Historical Slavery Paper

Here is a paper I turned in today:

Casey Deans 10592737

Carayon H2700

Slavery Assignment

The Devil You Know

            Narrative of the Life of Frederick Douglass, an American Slave & Incidents in the Life of a Slave Girl are two autobiographies which reveal the many dehumanizing methods used to strip slaves of self-identity. The efficacy of the slave-holder's methods is both challenged and supported by the lives of these two people. The procedure of brutalization and animalization of human beings which the American slave-holders used can be segmented into two main areas, the physical and emotional. The investigation of these autobiographies has a beneficial effect of enlightening the reader to the absolute disgustingness of slavery and the righteous goodness of freedom.

            Both the competency and the inefficiency of the institution of slavery are presented by these two accounts of slaves. The effectiveness of slavery's dehumanizing methods is admitted when Frederick Douglass states, "Mr. Covey succeeded in breaking me. I was broken in body, soul, and spirit. My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died; the dark night of slavery closed in upon me; and behold a man transformed into a brute!" (Douglass, 71) Harriet Jacobs also testifies to the power of these methods when she denies herself the sweet release of death many times throughout her life. Release from the shackles of slavery would not come from death and the "cheerful spark" would be resurrected into a mighty daybreak whose light would expel the dark night of slavery. The inadequacy of slavery's "breaking me [slaves]" is displayed by the transformation that occurs after slavery. Frederick Douglass illustrates that he is not only a human but a wonderful human with the following statement, "Sincerely and earnestly hoping that this little book may do something toward throwing light on the American slave system and hastening the glad day of deliverance to the millions of my brethren in bonds--faithfully relying upon the power of truth, love, and justice, for success in my humble efforts --and solemnly pledging my self anew to the sacred cause,-I subscribe myself," (Douglass 119). Harriet Jacobs also shows us that slavery is powerful enough to make her wish for death as a substitute but not powerful enough to break her human spirit forever. She displays her personhood when she reacts to prejudice aboard a train, "My answer was that the colored servants ought to be dissatisfied with themselves, for not having too much self-respect to submit to such treatment; that there was no difference in the price of board for colored and white servants, and there was no justification for the difference of treatment. I staid a month after this, and finding I was resolved to stand up for my rights, they concluded to treat me well. Let every colored man and woman do this, and eventually we shall cease to be trampled under foot by our oppressors." (Jacobs 340) The dehumanization methods of slavery are effective but temporary as they only last until release is granted through manumission, escape, or freedom through death.

            The first and most obvious main area in which owners robbed their slaves of humanity was the physical cruelty of slavery. Wm. Lloyd Garrison lists the many forms of physical abuse, "As if whips, chains, thumb-screw, paddles, blood-hounds, overseers, drivers, patrols, were not all indispensable to keep the slaves down, and to give protection to their ruthless oppressors!" (Preface 10) Slaves were informed that they were chattel and when they behaved in any way which was not as livestock should behave they were whipped, kicked, beaten with sticks, or abused until they began to behave as a thing not a person. Starvation created a sense of animalistic feeling that they were sub-human brutes. Their beastly status was further enhanced by their appearance. The ability to cover one's body with clothes is a universal trait and although other cultures have a small amount of clothing, it is their choice to wear very little. They are often influenced by the climate rather than a lack of desire for individuality. The slave, however, is given no choice in his clothes and subsequently his appearance. This has the effect of making them appear beastly and indistinct from one another. The only factor in their life in which they could judge their standing among one another was not how much food they have, work they did, or clothes and objects they possessed but rather the status of their owner. This created a mental state which Frederick Douglass describes, "They [slaves] seemed to think that the greatness of their masters was transferable to themselves. It was considered as being bad enough to be a slave, but to be a poor man's slave was deemed a disgrace indeed! (Douglass 33). They are physically treated as animals to the point they believe in their animal state and deny their natural rights.

