Stereotyping Asian Americans TheDialectic of the Model Mino.docxwhitneyleman54422
Stereotyping Asian Americans: The
Dialectic of the Model Minority and the
Yellow Peril
YUKO KAWAI
Department of English, Tokai University, Japan
The model minority stereotype is viewed as the most influential and
pervasive stereotype for Asian Americans today. In this article, the
author argues that this seemingly positive stereotype, the model
minority, is inseparable from the yellow peril, a negative stereotype,
when Asian Americans are stereotypically represented in main-
stream media texts. The model minority�yellow peril dialectic is
explicated with the concepts of racial triangulation and the ambiv-
alence of stereotypes. Racial meanings for Asian Americans cannot
be discussed without considering both local and global contexts.
The author explores historical, political, and economic contexts
of both the United States and Asia in which the two stereotypes were
produced and reproduced, and examines how the dialectic of the
model minority and the yellow peril operates in a Hollywood film,
Rising Sun.
KEYWORDS Asian, Asian American, model minority, race,
stereotype, yellow peril
The model minority is probably the most influential and prevalent stereotype
for Asian Americans today. Gotanda (1995) contended that it is difficult to
‘‘situate this racial category [Asian American] without succumbing to the
‘model minority’ stereotype’’ (p. 98). F. H. Wu (2002) claimed that he is
An earlier version of this paper was presented at the Asian and Pacific American Commu-
nication Division, the National Communication Association, Miami, FL., November 2003.
I appreciate the insightful comments of Professor Ricky Lee Allen, Krishna Kandath,
Bradford ‘J’ Hall of the University of New Mexico, and Dr. William Starosta, Howard University.
Address correspondence to Dr. Yuko Kawai, Department of English, 1117 Kitakaname,
Tokai University, Hiratsuka, Kanagawa Prefecture, 259-1291, Japan. E-mail: [email protected]
cc.u-tokai.ac.jp
The Howard Journal of Communications, 16:109�130, 2005
Copyright # Taylor & Francis Inc.
ISSN: 1064-6175 print/1096-4349 online
DOI: 10.1080/10646170590948974
109
‘‘fascinated by the imperviousness of the model minority myth against all
efforts at debunking it’’ (p. 40). Kibria (2002) also posited that ‘‘the model
minority stereotype is undoubtedly pervasive’’ (p. 131).1
The model minority stereotype has been criticized by Asian American
scholars because of its political implications (e.g., Nakayama, 1988; Osajima,
2000; F. H. Wu, 2002) and also because it does not tell a story that resonates
with the lived realities of Asian Americans (e.g., Suzuki, 1977; Takaki, 1989).
It is, however, also the case that the model minority stereotype has been eval-
uated positively by Asian Americans. Cheng and Yang (2000), for instance,
contended, ‘‘the model minority concept is not without its virtues; histori-
cally, it helped turn around the negative stereotypes of Asian Americans
and the enhanced the positive image of Asian American.
Alan Lim_A content analysis of Chinese representations in today's U.S. news m...Alan Lim
This document is an honors thesis that examines representations of Chinese people in contemporary US news media through a content analysis. It begins with an introduction that discusses the "Yellow Peril" stereotype that emerged in the late 19th century and questions whether this legacy still influences modern portrayals. The thesis then reviews literature on historical Asian stereotypes as well as studies of media representations of other minority groups. It presents the research question of whether Yellow Peril imagery lingers in today's news coverage of Chinese people and outlines the content analysis methodology used to answer this question.
Chapter 5Stereotypes, Prejudice, and DiscriminationHeavily-TawnaDelatorrejs
Chapter 5 Stereotypes, Prejudice, and Discrimination
Heavily-armed police and National Guard forces are called in as racial tensions erupt into protests and riots in multiple American communities in response to a series of killings of unarmed African American men by the police.
A white man opens fire on worshipers in an historic African-American church in South Carolina, killing nine; investigators report that the shooter told them he wanted to start a race war. Supreme Court justices are split five to four in a ruling about the legality of practices that result in housing discrimination.
If you’re familiar with twentieth-century American history, this should sound like the volatile 1960s, as bat- tles over Civil Rights boiled over in many parts of the nation. But what we’ve just described occurred a full half century later, at the end of 2014 and in the first half of 2015. The sins of the past seemed to be repeating, demonstrating that although much has changed, much also remains the same.
