Conduct an assessment of the following body systems: · Head, Face, Eyes, Ears, Nose, Throat & Neck · Include the lymph nodes. What are the expectations? You may conduct the assessment on a fellow student, friend, or family member. Remember to secure their permission. Collect both subjective and objective data using the process described in the textbook. Write a summary of the assessment and the skills utilized.    Refer to the questions below. Do not disclose any patient identifiers. 1. What skills (assessment techniques) were utilized during the assessment? 1. What subjective data did you collect? (list your findings)

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Assess and Document
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Module 07 Content
1.
Top of Form
This assignment is due on 

Sunday, AUgust 20th no later than 11:59pm 

Conduct an assessment of the following body systems:
· Head, Face, Eyes, Ears, Nose, Throat & Neck
· Include the lymph nodes. What are the expectations?
You may conduct the assessment on a fellow student, friend, or family member. Remember to secure their permission.

Collect both subjective and objective data using the process described in the textbook.

Write a summary of the assessment and the skills utilized.
 
 Refer to the questions below. Do not disclose any patient identifiers.

1. What skills (assessment techniques) were utilized during the assessment?
1. What subjective data did you collect? (list your findings)
1. What objective data did you collect? (list your findings)
Summary on a WORD document. 
APA format isn’t required. 

Please use this textbook.
Jarvis, C. ([Insert Year of Publication]). Study Guide & Laboratory Manual for Physical Examination & Health Assessment (8th ed.). Elsevier Health Sciences (US). https://ambassadored.vitalsource.com/books/9780323532037

Reflect on changes in television over time. how you think TV may change in the future, and its impact on American culture. How have TV viewing habits changed? Explain why or why not, and how. What about the content of TV?

Readings:

· M7 Overview
· M7.1 Content Guide: Global TV
· M7.2 Content Guide: The Future of Television and Culture
· Mittell, Chapter 11, Conclusion
· Biancullis, Chapter 18
CONTENT GUIDE; GLOBAL TV

For most of TV’s history Americans traditionally watched American television in English, with only a few exceptions on Public Broadcasting, which sometimes showed popular British or Canadian shows originally made in English. In general, if producers thought U.S. viewers would be interested in programming from other countries, they remade it under another title with American actors. They believed, at the time correctly, that most viewers would not enjoy hearing accents, or reading subtitles and would not watch programs if they had them.
These days, however, BBC America is a staple on cable TV, and there are several Spanish language stations on basic cable. For an additional fee, viewers can pay for “tiers” of channels showing programs in languages other than English including programming and news from Chile, Russia, Israel, Vietnam, or China. Streaming services have also started adding more global TV including shows from Great Britain, France, and Korea that get high viewership and anime is a much more common animation style in the U.S. than it once was. Squid Game, for example, was a global phenomenon.
Shows like Lost had characters who weren’t native English speakers and so scenes with them often included subtitles. Audiences got used to that and subtitles started being used frequently in many contexts for longer scenes. Downton Abbey became extremely popular on PBS, and now many more British imports have taken slots on TV schedules.
At the same time, people in other countries watch American TV, and learn about the U.S. and its values from it, often getting wrong messages from it. Many people moved to the U.S. because they saw rich people on shows like Dallas or Dynasty, and were surprised to find that most Americans aren’t part of the 1%. International audiences don’t always take to the same sorts of shows Americans do. Sitcoms that rely on wordplay, idioms, and knowledge of the popular culture of the U.S. often fall flat in other countries. Seinfeld, for example, did not do well internationally, while Friends, which has some of those features, but is more about relationships, did better. 
What’s the deal with translating Seinfeld | The Verge

Have you watched TV from other countries or in languages other than English? What struck you about it?
CONTENT GUIDE – THE FUTURE OF TELEVISION AND CULTURE
Because there are so many outlets, production studios have commissioned a huge number of products. In 2000, the various networks, cable channels and premium cable channels made about 200 scripted series per year. However, with the rise of streaming, in 2019 there were 532 scripted series (meaning sitcoms, dramas, cartoons), as well as a huge number of reality shows, news or commentary shows, sporting events and so on that don’t even count in that number. The Covid-19 Pandemic caused a number of these to be delayed or canceled, but the number was still quite large.
Koblin, J. (2021, February 28). 
How the Pandemic Stalled Peak TV. The New York Times.

