White Privilege Essay Example for Free

White Privilege Essay Introduction Research Question: Do individuals in the Midwest experience the affects of white privilege? During this investigation I seek to explore the differences in privilege that males and females, of different race and ethnic backgrounds, experiences in their daily lives. My fellow Sociology of Race and Ethics classmates and I will conduct Peggy McIntosh’s White Privilege survey, in hopes to find any differences in privilege felt by individuals of varying age, gender, race or class membership. My hypothesis is: According to Peggy McIntosh’s White Privilege survey, she suggests that white people are privileged with what she describes as â€Å"an invisible package of unearned assets, which I (Peggy McIntosh) can count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions maps, passports, code books, visas, clothes, tools, and blank checks† (McIntosh, 1988). I suggest that with the changing of times, and ever growing equality that this distinct idea of white privilege is no longer prevalent. I believe that, McIntosh’s view of white privilege is no longer applicable in today’s Midwestern society and culture. I hypothesize that age will have more of an effect on responses to the survey than that of gender or race. I predict that younger people (below 20) are at a greater risk of feeling â€Å"underprivileged†. For my second hypothesis, I suggest that overall people in the Midwest feel privileged versus not. I believe this because I feel that the social stratification in the US, especially in the Midwest, has declined creating a more equal environment for all. Data Collection I will receive my data though the use of Peggy McIntosh’s White Privilege survey. First I will take the survey, while recording my answers, and then give the survey to ten other individuals, recording their answers in the same format. My fellow classmates will do the same, then all of the information will be then collected and charted accordingly into cross-tabulation tables. Each survey participant will be asked to rate their responses on a 1-4 scale: 1 = Strongly Agree, 2 = Agree, 3 = Disagree and 4= Strongly Disagree. The date responses can than be interpreted as answers of Strongly Agree, and Agree indicating a greater response of â€Å"privilege† – which McIntosh believes suggests members in a majority group. The data will then be organized into cross-tabulation tables. Each table will contain only two variables – one independent variable (gender, age, race, member of the class or not) and one dependent variable (each statement from the survey). After collecting the data a few changes were made: age was recoded into groups of ages, while also recoding all responses of ‘Disagree’ and ‘Strongly Disagree’ into one value for each variable, both to make analysis easier. Race was also recoded into ‘White’ and ‘All Other Races’ to expedite analysis. Also the ethnicity variable responses were found to be unreliable, so that variable was removed before running the data. When reading a cross-tabulation table it is important to remember that in order to interpret the data response, you must look for the differences in the percentages of responses not in the difference in the number of responses. Also, the needed information is, if the independent variable (gender, age, race or class membership) seems to make a difference in how a person responds to the dependent variable (the questions). After all the data has been gathered and charted, I will then compare the findings to my hypothesis. In order to discover whether my hypothesis is true or false I will evaluate the cross tables of age, gender, race and class completed from the collected data. Exploring the Data Younger ages (less than 20) have a larger affect than old age in feeling â€Å"underprivileged†. After analyzing the data, I believe my hypothesis that the ages 18-19 feel underprivileged as compared to the older ages, was correct. This is represented in the findings, that of the ten questions surveyed, exactly one half the questions (five of ten) the age group 18-19 had the highest disagreement percentage compared to the other age groups. No other age group had close to the equivalent outcomes, the closest age group being groups 24-34 and 45-50 both with two. The findings show that in one half of all situations this age group is presented with, they feel as though they are underprivileged as compared to other age groups, but by examining just the 18-19 age group or age as a whole, the majority feel as though the ‘Agree’ they are privileged. This finding is universal through all independent variables. While comparing all independent variables, of the 10 survey scenarios no