The problems are by no means limited to black– white relations, or to the United States. Around the same time period, violence and hatred directed toward Jews throughout Europe and Australia were on the rise (see d Figure 5.1). Laws against pro-LGBT (lesbian, gay, bisexual, and transgender) “propaganda” were passed in Russia. Anti-Muslim sentiment increased in many parts of the West, while anti-West sentiment con- tinued to flourish among large numbers of radical Mus- lims. The prime minister of India decried the continuing (though officially banned) practice of parents selectively aborting girls. As billionaire Donald Trump announced his candidacy for president of the United States, he denounced Mexican immigrants as criminals and rap- ists and leaped to the top of the polls (Ahmed, 2015; Fletcher, 2014; Gjelten, 2015; Luke, 2015; Mahr, 2015).
Faced with these headlines, it’s easy to lose sight of the fact that progress, in some cases tremendous prog- ress, has been made. The United States had elected, and then re-elected, its first African American president. The Supreme Court ruled that same-sex marriage was now legal throughout the United States. Today more people than ever rush to defend the targets and denounce the perpetrators of prejudice and discrimination. The march toward progress is real, but its rhythm is frustratingly unsteady, at its best a “two-steps forward and one-step back” motion.
To better understand and improve our diverse world, to help the march toward progress acceler- ate in the right direction, it is critically important to understand the complexity and causes of stereo- types, prejudice, and discrimination. That is the pri- mary goal of this chapter. We begin by taking a close look at the nature of the problem of intergroup bias in contemporary life. Later in the chapter we address some of the key causes and important consequences of intergroup biases, and we close by discussing some of the most promising directions in effort ...
Week 3 Vietnamese, Laotian, and Cambodian AmericanRambau.docxcockekeshia
Week 3
Vietnamese, Laotian, and Cambodian American
Rambaut notes that diversity is the hallmark of Vietnamese, Laotian, and Cambodian refugees coming to the United States. How are the groups similar or different from one another? What factors shaped the patterns of settlement and secondary migration that later emerged?
The influx of thousands of immigrants from Southeast Asia during the mid to late 1970’s noticeable a new era in immigration to the United States because of multiple aspects. One of the characteristics that defined this new era was the region from which these new immigrants were coming. A second mannerism of this new era was that the arrival of these immigrants created a strong, negative reaction among Americans against them. Furthermore, the arrival of these immigrants led to new legislation regarding their status. The first major influx of Cambodian immigrants who began arriving in the United States during the late 1970’s was part of a large group of refugees from Southeast Asia fleeing political instability in their homelands.
As the Indochina War, the refugee shares a common history and experience the face in War. However, “they have different social back grounds, language, cultural, and often adversarial histories, and reflect different patterns of settlement and adaption in America” (pg.178). They range from member of the elites of former back government to Vietnamese and Chinese “boat people” survivors of the killing field of Cambodia in the late 1970s, and farmer from the highlands of northern Laos” (pg.178). Each of these ethnic group there are major different in social class. The war produced massive refugee population in United State. According to the text during the war “the first refugee arrives in U.S was Vietnamese immigration in 1952, then Cambodian immigrant arrived in 1953 Laotian in 1959”. (pg. 181). Most of the refugee are university students. The refugee was primarily placed in separate zip code in different state and half of the refugee are send to the state of their choice. Like other immigrants from Southeast Asia, Cambodian immigrants have inclined to work mostly in low-wage jobs. Many have looked for work similar to what they did in Cambodia, but some who had professional training have been unable to find corresponding employment in the United States. Cambodian Americans have generally had a difficult time economically in the United States. Unemployment among them is high. Many of them have lived in poverty and been dependent on government assistance
· In the chapter “Vietnamese, Laotian, and Cambodian Americans” Ruben G. Rumbaut discusses the immigration and settlement of refugees and immigrants from Vietnam, Cambodia, and Laos. Rumbaut highlights the very different experiences these groups of people went through and currently go through compared to other Asian American groups. One main driving factor that effected their settlement and adaptation was the effect that the Vietnam Wa.
Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
Model Minority Stereotype 1 9 7slurs and relentless bul.docxraju957290
Model Minority Stereotype | 1 9 7
slurs and relentless bullying and attacks by his unit
members before his death.