All this change has changed the way people watch. Viewing was once communal with whole families watching prime time TV together, or colleagues waiting for the next episode excitedly so they could talk it over “at the water cooler” the next day. Now, if people discuss shows at all, it’s often in online forums where they recommend things to each other, as it’s rare to find someone who watches exactly what you do when you do at the same pace you do and even those with the best of intentions might miss an episode and then be unable to converse because they’ve been “spoiled.”
Some streaming outlets work on the “binge” model, in which every episode of a season is available. Others use the weekly model TV networks and cable channels have used, where a primetime show will air each Tuesday, or a talk show might air each weeknight, although in general on streaming shows “drop” at midnight or early in the morning. Most of the streaming outlets also include a large number of “legacy” programs, in other words, programs that originally aired on networks or cable that are generally available season by season, sometimes as part of the package, sometimes for an extra fee.
And then there is shorter form video, such as you might find on parts of YouTube, or independent video on personal websites that the older ones of us might not even identify as television, and the younger of you might not even realize is something different from large company produced television. The streaming outlet Quibi was started in April 2020 to make series including very short episodes designed to be watched on your phone on the subway or while standing in line at the drugstore, and, perhaps due to the Covid-19 Pandemic, or perhaps due to poor product, closed in December of the same year.
Some actual network or cable TV shows such as Broad City and Drunk History started first as independent video and were picked up for later seasons on cable. Rachel Bloom was “discovered” singing original songs and parlayed that into Crazy Ex-Girlfriend. Is watching the new baby bears on a feed from the National Zoo watching TV? What about an influencer who is unboxing her latest haul from Sephora, a TikTok dancer, or a citizen journalist showing a video of a cop shooting a citizen on Twitter or a reunion of a sitcom cast on Facebook Live?
It’s also getting harder to tell a “television show” from a “movie.” People watch movies at home that are made by streaming services and may have the high budgets of theatrical movies and earn Oscars rather than Emmy awards (or both.) Some producers talk about how their shows are “seven hour movies,” and movie series like Star Wars and The Avengers have spawned TV series and characters may move back and forth between long and shorter forms.
Many viewers discuss what they watch online and watch online. The merging among movies, TV and the Internet is sometimes called “convergence.”
At the same time, political changes mean that some groups want to “cancel” what others may watch. Extremely political opinion on “news” channels means that we live in separate bubbles while believing separate “facts.” This can matter, as when some newscasters encourage vaccine use and others call it into question, which has real-life effects on whether people live or die. Others may transmit “facts” about elections that call results into questions for some viewers and cause civil unrest.
Many changes will happen in terms of technology, viewing habits, modes and content in the future.
Readings:
Opie, D. 
“What’s the Best Way to Release a Show: Weekly or All at Once? – IGN.” Digital Spy. Accessed 22 June 2021.

Assignment 1 – 1 page
1. Watch at least three episodes of any show from country other than the U.S. It may be in English or in another language.
2. Please quote and correctly cite Mittell (you do not need to use Bianculli for this one)
3. Find a critical online essay from the Library on global television and your specific show, genre, country, or language—and incorporate that into one of your posts. [Link to it using a permanent link. Make sure it opens in a new window.] If your show is newer, you may not find an article about this show, but you can use a quote about television in that country or language.
4. Explain which episodes of which shows you watched, and briefly outline the plot.
5. Discuss the “cultural work” that this show is doing.
6. You should be examining the various ways another culture is represented and reflected on television and how it differs from U.S. TV. Refer back to classic shows to discuss contrasts.

Assignment 2 – 1 page

Reflect on changes in television over time. how you think TV may change in the future, and its impact on American culture. How have TV viewing habits changed? Explain why or why not, and how. What about the content of TV? What about streaming television or internet TV? How is this changing the television industry? What do you think will happen in the future?
How about controversies like “#OscarsSoWhite”, “#Metoo” or changes in politics?
Quote, and correctly cite, the assigned reading for this module.
image1.jpeg

Describe the seven layers of the OSI Model. Compare the relationship between the OSI Model and the TCP/IP protocol using both a graphical and descriptive representation.

