georgia O’Keeffe and Alfred Stieglitz. Munich: Prestel, 2001.