            The second main area of the process of subjection to slavery is the mental or emotional tactics the slave owners employ. The strongest emotions a person has are those related to family. The degree of intensity is great with familial emotion making it the hardest feeling to remove. Harriet Jacobs describes this emotion with great detail and imagery when she responds to the possibility of her daughter being forced back into slavery, "This it was, more than any thing else, that roused such a tempest in my soul...I thought of what I had suffered in slavery at her age, and my heart was like a tiger's when a hunter tries to seize her young." (Jacobs 366) This love and sense of family and the effects of the owners destruction of those feelings is shown when Harriet Jacobs father responds to the question asked by his son, "You both [mistress and father] called me, and I didn't know which I ought to go to first." "You are my child," replied our father, "and when I call you, you should come immediately,..." (Jacobs 136) The slave's family was attacked first by frequently having many families separated by the selling off of children while at a young age. The slave's uniqueness was attacked secondly by depriving him of the knowledge of his birthday and true name. The slave was also objectified by being given the label of "nigger" in substitute of a name. An entire paper could be written on that labeling and the disastrous effects it had and has on the human population. The mental effects of sexual abuse and sexual harassment are far more devastating than the physical effects and for that reason I place them in the area of emotional and mental abuse. These abuses were in my opinion the vilest and most revealing of the sociopathic hideousness of slavery and are best summarized by Harriet Jacobs, "The slave girl is reared in an atmosphere of licentiousness and fear. The lash and the foul talk of her master and his sons are her teachers. When she is fourteen or fifteen, her owner, or his sons, or the overseer, or perhaps all of them, begin to bribe her with presents. If these fail to accomplish their purpose, she is whipped or starved into submission to their will. She may have had religious principles inculcated by some pious mother or grandmother, or some good mistress; she may have a love, whose good opinion and peace of mind are dear to her hear; or the profligate men who have power over her may be exceedingly odious to her. But resistance is hopeless." (Jacobs187) By destroying the sense of family, self, and ownership of sexuality this "peculiar institution" (Jacobs 179) confiscated the feeling of being a human being.

            The slave owner aspired to transform a man into a beast. This unnatural sacrilegious act was only temporarily successful. By sharing their stories of escape from a life of physical and emotional abuse Frederick Douglass and Harriet Jacobs expose the contradictory nature of the self titled "masters/mistresses" who were slaves to their own wickedness. Witnessing this abominable institution through the authors' eyes is truly educating and allows us to learn more about our past as we prepare for the future.

More Schoolings

Here are the writings from US History to 1877 with Casey Deans  Dr. Céline Carayon. This class was very interesting and very well taught. The teacher was French and spoke with a French accent. The way she said, "Woman" was amusing because she did not say "Wheehmen" like it is often pronounced but she would say "Woah-man".

10592737

Carayon

Black Robe

            Black Robe is a movie that teaches about the culture of the Huron and Iroquois people and how they interacted with the French Jesuit missionaries. Unlike other film about Native Americans, Black Robe does not aggrandize nor deprecate the native people. The main character goes through an evolution of his belief in Jesus Christ, which is relevant today for those who are of the Christian faith or are being preached to by Christians. The story in the film is enhanced by the rich costumes, rugged setting, and compelling dialogue, all of which are historically accurate. The experience of watching the film is similar to the experience of the main character, Father Laforgue, in that we are shocked, humbled, and educated by the interaction with the unknown.

            Jesuit missionaries travelled the world with the goal of spreading the message of Jesus Christ and baptizing those who would believe in His message. As part of the Catholic church, they took on many vows such as the vow of celibacy and the vow of poverty.  They dedicated their life to study and church work. Father Lafogue is a prime example of a Jesuit. He is humble yet eager to proclaim the superiority of the Catholic church above all other religions. He is a celibate man yet lusts after woman, bringing him shame and causing him to engage in flagellation. His initial view of the Huron is the view many earlier Americans had of Native Americans. He and others after him view them as savage barbarians with sinful lives and weak minds. This is a view which many films bolster. The younger French carpenter, Daniel, has the view located on the other end of the spectrum, that of the noble savage. This view was popular during the 60's and 70's and inaccurately displayed the Native Americans as quiet, righteous, ecologically perfect, animal worshippers. These two men, and their views, undergo many changes. Depending on your understanding or lack of understanding Native Americans, you as the viewer are also transformed and enlightened through their adventure. At the end you are left with a more historically accurate picture of the Native Americans as people, not icons. They have a diversity and complexity that is similar to all mankind. They are both truthful and mischievous. They are noble and savage. They are wise and stupid just like any other people.