 
The Open Systems Internconnection (OSI) model is a theoretical framework that separates the different aspects of networking into seven layers. Understanding these layers and evaluating how they are interconnected and the taxonomy used will provide greater knowledge and assist you to develop skills in the realm of networking.
For this assignment, you will apply telecommunication and network technical knowledge to address the following elements.

Describe the seven layers of the OSI Model.
Compare the relationship between the OSI Model and the TCP/IP protocol using both a graphical and descriptive representation.
Apply standard principles of design to the conceptualization of the OSI model and explain how a network engineer can use the OSI model to help troubleshoot a networking problem.
Explain in which layer of the OSI model the following networking devices and functions can be found. Using your required sources, support your choice of the OSI model layers with a brief explanation of each of the following.

Switches
Routers
Data encryption
Error detection
Remote file access
Email client

Explain why it is important for students to be able to conduct research and determine the relevance, credibility, and bias of internet resources. Explain why this type of research and reading is important in the academic environment, as a life skill, and in the workplace. Provide real-world examples to illustrate your ideas.

  
Two paragraphs with at least per paragraph explaining the following which should include a reference for each individual paragraph.
1. Explain why it is important for students to be able to conduct research and determine the relevance, credibility, and bias of internet resources. Explain why this type of research and reading is important in the academic environment, as a life skill, and in the workplace. Provide real-world examples to illustrate your ideas.
2. Identify the grade level you are most interested in teaching and create a list of essential qualities for grade appropriate nonfiction and expository text. Describe two appropriate learning activities for the grade level, one for each type of text, focused on specific reading skills. Include discussion of formal and informal assessments that could be associated with each activity.

Differentiate between evidence-based practice and quality improvement processes.

Competency
Assess the efficacy of quality improvement processes. 
Scenario
You lead the Assurance Think Tank, “Quality 4 Our System” comprised of several other leaders from within the Oakridge healthcare system. Some of the Assurance Think Tank members were debating the relevance of quality improvement initiatives and influences on patient safety and outcomes. During the meeting, you agreed to prepare an executive summary regarding quality improvement initiatives.
Student Success Criteria
View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.
Instructions
Prepare an executive summary regarding current evidence-based quality improvements and make recommendations to integrate evidence-based practices into the quality improvement initiatives. The summary should include the following information:

Differentiate between evidence-based practice and quality improvement processes.
Summarize common threats to quality and patient safety initiatives and the role quality improvement processes can neutralize these threats.
Develop a strategic plan based on a quality improvement model to address patient safety.

A – 4 – Mastery
Detailed recommendations to integrate evidence-based practices into the quality improvement initiative with complete explanation of how it will improve initiative.
A – 4 – Mastery
Comprehensive list of differences between evidence based practice and quality improvement processes. Included multiple supporting rationales for each item on the list.
A – 4 – Mastery
Clear and thorough summary of the common threats to quality and patient safety initiatives. Provided multiple supporting rationales for how quality improvement processes can neutralize these threats.
A – 4 – Mastery
Clear and thorough information included in the strategic plan. Provided multiple supporting rationales for how the quality improvement model will increase patient safety.

Computer science follow the instructions to complete the assignment

10/15/23, 10:14 PM Excel 2021 In Practice – Ch 4 Independent Project 4-4 – SIMnet

https://lonestarup.simnetonline.com/sp/assignments/projects/details/8403929 1/3

Excel 2021 In Practice – Ch 4 Independent
Project 4-4

COURSE NAME Fine BCIS 1305 6003 Fall 2023 | Fine BCIS 1305 6003 Fall 2023

Independent Project 4-4
Eller Systems has received contract data in a text file. You transform and import, sort, and filter the data. You also create a
PivotTable, prepare a worksheet with subtotals, and format related data as an Excel table.

[Student Learning Outcomes 4.1, 4.3, 4.5, 4.6, 4.8]

File Needed: Eller-04.xlsx (Available from the Start File link.) and EllerText-04.txt (Available from the Resources link.)

Completed Project File Name: [your name]-Eller-04.xlsx

Skills Covered in This Project
Format data in an Excel table.

Sort data in an Excel table.

Import a text file.

Transform data in Power Query.

Sort data by multiple columns.

Add a calculated field in a table.

Create a PivotTable.

Format fields in a PivotTable.

Use the Subtotal command.