Another soldier, Harry Lew, committed sui-
cide after suffering threats and brutal hazing at the
hands of his fellow soldiers. These and similar inci-
dents serve to illustrate the ongoing prejudice that
affects Asian Americans. The experiences of Asian
Americans in the military vary. Some have come
forward to express that Asian Americans often en-
dure various types of harassment, from milder
forms of racial stereotyping to hazing. Others, how-
ever, have suffered none. But the incidents described
raised a large public outcry and led to issues of rac-
ism in the military being highlighted.
Conclusion
Asian Americans have fought with great distinc-
tion in many U.S. wars since the early 19th century.
However, Asian Americans have traditionally repre-
sented the lowest number of volunteers of any eth-
nic group in the country. Today, in some Califor-
nia areas such as the San Francisco Bay Area and
Los Angeles County, numbers for Asian American
recruited soldiers have risen to almost double their
representation in the general population. In 2010,
the proportion of enlisted soldiers grew to nearly
double that of the previous year. Reportedly, how-
ever, Asian Americans do not serve often in the front
lines. Most Asian Americans serve in some area of
technical support. In some cases, reportedly, Asian
Americans seek noncombat jobs due to cultural or
religious issues and others because they tend to be
more academically inclined and seek training that
may be useful in careers beyond the military.
The role played by Asian Americans in the U.S.
military and their distinguished military service
have highlighted their contributions as American
citizens. Consequently, this has helped dispel much
of the stereotyping traditionally disseminated about
people of Asian descent. This has contributed, some
argue, to open doors for Asian Americans in public
service arenas, such as judicial courts and the U.S.
House of Representatives and the Senate. For ex-
ample, Dalip Singh Saund, an Indian Asian Ameri-
can born in Punjab, in 1957 became the first Asian
American elected to Congress and served until 1973.
He had become a U.S. citizen in 1946. Saund was the
first Indian American to be elected to Congress and
was re-elected twice. Daniel K. Inouye, from Hawaii,
became the highest-ranking Asian American politi-
cian in the history of the United States. Inouye was a
veteran who had fought in World War II as a mem-
ber of the renowned 442nd Infantry Regiment and
received many military medals as well as the Con-
gressional Medal of Honor. He was elected to the
House of Representatives in 1959 and to the U.S.
Senate in 1962. From 2010, he served as the senate’s
president pro tempore until his death in 2012. The
following year he was posthumously awarded the
Presidential Medal of Freedom.
Trudy Mercadal
See A ...
NEW VISIONS OF RACE: Foregrounding African American DramaturgyAJHSSR Journal
ABSTRACT : This paper aims at examining the evolution of race relationship in the United States of
America, as is perceived in the plays under consideration. The paper is aimed at showing the relationship
between ethnicity and nation building, mindful of the fact that race, ethnicity and identity are concepts that
have been disconcerting the American society for a long time. Using African American criticism, and
psychoanalytic criticism, the paper portrays that ethnic groups are not stereotypes, but are dynamic and
progressive, and that there is no quintessential ethnic group. African Americans have realized that white
racists intentionally practice segregation so as to relegate them to the periphery. By so doing, they (whites) will
always control the American economy. Through this realization, most African Americans do not allow race to
become an issue to them, but have decided to concentrate on how to rebuild their self-worth and self-esteem, to
become economically feasible in the United States of America. Consequently, the playwrights of the plays
under study have proven that African American cultural heritage is part and parcel of the American culture,
and its value cannot be underestimated. The paper therefore reveals how through constant conflicts and the
consequences of such conflicts on the socio-economic and political atmosphere of the country, both whites and
blacks are coming to realize that it is not the colour of a person that counts, but the integral values the person
possesses.
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for
self-actualization and a healthy sense of self.
The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, ....
Stereotyping Asian Americans TheDialectic of the Model Mino.docxwhitneyleman54422
Stereotyping Asian Americans: The
Dialectic of the Model Minority and the
Yellow Peril
YUKO KAWAI
Department of English, Tokai University, Japan
The model minority stereotype is viewed as the most influential and
pervasive stereotype for Asian Americans today. In this article, the
author argues that this seemingly positive stereotype, the model
minority, is inseparable from the yellow peril, a negative stereotype,
when Asian Americans are stereotypically represented in main-
stream media texts. The model minority�yellow peril dialectic is
explicated with the concepts of racial triangulation and the ambiv-
alence of stereotypes. Racial meanings for Asian Americans cannot
be discussed without considering both local and global contexts.