            As a Christian I found the film to be a great way of understanding my faith's ability to appeal to all kinds of people. I also felt the film taught me the benefit of proper missionary work and the damage of improper missionary work. Father Laforgue begins his journey with a narrow minded view and purpose. He knows the truth and there is no room for anything else to be learned. The beginning of his journey is a one way path of knowledge from him to the ignorant Huron. He evolves into a person who understands that before you can teach someone about Jesus Christ you must love them as Christ loves them. In order for your love and subsequent preaching to be effective you must open your mind and seek to understand those who you teach. This transformation is capsulated and made readily apparent when the leader of the tribe asks Father Laforgue, "Do you love us?".

            Throughout the film we are transported to a wild, harsh, beautiful land filled with a fascinating people who are engaged in a relationship with visitors from France. Both the French and the Native Americans are depicted with great detail. Their clothing, speech, and actions allow us to travel back in time. The filmmakers use of flashbacks of life in France before the journey and dream sequences of the Natives gives us insight into how the people of this time period thought and felt. Watching the film gave me a deeper understanding and ability to relate to the people of this time period.

Casey Deans 10592737

Carayon

Jesuit Relations

7. How does Indian government and diplomacy work, and how can it affect Indian-European relations in the future?

            I am writing this letter in the hopes that it will educate my fellow missionaries and prevent them from making the same mistakes I have. I have been sharing the knowledge of the true God with the Indians for many years and have learned a great deal. My first station was that of apprentice to the personal assistant of Monsieur de Champlain. My teacher was a dedicated and faithful servant of God and of Monsieur de Champlain. When I arrived at the colony, Canada, I waited outside Monsieur de Champlain's home which was a crude wooden lodge. My escort, a Huron who spoke French, stopped me from going inside and informed me that Monsieur de Champlain did not like his conversations to be interrupted. I was shocked at  his politeness until I realized that he was eager to hear the conversation without being noticed. Inside, Monsieur de Champlain was conversing about his disdain for the military of the Huron. As I listened, I learned that Monsieur de Champlain had recently returned from an excursion into Iroquois territory. During the expedition many of the Huron under his command had initially impressed him by mounting a successful sneak attack on a slumbering village. After the village was taken Monsieur de Champlain was befuddled by the actions of the Hurons under his command. They were not interested in taking the next village and the next, further expanding the captured territory, but were rather content to return to camp with the prisoners from the village. Further increasing his perplexion was the lack of obedience to his orders to regroup and continue the conquest. Instead of following his commands, like a good soldier, they were instead rushing to make sure they laid claim to the most prisoners they could. A few Hurons even marched off completely ignoring his orders as soon as they had the prisoners they wanted.  It was at this point that I sensed the motives of my escort were that of spying rather than not wishing to interrupt. Later in my career I learned that often times the savages will supplant their own amongst their enemies in order to extract information. Rather than build a castle and engage in games of treachery and supplantation as we Europeans do they seem to pretend that everyone is to be treated neighborly, even the enemy. These outsiders are however restricted to their movements suggesting that they are not as naive as one might initially assume. Upon knocking on the door and entering I was greeted by Monsieur de Champlain and introduced to my superior. I was full of questions that night as I ate supper with my teacher. I confessed that I had heard the conversation and was perplexed at why the Monsieur had not informed the Indian's king of their lack of discipline and ordered punishment to be inflicted. My teacher informed me that there was not an "Indian King" but rather a council of elders. I asked him if there was then perhaps a head of this council and he informed me that there was not. I had assumed that he meant temporarily there was no leader of the people. I suggested that Monsieur should ascend to the empty Indian throne while it remained vacant. My teacher informed me that the savages did not have a leader but rather captains who were selected for their intelligence, courage, wisdom, and eloquence. These captains gathered and discussed the affairs of state, including warfare. At this point I suggested that we gain influence with the strongest of the captains and cause him to galvanize the people and act as our puppet king. I had heard of this occurring many times in many European countries. He laughed but in a way which was not offensive but rather complimentary, the way a father laughs at his child as if saying, "I once thought as you did, before my mind was opened to the ways of the world". He suggested at this point that we venture to the Indian village. There I was first struck by the fact that everyone was polite to one another. Although they did not kiss each other's hands or bow and curtsy, they greeted one another with friendly greetings like, "my friend", "my comrade", and "my uncle". My enjoyment of their civility quickly vanished and was replaced by disgust when we came to the place of the prisoners. The horrors being committed by the captors were heinous. I turned away and to my shame ran into the forest. There amongst the suffocating denseness of this wild seemingly endless ocean of trees I was comforted by my teacher. He informed me that we were not here to build up the kingdom of France, or of Monsieur de Champlain, but rather the Kingdom of God. Before these barbarians could even grasp the concept of monarchy and government they must first learn and accept Jesus Christ as their Savior and Lord. We would not have the luxury of converting a leader and thus converting all of his followers like our predecessors had with barbarians tribesmen such as Clovis. We would have to conquer the hearts and minds of each individual. I asked him how Monsieur de Champlain was going to establish a government amongst the Indians. He answered that he did not know if that was possible as the concept of laws, order, and government were so foreign to the Huron. I hope in reading this that you can learn about how the Indians are truly a different type of man altogether and that with this viewpoint relate to them in the best manner possible.

