The Variety Of Feminisms And Their Contributions To Gender Equality

Oldenburger Universitätsreden

Nr. 97

Judith Lorber

The Variety of Feminisms and their Contributions

to Gender Equality

Bibliotheks- und Informationssystem der Universität Oldenburg 1997

 

 

VORWORT

Frauen- und Geschlechterstudien können an der Carl von Os- sietzky Universität auf eine langjährige Tradition zurück- blicken. In Lehrveranstaltungen, Projekten und Forschungs- vorhaben wurde diese Tradition manifest. Interdisziplinarität und Internationalität sind unverzichtbare Kennzeichen dieser Studien, die einem feministisch orientierten und konzipierten Wissenschaftsverständnis zuzurechnen sind und deren beson- deres Anliegen u. a. die Entwicklung von Perspektiven für ei- ne verändernde gesellschaftliche Praxis ist. Mit dem Beginn des Wintersemesters 1997/98 hat dieser Lehr- und Forschungsbereich auch eine institutionelle Verankerung erfahren. Ein von einer Planungsgruppe entwickelter Magi- ster-Studiengang „Frauen- und Geschlechterstudien“, für den der Fachbereich 3 Sozialwissenschaften die Federführung übernahm, hat nicht nur die Zustimmung der universitären Gremien erfahren, sondern auch die Genehmigung durch das zuständige Wissenschaftsministerium in Hannover erhalten. Der Lehr- und Ausbildungsbetrieb kann somit jetzt beginnen. Zur Eröffnung des neuen Studienganges veröffentlichen wir in dieser Ausgabe der Oldenburger Universitätsreden einen Vor- trag, den die Professorin Dr. Judith Lorber im Juni 1997 auf Einladung des Insituts für Politikwissenschaft II an der Carl von Ossietzky Universität Oldenburg gehalten hat. Der Text gibt einen fundierten und kritischen Überblick über die viel- fältigen theoretischen Perspektiven, aus denen heraus femi- nistisches Denken das Thema „Gender Equality“ international untersucht. Dabei steht bei aller akademischen Brillanz jedoch nicht die abstrakte Analyse als Selbstzweck im Mittelpunkt, sondern die Frage, wie eine „Revolution“ der Geschlechter- verhältnisse erreicht werden kann und wie sie aussehen sollte.

Oldenburg, November 1997 Prof. Dr. Friedrich W. Busch

 

 

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JUDITH LORBER

The Variety of Feminisms and their Contribution to Gender Equality

Introduction

My focus is the continuities and discontinuities in recent feminist ideas and perspectives. I am going to discuss the development of feminist theories as to the sources of gender inequality and its pervasiveness, and the different feminist political solutions and remedies based on these theories. I will be combining ideas from different feminist writers, and usually will not be talking about any specific writers. A list of readings can be found at the end.

Each perspective has made important contributions to improving women’s status, but each also has limitations. Feminist ideas of the past 35 years changed as the limitations of one set of ideas were critiqued and addressed by what was felt to be a better set of ideas about why women and men were so unequal.

It has not been a clear progression by any means, because many of the debates went on at the same time. As a matter of fact, they are still going on. And because all of the feminist perspectives have insight into the problems of gender inequality, and all have come up with good strategies for remedying these problems, all the feminisms are still very much with us. Thus, there are continuities and convergences, as well as sharp debates, among the different feminisms.

Any one feminist may incorporate ideas from several perspec- tives, and many feminists have shifted their perspectives over the years. I myself was originally a liberal feminist, then a so-

 

 

JUDITH LORBER8

cialist feminist, and now consider myself to be primarily a so- cial construction feminist, with overtones of postmodernism and queer theory. Because I am not examining the ideas of particular feminists but speaking of perspectives that have emerged from many theorists, I will talk of feminisms. What I am looking at first, are feminist theories about why women and men are unequal, and second, feminist gender politics, the activities and strategies for remedying gender inequality.

The reason for much of the change in feminist theories is that with deeper probing into the pervasiveness of gender inequality, feminists have developed more complex views about gender, sex, and sexuality. Gender is now understood to be a social status, a personal identity, and a set of relationships between women and men, and among women and men. Sex is no longer seen as a one-way input or basic material for social arrange- ments, but a complex interplay of genes, hormones, physiology, environment, and behavior, with loop-back effects. Sexuality is understood to be socially constructed as well as physiologically based and emotionally expressed.