Steps to complete This Project
Mark the steps as checked when you complete them.

1. Open the Eller-04 start file. If the workbook opens in Protected View, click the Enable Editing button so you can modify
it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your
instructor, and save it.

2. Click the Billable Hours sheet tab and select cell A4.

3. Click the Format as Table button [Home tab, Styles group], use Light Gray, Table Style Medium 11.

4. Select cell C6 and type the formula =C5+1 to add one to the date in the previous cell.

5. AutoFill the formula to copy it to row 51.

6. Type .5 Add On in cell E4 and press Enter.

7. Build a formula in cell E5 to add .5 to cell D5 and press Enter to copy the formula. Format results to display two decimal
places and apply All Borders.

8. Copy dates as values.

a. Select cell C5. Cell C5 is a reference to the TODAY function in cell F2.

b. Sort the column by date in newest to oldest order. Because the dates are calculated, the formulas are wrong. The
date that was originally in cell C5 sorted to row 51 and now has a relative reference to cell F48. (Figure 4-113).

Start Date:08/28/202312:00 AMUS/Central Due Date:10/15/202311:59 PMUS/Central End Date:10/15/202311:59 PMUS/Central

Print Info

Student Name: Mohiuddin, Syed

Student
ID:

[email protected]

Username: [email protected]

10/15/23, 10:14 PM Excel 2021 In Practice – Ch 4 Independent Project 4-4 – SIMnet

https://lonestarup.simnetonline.com/sp/assignments/projects/details/8403929 2/3

Figure 4-113 Errors result when
calculated dates are sorted

Figure 4-114 Dates are copied and pasted as values

c. Click the Undo button [Undo group, Home tab] and select cell C5.
The formulas are restored.

d. Select cells C5:C51. You can copy and paste to replace the
formulas with the actual dates.

e. Press Ctrl+C to copy the range to the Clipboard.

f. Select cell C5 and click the arrow with the Paste button [Home tab,
Clipboard group].

g. Choose Values (Figure 4-114).

h. Press Esc to remove the moving border and click cell C5. Formulas
are replaced with the date. Your dates will be different from figures in
this text.

9. Sort the table by date in newest to oldest order. Then sort by
product/service in ascending order.

10. Use Power Query to transform data.

a. Select the Contracts sheet tab and select cell A4.

b. Use the From Text/CSV command to preview the
EllerText-04.txt file downloaded from the Resources link in
the Import Data window.

c. Click Transform Data in the preview window to open
Power Query.

d. Click the Address column label, press Ctrl, and click the
Phone Number label.

e. Click the Remove Columns button [Home tab, Manage
Columns group].

f. Select and remove these columns: Zip, ID, and First
Contact (Figure 4-115).

Figure 4-115 Columns removed in Power Query

g. Scroll the window as needed to see rows 28:43. There are 16 blank rows incorporated in the data. The null text
string in the Hours to Date column is a clue.

h. Click the arrow with the Remove Rows button [Home tab, Reduce Rows group] and choose Remove Bottom
Rows.

i. Type 16 in the Number of rows box and click OK. There are now 27 rows.

j. Click the arrow with the Close & Load button [Home tab, Close group] and load the data to cell A4 in the existing
worksheet.

11. Place a fomula in a table.

a. Select cell F4, type Fees as the header, and press Enter.

b. Select cell F5 and build a formula to multiply the value in cell E5 by 225.

c. Format the values in column F as Currency with zero decimal places.

d. Close the Queries & Connections pane.

12. Sort the data by Fees and then by City, both in ascending order.

10/15/23, 10:14 PM Excel 2021 In Practice – Ch 4 Independent Project 4-4 – SIMnet

https://lonestarup.simnetonline.com/sp/assignments/projects/details/8403929 3/3

Figure 4-116 Completed PivotTable

13. Change the font size for cells A1:A2 to 20 pt. and set the font style to bold.

14. Select cells A1:F2 and center them across the selection.

15. Copy the Billable Hours sheet to the end and name the copy Data.

16. Create a PivotTable.

a. Select cell A5 and click the Table Name box [Table Design tab, Properties group].

b. Name the table tblHours.

c. Click the Summarize with PivotTable button [Table Design tab, Tools group]. The range is identified as tblHours.

d. Verify that New Worksheet is selected and click OK.

e. Name the sheet PivotTable.