Casey Deans

UV ID: 10592737

H2700 - 001

Carayon

PRIMARY DOCUMENT ANALYSIS: "Bacon's Rebellion" (Johnson,27)

1. Nature of the Document: This document is a published declaration written by Nathaniel Bacon in 1676. Nathaniel Bacon was a farmer who belonged to well-known English family.

2. What was the author's intended audience? Nathaniel Bacon intended his declaration to be read by those supporting his cause, opposing his cause, and remarking on his cause in the future. The Declaration drips with a self righteousness that was supposed to bolster his cause immediately and for future generations. Although primarily purposed for those who felt they were being treated unfairly and those acting unjustly toward the lower classes, the author also intended this declaration to explain and aggrandize his rebellion for future generations. The truthfulness of the document is affected by this because it was solely written to propagate the author's viewpoints which were very biased and self flattering.

3. Subject: The response and argument against the accusations put forth by Sir William Berkley that Nathaniel Bacon and his followers are traitorous rebels.

4. Central Question: What were the reasons behind the rebellion and were those reasons justified?

5. Argument: The rebellion was virtuous and the participants were not traitorous or unreasonable in their actions.

6. Supporting Arguments:

            -           The rebellion was not treason but one brother defended another.

            -           A crime was not acted out by the members of the rebellion but rather a crime was                                    committed against the members of the rebellion and the rebellion was an                                           appropriate response.

            -           The dishonest and dishonorable acts were those actions of the governor.

            -           The rebellion never intended to mock, degrade,  or replace the power of his                                  Majesty.

7. Unspoken Assumptions: The author assumes that his rebellion will be squashed. He also assumes that the from the stamped out fire the sparks of freedom, justice, and righteous sovereignty will not die out but smolder until nurtured into the mighty blaze of the American revolution.

8.  Historical Value: Nathaniel Bacon was the first of many to follow who did not bend their back to the underserved tyranny of the status quo. He was one of the first to realize that dying in the light of freedom is better than living in the shadow of oppression. His defiance was one of the first to carry with it the self realization that disobedience is not seditious but rather an expression of loyalty to ideals more important than the status quo. His army was not one of professional soldiers with mutinous hearts but planters, tenants, and servants willing to die for what they believed in. The sentiments of someone fighting back against a bully can be felt on a personal level and a historical level. This theme of righteous rebellion continued to grow and affect the Revolution and many other revolutions including those we see occurring today in Egypt and other parts of the world.