The main point feminists have stressed about gender inequality is that it is not an individual matter, but is deeply ingrained in the structure of societies. Gender inequality is built into the organization of marriage and families, work and the economy, politics, religions, the arts and other cultural productions, and the very language we speak. Making women and men equal, therefore, necessitates social and not individual solutions. I have grouped the feminist perspectives of the last 35 years into three broad categories that reflect their theories and political strategies with regard to the gendered social order. These are gender reform feminisms, gender resistant feminisms, and gender revolution feminisms.

 

 

THE VARIETY OF FEMINISMS … 9

Gender Reform Feminisms

The feminisms of the 1960s and 1970s were the beginning of the second wave of feminism. They are liberal feminism, marxist and socialist feminisms, and development feminism. Their roots were, respectively, 18th and 19th century liberal political philosophy that developed the idea of individual rights, Marx’s 19th century critique of capitalism and his concept of class consciousness, and 20th century anti-colonial politics and ideas of national development. Gender reform feminisms put women into these perspectives.

Liberal Feminism

Theoretically, liberal feminism claims that gender differences are not based in biology, and therefore that women and men are not all that different — their common humanity supersedes their procreative differentiation. If women and men are not different, then they should not be treated differently under the law. Women should have the same rights as men and the same educational and work opportunities. The goal of liberal feminism in the United States was embodies in the Equal Rights Amendment to the U.S. Constitution, which was never ratified. (It said, “Equality of rights under the law shall not be denied or abridged by the United States or any state on account of sex.”) Politically, liberal feminists formed somewhat bureaucratic organizations, which invited men members. Their activist focus has been concerned with visible sources of gender discrimination, such as gendered job markets and inequitable wage scales, and with getting women into positions of authority in the professions, government, and cultural institutions. Liberal feminist politics took important weapons of the civil rights movement — anti- discrimination legislation and affirmative action — and used them to fight gender inequality, especially in the job market.

Affirmative action calls for aggressively seeking out qualified people to redress the gender and ethnic imbalance in work-

 

 

JUDITH LORBER10

places. That means encouraging men to train for such jobs as nursing, teaching, and secretary, and women for fields like engi- neering, construction, and police work. With a diverse pool of qualified applicants, employers can be legally mandated to hire enough different workers to achieve a reasonable balance in their workforce, and to pay them the same and also give an equal chance to advance in their careers.

The main contribution of liberal feminism is showing how much modern society discriminates against women. In the United States, it was successful in breaking down many barriers to women’s entry into formerly male-dominated jobs and professions, helped to equalize wage scales, and got abortion and other reproductive rights legalized. But liberal feminism could not overcome the prevailing belief that women and men are intrinsically different. It was somewhat more successful in proving that even if women are different from men, they are not inferior.

Marxist and Socialist Feminisms

Marx’s analysis of the social structure of capitalism was suppo- sed to apply to people of any social characteristics. If you owned the means of production, you were a member of the capi- talist class; if you sold your labor for a wage, you were a member of the proletariat. That would be true of women as well, except that until the end of the 19th century, married women in capitalist countries were not allowed to own property in their own name; their profits from any businesses they ran and their wages belonged to their husband. Although Marx recognized that workers and capitalists had wives who worked in the home and took care of the children, he had no place for housewives in his analysis of capitalism.

It was marxist feminism that put housewives into the structure of capitalism. Housewives are vital to capitalism, indeed to any industrial economy, because their unpaid work in the home

 

 

THE VARIETY OF FEMINISMS … 11

maintains bosses and workers and reproduces the next gene- ration of bosses and workers (and their future wives). Further- more, if a bourgeois husband falls on hard times, his wife can do genteel work in the home, such as dressmaking, to earn extra money, or take a temporary or part-time job, usually white- collar. And when a worker’s wages fall below the level needed to feed his family, as it often does, his wife can go out to work for wages in factories or shops or other people’s homes, or turn the home into a small factory and put everyone, sometimes including the children, to work. The housewife’s labor, paid and unpaid, is for her family.

Marxist and socialist feminisms severely criticize the family as a source of women’s oppression and exploitation. If a woman works for her family in the home, she has to be supported, and so she is economically dependent on the “man of the house,” like her children. If she works outside the home, she is still expected to fulfill her domestic duties, and so she ends up working twice as hard as a man, and usually for a lot less pay.

