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California Polytechnic State University, Pomona *

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MISC

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Communications

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Jan 9, 2024

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pdf

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2

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1. After watching the neuroscientist video, what abstract words did the neuroscientist use when explaining his ±eld of work to the child, teenager, and college student? What concrete words did the neuroscientist use when explaining his ±eld of work to the child, teenager, and college student? Did the use of concrete words in his discussions with the child, teenager, or college student give you a better understanding of the ±eld of neuroscience or were you still confused? Explain. - brain, body, tiny things called cells, talks, stars; these are all examples of the concrete words the neuroscientist used when trying to explain it to the child, and almost no abstract words were used apart from connectome. This is because he knows how much better a grasp children have on concrete things, rather than ideas. - The scientist gets a lot more existential with the teenager, and asks a question I personally ±nd incredibly interesting, and one I’ve de±nitely thought of before. The scientist knows this teenager has the basic groundwork already in his head, and is now trying to explain and elicit what could be done with research like his. - I felt most comfortable when he was talking to the college student, as I personally have a decent understanding of this. For example, I know that a neuron either ±res or it doesnt, and it truly is the combination of a whole network of neurons ±ring or deciding not to ±re that inform emotions and ideas. He uses more abstract words in this segment, but it all still feels very grounded. 2. After watching the TED Talk video in this module, explain how the language we use shapes our reality. What examples were given of how language and its words shape perspective on things, ideas, and concepts? How does language di²er in terms of shaping meaning and perception in di²erent countries and cultures? - An example used was how the aboriginal tribe doesn’t use directions like up, down, left, or right. Instead they use north, south, west, and east. In this example, it shows how important orientation is, and how embedded it is in the culture. Especially, it shows how language and culture can a²ect how pro±cient you are at certain skills. 3. After watching the Buzzfeed Video, What line is said at the beginning of the video that indicates a low context style of communication? Why are her friends upset at her low-context style of communication? - “I cant go either, because I don’t want to go.” This line is very direct, and establishes, with no uncertainty, why they dont intend on going to the party. Her friends are clearly more used to a di²erent setting, where all measures are taken so that no one gets their feelings hurt. They take her response as blunt and rude, even though, a rejection is still a rejection. 4. After reading the Guardian article and the article by Professor John McWhorter, objectively summarize his argument on what the denotative de±nition of racism is and why that de±nition needs to change.
- The author argues that the denotative de±nition of racism needs to change to encompass its broader societal and institutional implications. They point out that the traditional de±nition of racism as mere prejudice based on race is outdated, and that the term has evolved to include the concept of systemic racism and power dynamics. They support this argument by highlighting the usage of racism in terms like societal racism and institutional racism, which refer to the collective impact of biased attitudes on disadvantaged racial groups. The author acknowledges the in³uence of educated individuals and social sciences in shaping the expanded de±nition. They emphasize that dictionaries should re³ect the evolving meanings of words and reject the notion that de±nitions are ±xed or unchanging. 5. After reading the Guardian article and the article by Professor John McWhorter, explain whether you agree or disagree with his perspective on the need to change the de±nition of racism. What arguments did you ±nd convincing or what argument did you not ±nd convincing? - The article argues for the need to change the de±nition of racism to encompass its broader societal implications beyond individual prejudice. It suggests that language evolves over time and dictionaries should re³ect these changes to accurately capture the meaning of words as they are used in contemporary society. It also emphasizes the idea that racial disparities are often attributed to systemic barriers and that these disparities should be recognized as a form of racism. One persuasive argument made is that dictionaries should keep up with societal developments and not remain frozen in outdated de±nitions. Language evolves, and words acquire new meanings and connotations over time. By updating the de±nition of racism, dictionaries can better re³ect the understanding and usage of the term in modern contexts. On the other hand, some might ±nd the argument less convincing due to the potential challenges associated with a broader de±nition of racism. Critics might argue that expanding the de±nition too much could dilute the concept, making it harder to address speci±c instances of individual prejudice. Additionally, there may be concerns that including historical actions and attitudes in the de±nition could lead to ambiguity and potentially dilute the responsibility of individuals who actively perpetuate racism.
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