matter what the independent variable is 70% of the time the participants feel they ‘Agree’ to being privileged. Exploring Data – Midwesterners overall feel â€Å"privileged† versus â€Å"underprivileged† no matter the independent factor. After analyzing the cross-tabulations, I feel as though my hypothesis about the Midwestern society is spot on. The data show’s that across any independent factor (age, gender, race and lass membership) a large majority of the participants surveyed feel as though they ‘Agree’ to being privileged. This is an overwhelming statistic that is constant throughout all independent variables; of the ten surveyed scenarios people agree 70% of the time to feeling privileged. In only, one scenario do people as a whole feel as though they are underprivileged. Overall Analysis and Personal Findings I found the collective results very interesting, especially in the age category. I thought it was interesting that older adults feel less privileged more than or equal to that of middle aged adults. I had assumed, that in our society much like that of the Native American societies that respect and privilege comes with age. I found the data surprising that the age group that tended to feel most privileged was ages 20-21. In four of the ten scenarios, the 20-21 year olds surveyed felt the most privileged or ‘Strongly Agreed’ to the situation as compared to all other age groups. I did not expect this, as the previous age group had felt the most underprivileged in half of the scenarios, and in only an addition 1-2 years, the surveyed participant went from feeling the most underprivileged to the most privileged. I had guessed that the feeling of privilege would gradually increase with age groups, leaving the oldest age group (50 and older) with the highest feeling of privilege. I thought this, not only because society often deems wisdom with age, but also because the older participants surveyed may have grown up in a more dominant white privilege society, and those same feelings and thought processes would still be relevant to the way they feel they fit in society. All in all, I found very interesting facts from the data collected in every category. Things that I had thought would hold true, often did not. Such as, when considering the independent variable of gender, I assumed that women would primarily feel as though they were underprivileged as compared to men, but the data shows other wise. From this survey, men felt more underprivileged as compared to their female counterparts 100% of the time. Another fact that I found shocking was that when considering race as the independent variable. My hypothesis that white privilege was no long prevalent in the Midwest was incorrect. Participants of the ‘Other’ race felt underprivileged in half of the scenarios, and the other half they only ‘Agreed’ to feeling privileged. As compared to their ‘White’ counterparts, feeling privileged 100% of the time. I do believe that in the Midwest, things are moving close to equality as this is seen in at least half or more of the situations both the ‘White’ and ‘Other’ race group feel as though they ‘Agree’ to being privileged. No one group stands out as ‘Strongly Agreeing’ to be privileged for the majority. This tells us, that although there are still instances of white privilege, the Midwestern society is moving away from that and more towards social equality. Works Cited: McIntosh, Peggy. Daily effects of white privilege. White Privilege: Unpacking the Invisible Knapsack. Wellesley College Center for Research on Women, 1988. Tues. 19 Feb 2013. .

Prostitution in the Victorian Era Essay -- Exploratory Essays Research

Prostitution in the Victorian Era There were many prostitutes during the Victorian era. Most were lower-class women, with the exception of the mistresses kept by upper-class men. According to Victorian standards, respectable women did not consider sexual intercourse pleasurable. It was their duty to be intimate with their husbands. Having affairs was disgraceful (Waters). Prostitutes, on the other hand, were sexually intimate with men because they enjoyed sex. Men enjoyed prostitutes because they could not enjoy their wives. Victorian femininity was not defined by sexual pleasure, while Victorian masculinity was defined by sexual pleasure and conquest.    Prostitutes did not necessarily â€Å"enjoy† their sexual encounters with men, as Victorians tended to believe. Prostitution was their survival. Lower-class women did not become prostitutes because they wanted to. They became prostitutes because they had no alternate choice for survival. There were few options that allowed women to live off her own income instead of her family’s income, and once she e...