This source of gender inequality has been somewhat redressed in countries that give all mothers paid leave before and after the birth of a child and that provide affordable child care. But that solution puts the burden of children totally on the mother, and encourages men to opt out of family responsibilities altogether. To counteract that trend, feminists in the government of Norway allocated a certain portion of paid child care leave to fathers specifically.

Women in the former communist countries had what liberal feminism in capitalist economies always wanted for women — full-time jobs with state-supported maternity leave and child- care services. But marxist and socialist feminists claim that the welfare state can be paternalistic, substituting public patriarchy for private patriarchy. They argue that male-dominated government policies put the state’s interests before those of women: When the economy needs workers, the state pays for

 

 

JUDITH LORBER12

child-care leave; with a down-turn in the economy, the state reduces the benefits. Similarly, when the state needs women to have more children, it cuts back on abortions and contraceptive services. Women’s status as a reserve army of labor and as a child producer is thus no different under socialism than under capitalism.

The solution of women’s economic dependence on men thus can- not simply be waged work, especially if jobs continue to be gen- der-segregated and women’s work is paid less than men’s. Socialist feminism had a different solution to the gendered workforce than liberal feminism’s program of affirmative action. It was comparable worth.

In examining the reasons why women and men workers’ salaries are so discrepant, proponents of comparable worth found that wage scales are not set by the market for labor, by what a worker is worth to an employer, or by the worker’s education or other credentials. Salaries are set by conventional “worth,” which is rooted in gender and ethnic and other forms of discri- mination. Comparable worth programs compare jobs in tradi- tional women’s occupations, such as secretary, with traditional men’s jobs, such as automobile mechanic. They give a point values for qualifications needed, skills used, extent of responsi- bility and authority over other workers, and dangerousness. Salaries are then equalized for jobs with a similar number of points (which represent the “worth” of the job). Although com- parable worth programs do not do away with gendered job se- gregation, feminist proponents argue that raising the salaries of women doing traditional women’s jobs could give the majority of women economic resources that would make them less dependent on marriage or state benefits as a means of survival.

Development Feminism

Addressing the economic exploitation of women in post-colo- nial countries on the way to industrialization, development

 

 

THE VARIETY OF FEMINISMS … 13

feminism has done extensive gender analyses of the global economy. Women workers in developing countries in Central and Latin America, the Caribbean, and Africa are paid less than men workers, whether they work in factories or do piece work at home. To survive in rural communities, women grow food, keep house, and earn money any way they can to supplement what their migrating husbands send them.

The gendered division of labor in developing countries is the outcome of a long history of colonialism. Under colonialism, women’s traditional contributions to food production were un- dermined in favor of exportable crops, such as coffee, and the extraction of raw materials, such as minerals. Men workers were favored in this work, but they were paid barely enough for their own subsistence. Women family members had to provide food for themselves and their children, but with good land confiscated for plantations, they also lived at a bare survival level.

Development feminism made an important theoretical contri- bution in equating women’s status with control of economic resources. In some societies, women control significant eco- nomic resources and so have a high status. In contrast, in so- cieties with patriarchal family structures where anything women produce, including children, belongs to the husband, women and girls have a low value. Development feminism’s theory is that in any society, if the food women produce is the main way the group is fed, and women also control the distribution of any surplus they produce, women have power and prestige. If men provide most of the food and distribute the surplus, women’s status is low. Whether women or men produce most of the food depends on the kind of technology used. Thus, the mode of production and the kinship rules that control the distribution of any surplus are the significant determinants of the relative status of women and men in any society.

 

 

JUDITH LORBER14

In addition to gendered economic analyses, development fe- minism addresses the political issue of women’s rights versus national and cultural traditions. At the United Nations Fourth World Conference on Women Forum held in Beijing in 1995, the popular slogan was “human rights are women’s rights and women’s rights are human rights.” The Platform for Action document that came out of the UN Conference condemned particular cultural practices that are oppressive to women – in- fanticide, dowry, child marriage, female genital mutilation. The 187 governments that signed onto the Platform agreed to abolish these practices. However, since they are integral parts of cultural and tribal traditions, to give them up could be seen as kowtowing to Western ideas. The development feminist perspective, so critical of colonialism and yet so supportive of women’s rights, has found this issue difficult to resolve.