Schoolings

Here is my last semester writings from Intro to Sociology taught by Dr. Lisa Ralph Leake. I answered all of the questions but incorrectly saved them:

Question #1 for Wednesday, 1/12

What is sociology? How does the metaphor, “the architecture of society” help us begin to understand sociology?

"Sociology is the systematic study of human societies." (Newman 2011:05.) Sociologists seek to understand, explain, and predict social phenomena. (Leake) Architecture is not interior designing in the way that sociology is not psychology. Many different items such as plumbing, electrical wiring, walls, doors, roofs, and balconies are put together to form architecture. Many different people are put together to form societies. A door is not a door unless it has a room to open up to and a person is not a person unless he has a society to open up to. While psychology asks, "Who are you?" sociology asks "Who are we?".

Question #2 for Friday, 1/14

Using your sociological imagination, identify two large-scale historical events that have shaped your biography and explain what effect these societal events had on your life.

The attack on the U.S.A. of September, 11th 2001 was a large-scale historical event which shaped my biography. The effect of this event on my life is still in progress. Immediately, and ashamedly my first thought was, "My birthday and possibly birthdays will always be overshadowed by this event (my birthday is September 12)." Shortly after the attack a connectedness was felt to the global community. I no longer felt that war was foreign or historical but a current factor of my life.

The Great Recession which began in December 2007 was a large-scale historical event which shaped my biography. While I do not blame or condemn this social phenomenon, I understand how this external factor had an influence on my day to day life. I went from three jobs, to two jobs, to one job, and finally to no job. This change snowballed into other detrimental changes in my life. As a result of not having as much money, I gleaned happiness from the many other aspects of life that had been neglected during my economic high. Education, religion, family, and pursuit of serving my country took the place of consumerism, career focus, and self indulgence.

Question #3 for Wednesday, 1/19

Define and give examples of the terms an “ascribed status” and an “achieved status.” How are statuses and roles different from each other?

The term "ascribed status" in sociology is a status which is obtained unintentionally and involuntarily. My ascribed status is that of a white, male, son of John and Susan Deans, whose status is that of old people. The term "achieved status" in sociology is a status which is obtained intentionally and voluntarily. My achieved status is that of a college student, AFROTC cadet, member of The Church of Jesus Christ of Latter-day Saints, and video game player. The military has clearly defined achieved statuses or ranks. Depending on your rank or "achieved status" you are assigned a classification or job. An officer who wishes to be a pilot is expected to perform as a pilot. While his "achieved status" is a 2nd Lieutenant his "role" is that of pilot. Roles are the expectations of a status.

Question #4 for Friday, 1/21

Define one of the three theoretical perspectives outlined in the text, (e.g. structural functionalism, social-conflict perspective, symbolic interactionism, etc.). Which one do you think provides the best explanation of social inequality? Why do you think that?

The conflict perspective provides the best explanation of social inequality. Karl Marx believed that conflict arises because of the scarcity of resources. This conflict between the "haves" and the "have nots" create a need for powerful leaders to equalize an inherently unequal society. This theory emphasizes the commonness of greed and the uniqueness of charity.

Question #5 for Wednesday, 1/26

What is meant by the phrase the “social construction of reality”? From personal observations in your own surroundings, identify one phenomenon that has been socially created. How did this “fact” or practice arise? How might you (or a group of individuals) change or challenge this practice and belief in society?

The phrase "social construction of reality" means that reality is built by the mutual agreement that things exist and that we are all sharing the same existence. The phenomenon of child protection was socially created. This practice arose when people established that it is socially acceptable to nurture and protect the younger members of the human race. Groups of individuals challenge this practice every time they abuse and/or neglect a child.

Question 6# for Friday, 1/28

Describe the subculture of Utah Valley University. What are some ways in

which this subculture differs from that at other colleges/universities

in the state? How does UVU differ from the larger community in which it

is located?