Cypop5 Task 1

Ella O’Gorman Task 1 As a home-based child-carer I would like to provide parent’s/carers with information outlining the following: Current Legislation. Role of the Regulatory Bodies. Legislation is a very important part of my practise. It ensures that I provide a high standard of care for the children that attend my setting. There are several pieces of legislation that affect the early years and childcare sector but I have outlined ones that I feel are most important and relevant to my work as a home-based child-care provider. Children Act (1989) -This act aims to improve effective local authorities working to safeguard and promote children’s well being and support vulnerable children. The act aims to ensure that the welfare of the children is paramount, working in partnerships with parents to protect children from harm. In 1999 a document entitled ‘working together to safeguard children’ was published, it reinforces the message that all professional s have a duty of care towards children who are at risk of harm. Children Act (2004) -This act was to improve communication between various organisations, after the terrible death of Victoria Climbe highlighted the lack of communication between organisations responsible for her safety. As a result of this A Green paper entitled ‘Every Child Matters’ was published. This paper lists five outcomes which were identified in consultation with children and young people. The five outcomes are as follows: 1. Being Healthy: enjoying good physical and mental health and living a healthy lifestyle. 2. Staying Safe: being protected from harm and neglect. 3.Enjoying & Achieving: getting the most out of life and developing the skills for adulthood. 4. Making a Positive Contribution: being involved with the community and society and not engaging in anti-social or offending behaviour. 5. Economic well-Being: not being prevented by economic disadvantage from achieving their full potential. * Childcare Act (2006) – This act ensures that childcare in England is regulated and has replaced part of the children act (1989). The act covers registration and inspection which are carried out by the regulatory body Ofsted. This is when the EYFS was introduced.They inspect the standard of education and care framework for the early years and general childcare registers ensuring that the five outcomes set out in the children act (2004) and all Ofsted registry requirements are being met. * SENDA (2001) – Special Educational Needs & Disability Act – This act is intended to prevent the unfair treatment of individuals. The act requires reasonable provisions to ensure providers adopt an inclusive approach towards children with disabilities or special needs and everybody is treated equally. * EYFS (2012) – Early Years Foundation Stage -This comes from the childcare act 2006.It first came into effect on the 1st of Sept 2008 and then was reformed to be effectiv e from 1st Sept 2012 to take forward the Governments changes to the 2008 framework. This framework covers both the learning and development and the welfare requirements and is mandatory for all early years providers on the Early Years Register. The learning and development requirements are given legal force by an Order made under section 39(1)(a) of the Childcare Act 2006. The safeguarding and welfare requirements are given legal force by Regulations under Section 39(1)(b) of the Childcare Act 2006. Ella O’Gorman The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that all children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ it also gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS seeks to provide the following: * Quali ty and consistency – so that every child makes good progress and no child gets left behind. A secure foundation – through learning and development opportunities which are planned around the needs and interests of individuals which are assessed and reviewed regularly. * Partnership working – of practitioners and with parent’s/carer’s. * Equality of opportunity – by anti-discriminatory practise ensuring every child is included and supported. The EYFS has four guiding principles that help shape practise in the early years settings. These are: * Unique child as every child is and is constantly learning, they can be resilient, capable, confident and self-assured; Positive relationships as all children learn to be strong and independent through these; * Enabling Environments help children to develop well, their experiences respond to their individual needs and there should be a strong partnership between practitioners and parents/carers; * Childre n develop and learn in different ways at different rates The framework covers education and care for all children including special educational needs and disabilities. As mentioned before the EYFS covers both learning and development and the welfare of children. Learning and Development Requirements:This section defines what providers must do in partnership with parents/carers. The learning and development requirements compromise: * The seven areas of learning and development and the educational programmes; * The early learning goals, which are the knowledge, skills, and understanding that all young children should have gained by the end of reception year; * The assessment requirements (when and how practitioners must assess children’s achievements and how they share this progress with parents/carers). The seven areas of learning are divided into two areas.All areas of learning and development are important and inter-connected. Three areas are crucial for igniting childrenâ⠂¬â„¢s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive. Prime Areas – the three areas cover; * Communication and language – The early learning goals for this area are; Listening and attention Understanding Speaking 2 Ella O’Gorman * Physical Development – The early learning goals for this area are; Moving and Handling Health and Self Care * Personal, Social and Emotional Development – The early learning goals for this area are; Making relationshipsSelf-confidence and self awareness Managing feelings and behaviour Providers must also support children in four areas, through which the three prime areas are strengthened Specific Areas – The four areas are; * Literacy – The early learning goals for this area are; Reading Writing * Mathematics – The early learning goals for this area are; Numbers Shape, space and measure * Understanding of the world – The early lear ning goals for this area are; People and communities The world Technology * Expressive Arts and Design – The early learning goals for this area are; Exploring and using media and materialsBeing imaginative Assessment – at the end of the EYFS. Practitioners are expected to complete an EYFS profile on each child. The profile provides parents/carers and teachers with a well rounded picture of a child’s knowledge, understanding and abilities. The profile must reflect ongoing observation and each child’s development must be assessed against the early learning goals. Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (emerging).Safeguarding and Welfare Requirements: This section defines what providers must do to help children develop in a safe and secure environment. These cover: * Safeguarding and Promoting Children’s Welfare – Alwa ys working to promote children’s welfare and their good health and the way in which their behaviour is managed. * Suitable people – Making sure that all adults looking after children or having unsupervised access are suitable to do so, qualifications and training and adult: child ratios. Childminders are responsible. Ella O’Gorman * Suitable premises – Maintaining the safety and suitability of outdoor/indoor spaces, furniture, equipment and toys. Also health and safety law, and need to register as a food business and deal with food/hygiene appropriately. * Organisation – The planning and organisation of systems. Ensure that all receive an enjoyable and challenging learning and development experience that meets children’s individual needs. Documentation – The records, policies and procedures needed for safe and efficient management of the business and to meet the needs of the children. * Race relations Act (1976) amended in 2000- Child care providers are required to produce a policy on racial equality and to actively encourage positive relationships between members of different racial backgrounds. * Education Act (1997) – This act incorporates all previous acts since 1944 into one act. Set a time frame on the legal process for identifying and assessing a child’s needs as set out in the Code of Practise. Education Act (1981) – This act was the first official recognition of: Parent’s rights regarding children’s education and special educational needs. * Education Act (1993) – This was a code of practice to be published for children with special educational needs. Parents of children under 2yrs have the right to ask for a child to be formally assessed. * Family Law Act (1996) – This act sets out the guidance relating to safeguarding children. * UNCRC (1989) – United Nations Convention of the Rights of Children – This reinforces children’s rights al l over the world.It gives children and young people over 40 major rights, some include the right to a family life, the right to be protected from all types of violence, the right to be healthy, the right to have a say and to be taken seriously and the right to have an education that helps you grow as a person. The UNCRC gives extra rights to children in very difficult circumstances, including children in trouble with the law and refugee and asylum seeking children. * Data Protection Act (1998) – This act Controls how your personal information is used.As child carers we must not pass on information about the families we work with. (except in cases of safeguarding). Personal information should be kept safely locked away. * Food Safety (General Food Hygiene) Regulations (1995) – This act sets out basic hygiene requirements. It’s considered good practise for childminders to hold a Basic Food Hygiene Certificate. * Health Protection Agency Act (2004) – A UK-Wi de public body dedicated to protecting people’s health. * Public Health (Control of Disease) Act (1984) – This act covers the notification and exclusion periods for certain infectious diseases. RIDDOR (1995) – Reporting of Injuries, Diseases and Dangerous Occurrences Regulations – This specifies certain accidents and incidents that must be reported by law. * COSHH (2002) – Care of Substances Hazardous to Health Regulations – This deals with the identification, storage and use of potentially harmful substances such as cleaning fluids. There is more legislation that I use in my work. I have given a brief description of each one that I feel is important for my home based setting, others are listed below: If you would like to know about these in more detail please let me know. Health and Safety (First Aid) Regulations (1981) * Fire Precautions (Workplace) Regulations (1997) * Toys (Safety) Regulations (1995) 4 Ella O’Gorman The Regulator y Body also has a very important impact on the way I run my home-based setting. Home-based child-carers must be registered with the regulatory body for their country before they can care for other people’s children in their home.All the regulatory bodies publish requirements, or standards and procedures that childminders have to meet in order to become registered. In England there are five general welfare requirements: * Safeguarding and promoting children’s welfare * Suitable people * Suitable premises, environment and equipment * Organisation * Documentation Regulatory bodies in the UK * England – Ofsted. * Wales – Care