Western ideas of individualism and economic independence are double-faced. On the one hand, these ideas support the rights of girls and women to an education that will allow them to be economically independent. They are also the source of a concept of universal human rights that can be used to fight subordinating and sometimes physically hurtful tribal practices, such as genital mutilation. On the other hand, Western ideas undercut communal enterprises and traditional reciprocal food production and shared child care.

Indigenous women’s own solution to this dilemma is community organizing around their productive and reproductive roles as mothers — so that what benefits them economically and physically is in the service of their families, not themselves alone. However, this same community organizing and family service can support the continuance of cultural practices like female genital mutilation, which Western development feminists want to see eradicated. The decision to not interfere with traditional cultural practices that are physically harmful to girls and at the same time work for their education and better health

 

 

THE VARIETY OF FEMINISMS … 15

care is a particularly problematic dilemma for development feminism.

Summary

Each of the gender reform feminisms face contradictions in their theories and their practical solutions. Liberal feminism argues that women and men are essentially similar, and therefore women should be equally represented in public arenas dominated by men — work, government, the pro- fessions, and the sciences. But if women and men are so inter- changeable, what difference does it make if a woman or a man does a particular job? Marxist and socialist feminisms argue that the source of wom- en’s oppression is their economic dependence on a husband. Their solution is full-time jobs for women, with the state pro- viding paid maternity leave and child-care. But, what the state gives, the state can take away. State policies reflect state inter- ests, not women’s. Women are worker-mothers or just mothers, depending on the state’s economic needs. For development feminism, the theoretical emphasis on uni- versal human rights is reflected in pressure for the education of girls, maternity and child health care, and economic resources for women who contribute heavily to the support of their families. However, when gender politics calls for marital rights and sexual autonomy, development feminism frequently has to confront traditional cultural values and practices that give men power over their daughters and wives.

Gender Resistant Feminisms

As gender reform feminisms made inroads into the public con- sciousness in the 1970s and women entered formerly all-men workplaces and schools, they became more and more aware of constant and everyday put-downs — from bosses and colleagues at work, professors and students in the classroom, fellow

 

 

JUDITH LORBER16

organizers in political movements, and worst of all, from boyfriends and husbands at home. These “microinequities” of everyday life — being ignored and interrupted, not getting credit for competence or good performance, being passed over for jobs that involve taking charge — crystallize into a pattern that insidiously wears women down.

The younger women working in the civil rights, anti-Vietnam War, and student new-left movements in the United States in the late 1960s had even earlier realized that they were nothing more than handmaidens, bed partners, and coffee-makers to their male co-workers. Despite the revolutionary rhetoric the young men were flinging in the face of Western civilization in many countries, when it came to women, they might as well have been living in the 18th century.

Out of this awareness that sisters had no place in any brother- hood came the gender resistant feminisms of the 1970’s. They are radical feminism, lesbian feminism, psychoanalytical feminism, and standpoint feminism.

Radical Feminism

Radical feminism had its start in small, leaderless, women-only consciousness-raising groups, where the topics of intense discussion came out of women’s daily lives — housework, serving men’s emotional and sexual needs, menstruation, pregnancy, childbirth, menopause. From these discussions came a theory of gender inequality that went beyond discrimination, to oppression, and a gender politics of resistance to the dominant gender order. Radical feminism’s theoretical watchword is patriarchy, or men’s pervasive oppression and exploitation of women, which can be found wherever women and men are in contact with each other, in private as well as in public. Radical feminism argues that patriarchy is very hard to eradicate because its root — the belief that women are different and inferior — is deeply embedded in most men’s consciousness. It

Family Resilience to Promote Positive Child Development

  • Family Resilience to Promote Positive Child Development

    Understanding  the biological, social, and emotional principles that affect families  over their lifetime is important for human services professionals. In  order to develop and deliver family services, it is necessary to  recognize and understand various characteristics of family households  and learn how they impact resiliency. Please use your readings and  research peer-reviewed journal articles in the Purdue Global Library to  support your post.