The subculture of Utah Valley University is one of utilitarian scholastic pursuits. The goals of the students are not spiritual as much as they are career oriented. Obtaining a degree is a stepping stone to a career. UVU's subculture is also that of a fringe or alternative subculture to that of BYU.

Question #8 for Monday, 2/7/11

Explain the difference between George Herbert Mead’s the play stage and the game stage in the development of the sense of self. Be sure to use an example(s) to support your explanation.

"Me as in we, I eat the pie." This is a memory device I wrote to help me understand and remember George Herbert Mead's the play stage and the game stage in the development of the sense of self. My life has been an example of the development of the sense of self because for years I was in a "play stage". Even though I was working and living on my own I reverted to a child-like state of instant gratification and intentional ignorance of the rules of life. As a cadet in the AFROTC my "generalized order" is very laid out and structured, we call it the "chain of command". I am constantly urging my previous self to rise to the challenges which are set before me. Feedback and constructive criticism allow me to gauge my worth and improve. My sense of self is developed into a self that is both independently confident and at the same time reliant of my "society" or flight, group, squadron, and military.

Question #10 – Due Monday, 2/14/11

In your own words, what is meant by the terms “front stage”, “back stage”, and "impression management"? What happens when it succeeds? What happens when it fails? At the microlevel, why is the failure of one’s impression management sociologically important to other people during social interaction? Give an example to illustrate.

The terms "front stage", "back stage", and "impression management" in my life can best be explained with clothing choices. "Me" seeks total comfort when selecting my wardrobe and feels that there is an unjust stigma attached to wrinkled and stained clothing. A prop "I" use when going from my back stage, coach in front of TV, to the front stage, church, school, and ROTC, is my uniform.  This uniform is a white shirt and tie for church and a uniform for ROTC and school (Wednesdays and Thursdays). This act of putting on a uniform is my "impression management" and I do it because I wish to present a favorable image with the goal of receiving a positive judgment. When I am successful I represent my social organizations (The Church of Jesus Christ of Latter-day Saints and The United States Air Force Reserve Officer Training Corps) well and those who interact with me are more likely to view the organizations favorably. When I fail the people I interact with are less likely to view myself and the organizations I represent favorably. If the embarrassment is on a large enough scale I will have to account for my actions and may receive sanctions from the organizations I represent. My impression management is important to other people during interaction because my actions not only embarrass myself but the organizations in which I belong too, even without my uniforms I still represent my race and ethnicity. With a long term historical outlook, I also like to think about the overall effect my impression management will have on the critique of my generation.

Question #13 –Wednesday, February 23, 2011

Using the information provided in the text, discuss one form of violence that may occur in family settings. What statistics are used to illustrate its occurrence? What norms, values, theories, or other sociological explanations could one use to explain why such a practice persists?

The United States had close to 900,000 substantiated cases of child abuse in 2006. This number is believed to be lower than the actual number because children do not report the crime or it remains hidden from those who would report the crime. The theory of "righteous violence" is a reason while this practice persists. Society has deemed that violence is an acceptable way to solve problems. The reasoning behind hitting your child or "spanking" them is because you were spanked. I would be interested to see the statistic of how many child abusers were spanked as a child. The "righteous violence" theory is also seen when children engage in a school yard fist fight. Society views this contest as acceptable as long as no weapons are used. In my opinion, it is just as bad to solve your problems with your fist as it is to solve your problems with a gun or bomb. Society enjoys watching the bad guy get punched in the face by the good guy. They do not see the third "guy" is actually violence itself growing stronger and gaining more acceptance as an acceptable action. I would venture to guess that if statistics were gathered about the relationship between child abusers and whether or not they were beaten up on the school yard the majority would be the victims of school yard fights, not the instigators or bullies.

Question #14 – Friday, February 25, 2011

If you hold the absolutist perspective, and all you know about a person is that he has served time in prison for theft, how will you most likely interpret his behavior and actions?

An absolutist would view a convict as an inherently bad person. There are no Jean Valjeans (main character from Les Miserables), or people who were justified in the stealing of bread to feed their family.