and social services Inspectorate Wales (CSSIW) Standards. * Scotland – Scottish Commission for the Regulation of Care. * Northern Ireland – Local Health and Social Services Trust.The role of Ofsted is to use the registration systems in place so that they can make sure that home-based child-carers: * Meet the requirements in the Statutory Framework for the Early Years Foundation Stage. * Are suitable people to provide care for children. * Can promote an environment where children are well cared for, are safe and their learning and development are catered for. Ofsted have processes and systems to control home-based childcare in the following ways. * Registration – This covers checks on all adults who will be on the premises at the time of operation. Inspection – Once registered inspectors carry out checks on the service you offer. This is written as a report and must be offered to parent’s. * Investigation – Complaints or concern is followed by an investigation into your service to make sure you comply with the welfare requirements. * Enforcement – If requirements aren’t met then Ofsted can take action against you. When childcare providers apply for registration there are 3 different registers. 1. Early Years Register – To care for children from birth to 5 years 11 months. This is compulsory. 2. Ofsted Childcare Register – To care for 6 – 8 years. This is compulsory. 3.Voluntary Register – For over 8 years. This is not compulsory. It is usual for childminders to go on all 3 registers so that they are covering the total age range. If you are on more than one register you have to make sure you can meet the requirements for all of the registers and show that you can meet the needs of the age range of children you are caring for. To become registered other requirements by Ofsted would be: * To be peadiatric first aid trained. * Have an enhanced CRB check 5 Ella O’Gorman * Be qualified at a minimum of level 2 in an area of work relevant to childcare * Suitable insurance cover. Pre-registration visit to check safety of premises. As well as being the regulatory body you need to register with, Ofsted would also require that you inform them of matters affecting the welfare of children: * If protection issues arise at your setting. * Any incident of food poisoning affecting two or more children. * Any serious accident or injury to, or death of any child while receiving childcare. Having legislation and regulating bodies in place ensures that children receive a high standard of care in all settings that a child attends away from home.This helps give you as parents/carers reassurance when leaving their children. Task 2 Accidents, illness and emergencies policy I aim to keep children safe when they are in my care. However accidents and illnesses can happen very quickly. I promote good health and take necessary steps to prevent accidents and the spread of infection and illness. My premises have been checked and they meet the requirements set out in the Early Years Foundation Stage in England. I also review, update and practise my safety routines regularly including fire drills.As a registered childminder, I am legally required to have a valid first aid certificate. I can administer basic first ai d treatment on children as I last did my training in Nov 2012. I have a first aid box which is clearly labelled and kept in the cupboard in my kitchen which is easily accessible. I keep all parents contact details with the first aid box. All accidents will be recorded in an accident book, which is available to parent’s who will also be expected to sign a copy. I have a written permission form signed by parent’s kept in each child’s file, seeking emergency treatment for their child if needed.I check all equipment regularly for safety, and to make sure they are used using their correct guidelines and manufacturer’s instructions. All equipment is cleaned after use, either on a daily or weekly basis depending on type of equipment. I must notify Ofsted of any serious accidents, illnesses or injuries or the death of a child whilst in my care and any action I have taken within 14 days. If your child becomes ill during the childminding period or I suspect they ha ve an infectious disease. I will contact parent’s to collect the child.Ensure that the child is kept home until they have been well for an agreed amount of time. Please refer to sickness exclusion period table which is included. 6 Ella O’Gorman I have an arranged emergency back-up should an emergency arise. Procedure To ensure that this policy is implemented, these are the steps that I follow: All parent’s/carers are made aware of my policies and procedures during the settling in period. They will also be made aware of their responsibilities of collecting their child when they are sick. I go through all the paperwork with them and parent’s/carers sign copies to say that they agree.If concerns are raised adaptions can then be made. If there is an accident: I will comfort and reassure the injured child while making sure all other children are safe and well, in a secure place where I can see them. If possible I will deal with the accident/injury, if it requ ires further expertise I will ring 999 for help. If I have to attend hospital with the injured child, I will either bring the other children with me, or call my emergency back-up cover.This will be another registered childminder or known responsible adult. These people will be known to you and are named below. If I manage to deal with the accident myself, I will then contact the child’s parent’s/carers immediately. If I accompany the child to hospital, I will contact their parent’s/carers and ask them to meet me at the hospital. If I am not able to contact parents/carers in cases of emergencies then this may be done by emergency back-up cover. You will be expected to collect your child straight away.