17. Manage fields in a PivotTable.

a. Show the Product/Service and Billable fields in the PivotTable.

b. Drag the Billable field from the Choose fields to add to report area below the Sum of Billable field in the Values
area so that it appears twice in the report layout and the pane.

c. Select cell C4 and open the Value Field Settings dialog box.

d. Type Average Hours as the Custom Name, choose Average as the calculation, and set the Number Format to
Number with two decimal places.

e. Open the Value Field Settings dialog box for cell B4 and set its Custom Name to Total Hours and the number
format to Number with two decimal places.

f. Apply Dark Gray, Pivot Style Dark 11 with banded rows and columns.

18. Select the Data sheet tab and copy cells A1:A2 to cell A1 on the PivotTable sheet. Left align cells A1:A2 on the
PivotTable sheet (Figure 4-116).

19. Create subtotals.

a. Copy the Data sheet to the end
and name the copy Subtotals.

b. Select cell A5 and convert the
table to a range. You cannot use
the Subtotal command in a table.

c. Select cells A5:E51 and apply
No Fill [Home tab, Font group].

d. Select cells A4:E4 and change
the font color to Black, Text 1.

e. Use the Subtotal command to
show a SUM for billable and add
on amounts for each
product/service.

f. Apply All Borders to cells
A56:E57.

g. Display only the product/service and grand totals.

20. Save and close the workbook (Figure 4-117).

Figure 4-117 Excel 4-4 completed

21. Upload and save your project file.

22. Submit file for grading.

Think about the ways in which a politician, celebrity, educator, or professional speaker prepares for their public speaking performance

Think about the ways in which a politician, celebrity, educator, or professional speaker prepares for their public speaking performance. Which one of the strategies listed below do you believe will best help you prepare to deliver your upcoming speeches in an online environment? Thoroughly explain how your chosen strategy will benefit you as you prepare to deliver your recorded online speech.

Ask your family and friends to listen and provide constructive criticism.
Consider (analyze) your audience.
Time your speech and be certain it meets the assignment’s guidelines.

Provides insights on the existence of privileges for the white population in academes. Daily effects of white privilege; Factors that shape white privilege; Types of privileges; Association of strength and power with privilege.

SOURCES WEEK 2

Intersectionality

https://openstax.org/books/college-success/pages/9-2-categories-of-diversity

White privilege: Unpacking the invisible knapsack.

Authors:

McIntosh, Peggy

Source:

Independent School
. Winter90, Vol. 49 Issue 2, p31. 5p.

Document Type:

Article

Subjects:

WHITE people

DISCRIMINATION in education

RACISM

UNIVERSITIES & colleges

Abstract:

Provides insights on the existence of privileges for the white population in academes. Daily effects of white privilege; Factors that shape white privilege; Types of privileges; Association of strength and power with privilege.

Lexile:

1310

Full Text Word Count:

2573

ISSN:

0145-9635

Accession Number:

9604164115

Database:

MasterFILE Premier
Translate Full Text:

  

WHITE PRIVILEGE: UNPACKING THE INVISIBLE KNAPSACK 
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Contents

1.

Daily effects of white privilege

2.

Elusive and fugitive

3.

Earned strength, unearned power

Full Text

Listen

I was taught to see racism only in individual
acts of meanness, not in invisible systems
conferring dominance on my group.
Through work to bring materials from women’s studies into the rest of the curriculum, I have often noticed men’s unwillingness to grant that they are overprivileged, even though they may grant that women are disadvantaged. They may say they will work to improve women’s status, in the society, the university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials that amount to taboos surround the subject of advantages that men gain from women’s disadvantages. These denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege that was similarly denied and protected. As a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see white privilege as an invisible package of unearned assets that I 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, codebooks, visas, clothes, tools, and blank checks.
Describing white privilege makes one newly accountable. As we in women’s studies work to reveal male privilege and ask men to give up some of their power, so one who writes about having white privilege must ask, “Having described it, what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that white women whom they encounter are oppressive. I began to understand why we are justly seen as oppressive, even when we don’t see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her individual moral will. My schooling followed the pattern my colleague Elizabeth Minnich has pointed out: whites are taught to think of their lives as morally neutral, normative, and average, and also ideal, so that when we work to benefit others, this is seen as work that will allow “them” to be more like “us.”