The author explores historical, political, and economic contexts
of both the United States and Asia in which the two stereotypes were
produced and reproduced, and examines how the dialectic of the
model minority and the yellow peril operates in a Hollywood film,
Rising Sun.
KEYWORDS Asian, Asian American, model minority, race,
stereotype, yellow peril
The model minority is probably the most influential and prevalent stereotype
for Asian Americans today. Gotanda (1995) contended that it is difficult to
‘‘situate this racial category [Asian American] without succumbing to the
‘model minority’ stereotype’’ (p. 98). F. H. Wu (2002) claimed that he is
An earlier version of this paper was presented at the Asian and Pacific American Commu-
nication Division, the National Communication Association, Miami, FL., November 2003.
I appreciate the insightful comments of Professor Ricky Lee Allen, Krishna Kandath,
Bradford ‘J’ Hall of the University of New Mexico, and Dr. William Starosta, Howard University.
Address correspondence to Dr. Yuko Kawai, Department of English, 1117 Kitakaname,
Tokai University, Hiratsuka, Kanagawa Prefecture, 259-1291, Japan. E-mail: [email protected]
cc.u-tokai.ac.jp
The Howard Journal of Communications, 16:109�130, 2005
Copyright # Taylor & Francis Inc.
ISSN: 1064-6175 print/1096-4349 online
DOI: 10.1080/10646170590948974
109
‘‘fascinated by the imperviousness of the model minority myth against all
efforts at debunking it’’ (p. 40). Kibria (2002) also posited that ‘‘the model
minority stereotype is undoubtedly pervasive’’ (p. 131).1
The model minority stereotype has been criticized by Asian American
scholars because of its political implications (e.g., Nakayama, 1988; Osajima,
2000; F. H. Wu, 2002) and also because it does not tell a story that resonates
with the lived realities of Asian Americans (e.g., Suzuki, 1977; Takaki, 1989).
It is, however, also the case that the model minority stereotype has been eval-
uated positively by Asian Americans. Cheng and Yang (2000), for instance,
contended, ‘‘the model minority concept is not without its virtues; histori-
cally, it helped turn around the negative stereotypes of Asian Americans
and the enhanced the positive image of Asian American.
Alan Lim_A content analysis of Chinese representations in today's U.S. news m...Alan Lim
This document is an honors thesis that examines representations of Chinese people in contemporary US news media through a content analysis. It begins with an introduction that discusses the "Yellow Peril" stereotype that emerged in the late 19th century and questions whether this legacy still influences modern portrayals. The thesis then reviews literature on historical Asian stereotypes as well as studies of media representations of other minority groups. It presents the research question of whether Yellow Peril imagery lingers in today's news coverage of Chinese people and outlines the content analysis methodology used to answer this question.
Chapter 5Stereotypes, Prejudice, and DiscriminationHeavily-TawnaDelatorrejs
Chapter 5 Stereotypes, Prejudice, and Discrimination
Heavily-armed police and National Guard forces are called in as racial tensions erupt into protests and riots in multiple American communities in response to a series of killings of unarmed African American men by the police.
A white man opens fire on worshipers in an historic African-American church in South Carolina, killing nine; investigators report that the shooter told them he wanted to start a race war. Supreme Court justices are split five to four in a ruling about the legality of practices that result in housing discrimination.
If you’re familiar with twentieth-century American history, this should sound like the volatile 1960s, as bat- tles over Civil Rights boiled over in many parts of the nation. But what we’ve just described occurred a full half century later, at the end of 2014 and in the first half of 2015. The sins of the past seemed to be repeating, demonstrating that although much has changed, much also remains the same.
The problems are by no means limited to black– white relations, or to the United States. Around the same time period, violence and hatred directed toward Jews throughout Europe and Australia were on the rise (see d Figure 5.1). Laws against pro-LGBT (lesbian, gay, bisexual, and transgender) “propaganda” were passed in Russia. Anti-Muslim sentiment increased in many parts of the West, while anti-West sentiment con- tinued to flourish among large numbers of radical Mus- lims. The prime minister of India decried the continuing (though officially banned) practice of parents selectively aborting girls. As billionaire Donald Trump announced his candidacy for president of the United States, he denounced Mexican immigrants as criminals and rap- ists and leaped to the top of the polls (Ahmed, 2015; Fletcher, 2014; Gjelten, 2015; Luke, 2015; Mahr, 2015).