Essay on The Second Amendment - The Right To Bear Arms

The Second Amendment and the Right to Bear Arms The Second Amendment to the Constitution gave United States citizens the right to bear arms. Although, the Second Amendment stated: â€Å"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms. However, the framers could not foresee the type of violence we have in our cities today. Innocent citizens have and are being brutally killed due to this amendment. Stricter gun control laws must be enacted to receive these types of weapons. Background checks for gun buyers were implemented a year and a half ago, more than 4,600 people who were supposed to be prevented from buying guns bought them anyway because their†¦show more content†¦Carringer, one of the gunmen involved, was believed to be a suspect in a fatal bombing at a Birmingham Ala. abortion clinic (APB news). I believe that although he was only a suspect in the bombing, his weapon should have been repossessed before he could have done harm to anyone, such as the FBI agent. On the morning of February 29, 2000 a 6 year-old girl was attending class and was shot to death by a 7 year-old classmate. She was killed because of an argument the day before the shooting, according to The Monroe Evening News. However, she did not deserve to die. How many more innocent people will have to die before the government begins to regulate gun control? Guns are becoming one of the top issues in the newspapers (The Monroe Evening News). There have been 394 incidents of students bringing guns to school in the United States since 1998 (Sutton). Legislators say that the law cannot prevent the tragedy of the fatal shootings in the schools 3 (The Detroit Free Press). Furthermore, the legislators say that the only way that the tragedies could be prevented is to require a search of every student going to elementary school. However, I disagree, if the schools had the proper security that should be required, none of these incidences would have taken place. The students of the schools should be searched on a daily basis. The schools are supposed to be a safe place for the children, but are actuallyShow MoreRelatedThe Second Amendment : The Right To Bear Arms1543 Words   |  7 PagesIn December 1791, the Second Amendment was made: The Second Amendment offers â€Å"A well regulated Militia, being necessary to the security of a free state, the right of the people to keep arms, and shall not be infringed.† This basically means United States gives the right to its residents to keep arms, and it guaranteed individuals the right to possess arms for their own personal defense. In the past few decades there been thousan ds of pages that are written seeking to uncover the meaning of the â€Å"theRead MoreSecond Amendment : The Right Of Bear Arms Essay970 Words   |  4 PagesSecond Amendment: The Right to Bear Arms When America first became a country branching away from Great Britain, firearms played a huge role. After the war, firearms were still an every day thing for civilians, using them for hunting and or self-defense. With the second amendment has come with a controversial topic when it comes to regulating guns in our country. This topic affects the United States nationally, as well as local state to state as they try to regulate how guns should be handled. FromRead MoreThe Second Amendment and the Right to Bear Arms2205 Words   |  9 PagesCottrol, Robert, ed. Gun Control and the Constitution: Sources and Explorations on the Second Amendment. New York: Garland Publishing Inc., 1994 [2] Dowlut, Robert. 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Individuals were given the right to bear arms in exchange for their participation in England’s militia, which consists of â€Å"able-bodied male citizens declared byRead MoreThe Rights Of A Free State1118 Words   |  5 PagesAmerican Lit 2 December 2014 Amendment II â€Å"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.† The Right to Bear Arms According to the Second Amendment, in the Bill of Rights, the rights of the people to keep and bear arms have been enacted since December 15th, 1791. Across the 223 years this amendment has been around, there has been an abundance of history behind the Second Amendment. Over this time periodRead MoreHow America Should Perceive The Second Amendment Essay1139 Words   |  5 Pagespeople debating how America should perceive the second amendment. Many view the second amendment as outdated, irrelevant, or possibly dangerous in today’s society. 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