Daily effects of white privilege

I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have chosen those conditions that I think in my case attach somewhat more to skin-color privilege than to class, religion, ethnic status, or geographic location, though of course all these other factors are intricately intertwined. As far as I can tell, my African American coworkers, friends, and acquaintances with whom I come into daily or frequent contact in this particular time, place, and line of work cannot count on most of these conditions.
1. I can, if I wish, arrange to be in the company of people of my race most of the time.
· 2. If I should need to move, I can be pretty sure of renting or purchasing housing in an area that I can afford and in which I would want to live.
· 3. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me.
· 4. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed.
· 5. I can turn on the television or open to the front page of the paper and see people of my race widely represented.
· 6. When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is.
· 7. I can be sure that my children will be given curricular materials that testify to the existence of their race.
· 8. If I want to, I can be pretty sure of finding a publisher for this piece on white privilege.
· 9. I can go into a music shop and count on finding the music of my race represented, into a supermarket and find the staple foods that fit with my cultural traditions, into a hairdresser’s shop and find someone who can deal with my hair.
· 10. Whether I use checks, credit cards, or cash, I can count on my skin color not to work against the appearance of financial reliability.
· 11. I can arrange to protect my children most of the time from people who might not like them.
· 12. I can swear, or dress in second-hand clothes, or not answer letters without having people attribute these choices to the bad morals, the poverty, or the illiteracy of my race.
· 13. I can speak in public to a powerful male group without putting my race on trial.
· 14. I can do well in a challenging situation without being called a credit to my race.
· 15. I am never asked to speak for all the people of my racial group.
· 16. I can remain oblivious of the language and customs of persons of color, who constitute the world’s majority, without feeling in my culture any penalty for such oblivion.
· 17. I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider. 18. I can be pretty sure that if I ask to talk to “the person in charge” I will be facing a person of my race.
· 19. If a traffic cop pulls me over, or if the IRS audits my tax return, I can be sure I haven’t been singled out because of my race.
· 20. I can easily buy posters, postcards, picture books, greeting cards, dolls, toys, and children’s magazines featuring people of my race.
· 21. I can go home from most meetings of organizations I belong to feeling somewhat tied in rather than isolated, out of place, outnumbered, unheard, held at a distance, or feared.
· 22. I can take a job with an affirmative action employer without having coworkers on the job suspect that I got it because of race.
· 23. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the places I have chosen.
· 24. I can be sure that if I need legal or medical help my race will not work against me.
· 25. If my day, week, or year is going badly, I need not ask of each negative episode or situation whether it has racial overtones.
· 26. I can choose blemish cover or bandages in “flesh” color that more or less match my skin.

Elusive and fugitive

I repeatedly forgot each of the realizations on this list until I wrote it down. For me white privilege has turned out to be an elusive and fugitive subject. The pressure to avoid it is great, for in facing it I must give up the myth of meritocracy. If these things are true, this is not such a free country; one’s life is not what one makes it; many doors open for certain people through no virtues of their own.
In unpacking this invisible knapsack of white privilege, I have listed conditions of daily experience that I once took for granted. Nor did I think of any of these perquisites as bad for the holder. I now think that we need a more finely differentiated taxonomy of privilege, for some of these varieties are only what one would want for everyone in a just society, and others give license to be ignorant, oblivious, arrogant, and destructive.
I see a pattern running through the matrix of white privilege, a pattern of assumptions that were passed on to me as a white person. There was one main piece of cultural turf; it was my own turf, and I was among those who could control the turf. My skin color was an asset for any more I was educated to want to make. I could think of myself as belonging in major ways and of making social systems work for me. I could freely disparage, fear, neglect, or be oblivious to anything outside of the dominant cultural forms. Being of the main culture, I could also criticize it fairly freely.
In proportion as my racial group was being made confident, comfortable, and oblivious, other groups were likely being made unconfident, uncomfortable, and alienated. Whiteness protected me from many kinds of hostility, distress, and violence, which I was being subtly trained to visit, in turn, upon people of color.
For this reason, the word “privilege” now seems to me misleading. We usually think of privilege as being a favored state, whether earned or conferred by birth or luck. Yet some of the conditions I have described here work systematically to overempower certain groups. Such privilege simply confers dominance because of one’s race or sex.