Faced with these headlines, it’s easy to lose sight of the fact that progress, in some cases tremendous prog- ress, has been made. The United States had elected, and then re-elected, its first African American president. The Supreme Court ruled that same-sex marriage was now legal throughout the United States. Today more people than ever rush to defend the targets and denounce the perpetrators of prejudice and discrimination. The march toward progress is real, but its rhythm is frustratingly unsteady, at its best a “two-steps forward and one-step back” motion.
To better understand and improve our diverse world, to help the march toward progress acceler- ate in the right direction, it is critically important to understand the complexity and causes of stereo- types, prejudice, and discrimination. That is the pri- mary goal of this chapter. We begin by taking a close look at the nature of the problem of intergroup bias in contemporary life. Later in the chapter we address some of the key causes and important consequences of intergroup biases, and we close by discussing some of the most promising directions in effort ...
Week 3 Vietnamese, Laotian, and Cambodian AmericanRambau.docxcockekeshia
Week 3
Vietnamese, Laotian, and Cambodian American
Rambaut notes that diversity is the hallmark of Vietnamese, Laotian, and Cambodian refugees coming to the United States. How are the groups similar or different from one another? What factors shaped the patterns of settlement and secondary migration that later emerged?
The influx of thousands of immigrants from Southeast Asia during the mid to late 1970’s noticeable a new era in immigration to the United States because of multiple aspects. One of the characteristics that defined this new era was the region from which these new immigrants were coming. A second mannerism of this new era was that the arrival of these immigrants created a strong, negative reaction among Americans against them. Furthermore, the arrival of these immigrants led to new legislation regarding their status. The first major influx of Cambodian immigrants who began arriving in the United States during the late 1970’s was part of a large group of refugees from Southeast Asia fleeing political instability in their homelands.
As the Indochina War, the refugee shares a common history and experience the face in War. However, “they have different social back grounds, language, cultural, and often adversarial histories, and reflect different patterns of settlement and adaption in America” (pg.178). They range from member of the elites of former back government to Vietnamese and Chinese “boat people” survivors of the killing field of Cambodia in the late 1970s, and farmer from the highlands of northern Laos” (pg.178). Each of these ethnic group there are major different in social class. The war produced massive refugee population in United State. According to the text during the war “the first refugee arrives in U.S was Vietnamese immigration in 1952, then Cambodian immigrant arrived in 1953 Laotian in 1959”. (pg. 181). Most of the refugee are university students. The refugee was primarily placed in separate zip code in different state and half of the refugee are send to the state of their choice. Like other immigrants from Southeast Asia, Cambodian immigrants have inclined to work mostly in low-wage jobs. Many have looked for work similar to what they did in Cambodia, but some who had professional training have been unable to find corresponding employment in the United States. Cambodian Americans have generally had a difficult time economically in the United States. Unemployment among them is high. Many of them have lived in poverty and been dependent on government assistance
· In the chapter “Vietnamese, Laotian, and Cambodian Americans” Ruben G. Rumbaut discusses the immigration and settlement of refugees and immigrants from Vietnam, Cambodia, and Laos. Rumbaut highlights the very different experiences these groups of people went through and currently go through compared to other Asian American groups. One main driving factor that effected their settlement and adaptation was the effect that the Vietnam Wa.
Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
Model Minority Stereotype 1 9 7slurs and relentless bul.docxraju957290
Model Minority Stereotype | 1 9 7
slurs and relentless bullying and attacks by his unit
members before his death.
Another soldier, Harry Lew, committed sui-
cide after suffering threats and brutal hazing at the
hands of his fellow soldiers. These and similar inci-
dents serve to illustrate the ongoing prejudice that
affects Asian Americans. The experiences of Asian
Americans in the military vary. Some have come
forward to express that Asian Americans often en-
dure various types of harassment, from milder
forms of racial stereotyping to hazing. Others, how-
ever, have suffered none. But the incidents described
raised a large public outcry and led to issues of rac-
ism in the military being highlighted.