    Please respond to the following:

    • Analyze  the biosocial systems principle, “the whole is greater than the sum of  its parts,” as it relates to family resilience. How does this impact the  type of services that a human services professional should deliver?
    • Provide  a brief description of the RPM3 model and discuss the importance of  modeling, mentoring, and monitoring in the development of family  resilience.
    • **350 WORDS, FOLLOW AND ANSWER EACH BULLET POINTS**

Planning Document Submission

1

SCI 200 Project Part One Guidelines and Rubric

Overview

Basic scientific literacy is essential for understanding real-world applications of the natural sciences. As a consumer and voter, you will be faced with issues that require a basic understanding of science. For example, you might ask yourself the following questions: How can genetically modified foods affect my health? Should scientists be held liable for not predicting earthquakes that led to human casualties, as they were in Italy in 2012? Is anthropogenic climate change real? Is fracking a concern where I live? Because of the prevalence of natural science issues such as these, it is important to understand basic natural science concepts and how they impact our daily lives. The project for this course has two parts. In Part One, you will conduct a research investigation that examines an issue in the natural sciences. You will identify appropriate resources for investigating the issue you select, use these resources to develop a question related to the issue, and apply natural science principles to the issue and question. In addition, you will identify an audience who would be interested in the selected issue. In Part Two, you will develop a presentation for the audience you identified in Part One. In your presentation, you will explain how scientific thinking has impacted you and your audience, supporting your claims with evidence. Part One of this project addresses the following course outcomes:

 Illustrate the impact of scientific thinking on personal and professional experiences

 Select appropriate and relevant science resources in investigating contemporary issues in the natural sciences

 Communicate effectively to specific audiences in examining fundamental aspects of the natural world

 Apply essential principles of the natural sciences in addressing critical questions related to the natural world

Prompt

Select a contemporary issue in the natural sciences to investigate. You may select an issue that was discussed in the course, or you may select your own, with instructor approval. You could consider using your topic and question from Perspectives in the Natural Sciences if they are something you would like to investigate further for this project. After selecting an issue, you will conduct a research investigation, identifying appropriate resources for researching the issue, developing a question related to the issue, and applying principles of natural science to your issue and question. You will submit your planning document as a written report.

 

 

 

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Specifically, the following critical elements must be addressed:

I. Introduction: In this section, you will discuss your natural science issue and select resources that you can use to research the issue. This will lead you to the development of a research question related to your issue. Specifically, you should:

a. Describe the issue in the natural sciences that you have selected to investigate. Why is this issue significant? b. Describe at least three science resources that you could use to investigate the issue you selected. Your sources must be relevant to your issue

and must be of an academic nature appropriate for the issue. In your description, consider questions such as: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your issue? What was your thought process when you were searching for sources? How did you make choices?

c. Based on your review of science resources, develop a specific question related to the issue you selected. In other words, what would you like to know more about?

II. Body: In this section, you will use the natural science resources that you selected to investigate your question, focusing on an appropriate audience and

the scientific principles related to the issue. Make sure to cite your sources. Based on your research: a. Identify an audience that would be interested in your issue and the question you developed. For example, who would benefit most from hearing

your message, or who could best help in addressing the issue? b. Describe how and why you can tailor your message to your audience, providing specific examples. For example, will your audience understand

scientific terminology and principles, or will you need to explain them? How will you communicate effectively with your audience? c. Identify the natural science principle(s) that apply to your question and issue. For example, if your issue is global climate change, the principle

you might identify is that the sun is the primary source of energy for Earth’s climate system. d. Explain how the principle(s) you identified apply to your issue and question. In other words, how are the natural science principle(s) you

identified relevant to your question and issue?

III. Conclusion: In this section, you will conclude your research investigation by discussing future directions for the debate on your issue. Specifically, you should:

a. Formulate a hypothesis that addresses the question you developed. Make sure your hypothesis is based on your investigation of your question. b. Explain how a natural scientist would go about collecting evidence to support or refute the hypothesis you formulated. In other words, what

would the next steps be if a natural scientist were to continue researching your hypothesis? Make sure to support your response with the natural science resources that you selected.

IV. Provide a reference list that includes all of the science resources you used to investigate your issue and question. Ensure that your list is formatted

according to current APA guidelines (or another format, with instructor permission).

 

 

 

 

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Project Part One Rubric

Guidelines for Submission: Your planning document should be 3–5 pages, double spaced, with 12-point Times New Roman font and one-inch margins. You should use current APA guidelines (or another format approved by your instructor) for your citations and reference list.

Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value

Introduction: Issue

Meets “Proficient” criteria, and description is exceptionally clear and contextualized

Describes selected issue in natural sciences and its significance

Describes selected issue in natural sciences and its significance but with gaps in detail or clarity

Does not describe selected issue in natural sciences and its significance

9.5

Introduction: Science Resources

 

Meets “Proficient” criteria, and description of resources demonstrates strong understanding of information needed to investigate issues in the natural sciences

Describes at least three relevant and appropriate science resources that could be used to investigate selected issue

Describes at least three science resources that could be used to investigate selected issue but with gaps in appropriateness, relevance, or detail

Does not describe at least three science resources that could be used to investigate selected issue

9.5

Introduction: Specific Question

 

Meets “Proficient” criteria, and response demonstrates insight into connection between research and question

Develops specific question related to selected issue and based on review of science resources

Develops specific question related to selected issue, but question is not based on review of science resources

Does not develop specific question related to selected issue

9.5

Body: Audience

Meets “Proficient” criteria, and identification of audience demonstrates insight into issue and question

Identifies an audience that would be interested in issue and question, citing source(s)

Identifies an audience, but audience is not appropriate for issue and question, or there are gaps in citation

Does not identify an audience 9.5

Body: Message

Meets “Proficient” criteria, and response demonstrates sophisticated understanding of how to effectively communicate with specific audience

Describes how and why message can be tailored to audience, providing specific examples and citing source(s)

Describes how and why message can be tailored to audience but with gaps in examples or citation

Does not describe how and why message can be tailored to audience

9.5

Body: Identify Principle(s)

 

Meets “Proficient” criteria, and response demonstrates insight into essential natural science principles

Identifies natural science principle(s) that apply to issue and question, citing source(s)

Identifies natural science principle(s) that apply to issue and question but with gaps in accuracy or citation

Does not identify natural science principle(s) that apply to issue and question

9.5

Body: Explain Principle(s)

 

Meets “Proficient” criteria, and response demonstrates insight into essential natural science principles

Explains how identified principle(s) apply to issue and question, citing source(s)

Explains how identified principle(s) apply to issue and question but with gaps in detail, clarity, or citations

Does not explain how identified principle(s) apply to issue and question

9.5

 

 

 

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Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value

Conclusion: Hypothesis

 

Meets “Proficient” criteria, and response demonstrates understanding of scientific thinking

Formulates hypothesis that addresses question and is based on investigation of question

Formulates hypothesis that addresses question, but hypothesis is not based on investigation of question

Does not formulate hypothesis that addresses question

9.5

Conclusion: Natural Scientist

 

Meets “Proficient” criteria, and response demonstrates understanding of scientific thinking

Explains how a natural scientist would go about collecting evidence to support or refute hypothesis

Explains how a natural scientist would go about collecting evidence to support or refute hypothesis, but explanation has gaps in clarity, detail, or logic

Does not explain how a natural scientist would go about collecting evidence to support or refute hypothesis

9.5

Reference List

Provides reference list that includes all science resources used to investigate issue and question, and list is formatted according to current APA guidelines (100%)

Provides reference list that includes all science resources used to investigate issue and question, but list has gaps in adherence to current APA formatting guidelines

Does not provide reference list that includes all science resources used to investigate issue and question

9.5

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to- read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

5

Total 100%

How does functional magnetic resonance imaging (fMRI) actually work?

Watch the video under Content and answer the questions. Write at least 350 words in the body of your essay(excluding the title, your name, date, etc.). Always cite your source(s) if you use quotes, the speaker’s (or another source)thoughts, ideas, words, etc.  Please separate your paragraphs.

Your write up must be in your own words. Do not use any words from the website without proper citation(s) or you may get a 0 for plagiarism.  Compose your work in Word or save it as a PDF file  I cannot read Works files or Pages. Submit your work to the assignments link. I don’t accept late assignments or work through email.

You will also be graded on the comprehensiveness of your work (each paper must be AT LEAST 350 words or one page. Longer papers will be acceptable and helpful.

DO NOT POST YOUR FILE IN THE COMMENTS AREA!

Answer the following questions:

1. How does functional magnetic resonance imaging (fMRI) actually work?

2. What did the speaker mean by” behavioral superpower in our brain”?  Explain.

3. What did you learn from this video?