Question #15 – Monday, February 28, 2011

What is the difference between white-collar and street crime? Compare and contrast conflict and functional perspectives on this issue. Why is white-collar crime essentially ignored, while there is such a focus on street crime?

White collar crime is crime which the perpetrator engages in fraudulent business or theft without violence. A conflict perspective would view white collar crime as expected and detestable. White collar crime is expected by the conflict theorist because those in power are prone to abuse the power. The fact that the attributes they possessed which escalated them to their level of power are often the same that allowed them to commit the crime inflict a sense of betrayal on the conflict theorist. A functional perspective would view white collar crime as an unexpected but slightly accepted deviance. The powers that are capable of committing the crime are acting out their role when they pursue all means to earn money and as a result should not suffer severe punishment. White collar crime is essentially ignored because of the lack of entertainment associated with it. Society views street crime (or non-white collar crime) as a distant spectacle which provides entertainment. OJ Simpson, Jon Bennet, Elizabeth Smart, and other violent crime is far more interesting than Enron, WorldCom, and Lehman Brothers. Fear of immediate danger is what gains focus.

Question #16 -- Monday, March 7, 2011

Define and given an example of one type of a social dilemma that balance individual and society’s needs as explained in the text (e.g., Tragedy of the Commons, Free Rider Problem). What makes this a social phenomenon?

Many people do not donate to PBS yet they watch the channel frequently. The individual acquiring the service PBS provides without having to pay for it is a "free rider". This social phenomenon occurs on a large scale with regards to child care. The public resource of care and education of children benefits society by providing healthy smarty kids. This creates a dilemma with people's desire to not pay taxes. This social dilemma is a factor in the recent protests against union breaking laws. People want their children to have good educations but they don't want to pay for it.

Define and given an example of one type of a social dilemma as explained
in the text. What makes this a social phenomenon?

A social dilemma I have become more aware of recently in life is that of American pacifism. Some people want security and peace. Their definition of peace being a country not engaged in warfare and to some extreme people a country without a military. They want a country that is safe. This safety is achieved, in my opinion, through active pursuit and elimination of the enemy. While the theory of peace through warfare is debatable the dilemma I see affecting many people is not a moral issue of righteous warfare but rather of not getting their hands dirty. They want a safe country but they do not want to fight to get it. Their opposition of warfare and desire for security create a dilemma because they are not willing to sacrifice one for the other. While you could argue that they don't have to give up one for the other the dilemma remains for those who are not willing to change the status quo but want to abolish warfare. 

Question #17—Monday, March 7, 2011

Think of a bureaucratic organization you are personally familiar with.  How might it fit Weber's model of bureaucracy and its three characteristics?

The United States Military is a bureaucratic organization I recently have become familiar with. Max Weber's model and its three characteristics are clearly represented within the ROTC. As an officer we are told to maintain a fine balance between the mission and the people we command. Leading the individual and caring for their needs can be difficult in such a large hierarchical organization. "Division of labor" is called "Classification" in the military and every person has a "Job Code". This code is a number letter combination, for example the job code I desire is 11UX. These codes specify what specialized tasks you and only those with that code accomplish. The military calls these accomplishments, "Bringing something to the fight." This division allows us to accomplish large tasks that would be impossible if everyone acted independently. There is a definite pyramid or chain of command that is obeyed. The hierarchy of authority or "rank" is always respected. Balancing your impersonal or "professional" interaction with compassion and guidance towards those below you is a career long struggle for officers. Max Weber's model of bureaucracy fits very well into the military. 

Question #18 – Describe the disconnect between formal rules of corporations and the realities for the women in the film, Maquilopolis. What is the everyday reality for most maquiladora workers? What does this suggest about the negative side of globalization?