Conclusion
Asian Americans have fought with great distinc-
tion in many U.S. wars since the early 19th century.
However, Asian Americans have traditionally repre-
sented the lowest number of volunteers of any eth-
nic group in the country. Today, in some Califor-
nia areas such as the San Francisco Bay Area and
Los Angeles County, numbers for Asian American
recruited soldiers have risen to almost double their
representation in the general population. In 2010,
the proportion of enlisted soldiers grew to nearly
double that of the previous year. Reportedly, how-
ever, Asian Americans do not serve often in the front
lines. Most Asian Americans serve in some area of
technical support. In some cases, reportedly, Asian
Americans seek noncombat jobs due to cultural or
religious issues and others because they tend to be
more academically inclined and seek training that
may be useful in careers beyond the military.
The role played by Asian Americans in the U.S.
military and their distinguished military service
have highlighted their contributions as American
citizens. Consequently, this has helped dispel much
of the stereotyping traditionally disseminated about
people of Asian descent. This has contributed, some
argue, to open doors for Asian Americans in public
service arenas, such as judicial courts and the U.S.
House of Representatives and the Senate. For ex-
ample, Dalip Singh Saund, an Indian Asian Ameri-
can born in Punjab, in 1957 became the first Asian
American elected to Congress and served until 1973.
He had become a U.S. citizen in 1946. Saund was the
first Indian American to be elected to Congress and
was re-elected twice. Daniel K. Inouye, from Hawaii,
became the highest-ranking Asian American politi-
cian in the history of the United States. Inouye was a
veteran who had fought in World War II as a mem-
ber of the renowned 442nd Infantry Regiment and
received many military medals as well as the Con-
gressional Medal of Honor. He was elected to the
House of Representatives in 1959 and to the U.S.
Senate in 1962. From 2010, he served as the senate’s
president pro tempore until his death in 2012. The
following year he was posthumously awarded the
Presidential Medal of Freedom.
Trudy Mercadal
See A ...
NEW VISIONS OF RACE: Foregrounding African American DramaturgyAJHSSR Journal
ABSTRACT : This paper aims at examining the evolution of race relationship in the United States of
America, as is perceived in the plays under consideration. The paper is aimed at showing the relationship
between ethnicity and nation building, mindful of the fact that race, ethnicity and identity are concepts that
have been disconcerting the American society for a long time. Using African American criticism, and
psychoanalytic criticism, the paper portrays that ethnic groups are not stereotypes, but are dynamic and
progressive, and that there is no quintessential ethnic group. African Americans have realized that white
racists intentionally practice segregation so as to relegate them to the periphery. By so doing, they (whites) will
always control the American economy. Through this realization, most African Americans do not allow race to
become an issue to them, but have decided to concentrate on how to rebuild their self-worth and self-esteem, to
become economically feasible in the United States of America. Consequently, the playwrights of the plays
under study have proven that African American cultural heritage is part and parcel of the American culture,
and its value cannot be underestimated. The paper therefore reveals how through constant conflicts and the
consequences of such conflicts on the socio-economic and political atmosphere of the country, both whites and
blacks are coming to realize that it is not the colour of a person that counts, but the integral values the person
possesses.
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for
self-actualization and a healthy sense of self.
The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, ....
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
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Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
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Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
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Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
1
Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
1
Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
1
Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
1
Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
1
Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
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Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
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Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
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Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
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FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
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Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
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Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
1
Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
1
Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
1
Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
1
Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
1. - 1 -
[email protected] MSc Dissertation Series
Compiled by Bart Cammaerts, Nick Anstead and Ruth Garland
Unmasking ‘Sidekick’ Masculinity: A Qualitative
Investigation of How Asian-American Males View
Emasculating Stereotypes in U.S. Media
Steffi Lau,
MSc in Global Media and Communications
Other dissertations of the series are available online here:
http://www.lse.ac.uk/[email protected]/research/mediaWorkingP
apers/
ElectronicMScDissertationSeries.aspx
2. - 2 -
Dissertation submitted to the Department of Media and
Communications,
London School of Economics and Political Science, August
2015, in partial
fulfilment of the requirements for the MSc in Media,
Communication and
Development. Supervised by Dr. Shakuntala Banaji.