Earned strength, unearned power

I want, then, to distinguish between earned strength and unearned power conferred systemically. Power from unearned privilege can look like strength when it is in fact permission to escape or to dominate. But not all of the privileges on my list are inevitably damaging. Some, like the expectation that neighbors will be decent to you, or that your race will not count against you in court, should be the norm in a just society. others, like the privilege to ignore less powerful people, distort the humanity of the holders as well as the ignored groups.
We might at least start by distinguishing between positive advantages, which we can work to spread, and negative types of advantage, which unless rejected will always reinforce our present hierarchies. For example, the feeling that one belongs within the human circle, as Native Americans say, should not be seen as privilege for a few. Ideally it is an unearned entitlement. At present, since only a few have it, it is an unearned advantage for them. This paper results from a process of coming to see that some of the power that I originally saw as attendant on being a human being in the United States consisted in unearned advantage and conferred dominance.
I have met very few men who are truly distressed about systemic, unearned male advantage and conferred dominance. And so one question for me and others like me is whether we will be like them, or whether we will get truly distressed, even outraged, about unearned race advantage and conferred dominance, and, if so, what we will do to lessen them. In any case, we need to do more work in identifying how they actually affect our daily lives. Many, perhaps most, of our white students in the United States think that racism doesn’t affect them because they are not people of color; they do not see “whiteness” as a racial identity. In addition, since race and sex are not the only advantaging systems at work, we need similarly to examine the daily experience of having age advantage, or ethnic advantage, or physical ability, or advantage related to nationality, religion, or sexual orientation.
Difficulties and dangers surrounding the task of finding parallels are many. Since racism, sexism, and heterosexism are not the same, the advantages associated with them should not be seen as the same. In addition, it is hard to disentangle aspects of unearned advantage that rest more on social class, economic class, race, religion, sex, and ethnic identity than on other factors. Still, all of the oppressions are interlocking, as the members of the Combahee River Collective pointed out in their “Black Feminist Statement” of 1977.
One factor seems clear about all of the interlocking oppressions. They take both active forms, which we can see, and embedded forms, which as a member of the dominant group one is taught not to see. In my class and place, I did not see myself as a racist because I was taught to recognize racism only in individual acts of meanness by members of my group, never in invisible systems conferring unsought racial dominance on my group from birth.
Disapproving of the systems won’t be enough to change them. I was taught to think that racism could end if white individuals changed their attitudes. But a “white” skin in the United States opens many doors for whites whether or not we approve of the way dominance has been conferred on us. Individual acts can palliate, but cannot end, these problems.
To redesign social systems we need first to acknowledge their colossal unseen dimensions. The silences and denials surrounding privilege are the key political tool here. They keep the thinking about equality or equity incomplete, protecting unearned advantage and conferred dominance by making these subjects taboo. Most talk by whites about equal opportunity seems to me now to be about equal opportunity to try to get into a position of dominance while denying that systems of dominance exist.
It seems to me that obliviousness about white advantage, like obliviousness about male advantage, is kept strongly inculturated in the United States so as to maintain the myth of meritocracy, the myth that democratic choice is equally available to all. Keeping most people unaware that freedom of confident action is there for just a small number of people props up those in power and serves to keep power in the hands of the same groups that have most of it already.
Although systemic change takes many decades, there are pressing questions for me and, I imagine, for some others like me if we raise our daily consciousness on the perquisites of being light-skinned. What will we do with such knowledge? As we know from watching men, it is an open question whether we will choose to use unearned advantage to weaken hidden systems of advantage, and whether we will use any of our arbitrarily awarded power to try to reconstruct power systems on a broader base.
Permission to reprint this excerpt must be obtained from Peggy McIntosh at the address above or by calling her at 617-431-1453.
This excerpted essay is reprinted here from the July/August 1989 issue of Peace and Freedom, the bimonthly journal of the Women’s International League for Peace and Freedom, based at 1213 Race St., Philadelphia PA 19107.
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By Peggy McIntosh
Peggy McIntosh is associate director of the Wellesley College Center for Research on Women. This essay is exerpted from Working Paper 189, “White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women’s Studies” (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181. The working paper contains a longer list of privileges.
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