Corporations have formal rules which when practiced protect and enhance the lives of their workers. The reality for the maquiladora workers is that the informal rules when practiced enhance and protect the corporation's profits. The corporation's first priority is its board of executives and the stockholders they represent. The customer is second, the worker third, and everyone else last on the list of concerns for a corporation. The negative side of globalization is the "tragedy of the commons". This "tragedy of commons" in my opinion should be called "someone else's problem". "Someone else's problem" is created when corporations vampirically hopscotch around the world like locusts feeding of the most fertile fruit until only a dried out husk remains. Mexico, India, China, Sub-Asia, then Mexico again seems to be the cycle of abuse they follow as they search for the next "someone" to dump their "problems" onto. Watching the film and having hindsight on this cycle created a mixed feelings for the women maquiladora workers who fought the system and "won". Although their victory was commendable it contributed to their society's defeat because it was a reason the corporations withdrew. This was a case when "someone else's problem" was not something to fight because other countries were eager and waiting to take on the problem.

Question #21
What is meant by the term “working poor”? Using Tammy’s story (or another appropriate example), what are some of the obstacles to movement between classes for people like Tammy and her family?

Tammy was a "working poor" person because even though she was employed she was below the poverty line and unable to meet the demands of life. She faced the obstacle of emotional and academic knowledge of a better life. She did not know that she was feeling poorer than she had to or should want to and she lacked the education to change her job. Tammy also faced the obstacle of not having the resources, like a working car, to improve her current situation.

Question #22

What indicators or social markers are often used to separate ourselves from others? Does social class involve more than just money? Why or why not?

Race and ethnicity, possessions, gender, physical appearance, language, and religion are social markers we use to separate ourselves from others. Social class as defined by an economist does not involve more than just money. A philosopher would say that social class is determined by the morality of a person. In my opinion social class does not involve money at all. When a person is placed in a setting that is totally devoid of commercial interactions like a church class can only be determined by the way that person treats other people. 

Grand Canyon Trip

This trip did occur on April 1st and was so amazing some may consider it an April Fool's joke but it was not.

8:30 AM, Friday, April 1st 2011. I arrived at Spanish Fork airport and met Angela McMillan. She is the girlfriend of my friend Justin Clark who I was in AFROTC with. We both waited until Matt Herbert, another friend and AFROTC cadet, arrived with Justin from SLC airport. Matt's parents had rented a plane, a Diamondstar twin prop 4 seater, so he could complete some flight time hours and become an instrument pilot. I learned on the trip that their are pilots = those who know how to fly planes and instrument pilots = those who can fly the plane only using the instruments i.e. in a storm. The arrived and we flew. I had only been in a small plane one other time and I remember very little because I was very young. That time was when I was six and my Uncle Alan Carver took me and my cousin Zach Bateman up on a flight. Flying in a small plane is thrilling. I shot a lot of video which you can view here, the password is: diamondstar

http://s1130.photobucket.com/albums/m529/Casey_Deans/Grand%20Canyon%20Trip/

This is a Google Maps Trip of where we flew. This map is for driving so you have to use your imagination to see the path we took which was almost a direct line between destinations.

We dropped off Angela (Angie) at the second Spanish Fork stop. 

http://tinyurl.com/3wd93rb

The Grand Canyon is amazing and if possible I would suggest everyone who sees it for their first time experience like I did for my first time, from a small airplane. The view from Bright Angel Lodge is spectacular but the overhead sight from a small plane is truly breathtaking. I could have spent hours at Bright Angel Lodge taking in all the history. Wendover Airport also had a lot of history and was very educational and fun. If you are ever in the Bedrock City ( a small town by the Grand Canyon) you will be very surprised at how delicious the burger is there. I was pessimistic walking into this tourist trap but the service was great and the burger well made and very good. I also tried "Cactus Juice" for the first time. Cactus Juice is lemonade and Hawaiian Punch and it is fantastic!

This trip was amazing! The thrill of flying, seeing great American history, basking in the beauty of America, and enjoying the company of friends was just what I needed. I will never forget the wonderful time I had. The generosity of Matt Herbert was truly historic and I hope I get the chance to repay him some of the great favor he showed me by taking me on this great trip. If the photos and videos didn't make you too jealous I will add that I got to fly the plane some, which is truly exhilarating!