The Author can be contacted at: [email protected]
4. Unmasking ‘Sidekick’ Masculinity: A Qualitative
Investigation of How Asian-American Males View
Emasculating Stereotypes in U.S. Media
Steffi Lau
ABSTRACT
This paper sought to explore how Asian-American males
perceive stereotypical media
portrayals of themselves in relation to their identity and
masculinity and conversely, how
they construct identity and masculinity in relation to
emasculating media representations.
Through semi-structured interviews, this research explored the
inner worlds and life
narratives of 23 Asian-American men. Using thematic analysis,
I found that Asian-American
men by and large negatively view and reject media’s
emasculating images of themselves and
find resistance in choosing to assert their masculinity and
identity in other ways.
Nonetheless, as identity is not produced in a vacuum, but is
socially recognized, Asian-
5. American men suffer from being ascribed unwanted identities
out of their control.
INTRODUCTION
I am an Oriental. And being an Oriental, I could never be
completely a man. – M. Butterfly
In February 2012, after singlehandedly converting a dismal
game into victory for the New
York Knicks, a virtually unknown basketball player, Jeremy
Lin, burst into the global
spotlight, as he drove ‘near-superhuman’ point leads that led his
team to victory over an
unparalleled winning streak spanning seven games and toppling
historical statistics
(Freeman, 2012). Yet what made this underdog’s rise to stardom
even more remarkable was
his background: the athletic, charismatic 6’3’ Taiwanese-
American was an unprecedented
rarity in the league, defying stereotypes of Asian-American men
as bookish, puny and
6. physically inept.
But even in the whirlwind of popularity dubbed ‘Linsanity,’
disturbing racial undertones
emerged: The New York Post printed a controversial headline
that read ‘Chink in the Armor.’
Equally offensively, a Fox Sports columnist tweeted, ‘Some
lucky lady in NYC is gonna feel a
MSc Dissertation of Steffi Lau
- 2 -
couple inches of pain tonight’ (Freeman, 2012).
Not only did this demeaning statement allude to an oft-repeated
stereotype of Asian men
having small penises, it played into a trend cemented in
American media over the past
century: the painting of Asian-American men as alternatively
lustful outcasts with ‘weak
sexual abilities’ (Wong et al. 2012: 1) or emasculated,
diminutive ‘men’ defined by a ‘striking
absence down there’ (Fung, 2008: 237) Altogether, these
racially charged media gaffes
7. highlighted a more unsettling problem: the naturalized
acceptability of racism against Asian-
American men in media and society. As one commentator
pointed out, it is unthinkable that
even a ‘half-brained TV presenter would use racial slurs against
a black player equivalent to
the Asian ones that have been used against Lin’ (Freeman,
2012).
These emasculating media portrayals of Asian-American men
can be traced back to the mid-
1800s when Chinese men arrived in the U.S. en masse, fulfilling
a need for cheap labour
(Shek, 2006). With laws limiting the immigration of Chinese
women, Chinese men largely
lived in bachelor societies. Fearing intermarriage, the U.S.
government passed anti-
miscegenation laws threatening to revoke the citizenship of
white women who out-married.
Reinforcing these fears was the circulation of Yellow Peril
propaganda portraying Asian men
as ‘sexually deviant, asexual, effeminate’ predators (Shek,
2006: 381). Furthermore, job
opportunities were limited to traditionally female work such as
8. laundry and cooking, further
exacerbating their effeminate image (Takaki, 1993). Essentially,
early conceptions of Asian-
American masculinity were constructed to be disempowering in
relations with employers and
white society (Chua & Fujino, 1999).
As history has progressed, the racial castration of Asian-
American men in the media has
continued (Eng, 2001). The 20th century ushered in further
pejorative images of Asian-
American men in movies, including supervillain Fu Manchu
(1929) who embodied a ‘lack of
heterosexuality’; Sixteen Candles (1984) which featured sex-
starved exchange student Long
Duk Dong accompanied by a gong chiming at his every
appearance; and The Joy Luck Club
(1993), a movie celebrated for its depiction of Chinese-
American mother-daughter
relationships, but with ‘few, if any, redeeming’ (Shek, 2006:
381) portrayals of Asian-
American men, who instead were depicted as chauvinistic and
miserly, ultimately driving
female counterparts to white love interests (Chan, 1998).
9. As evidenced by the Linsanity media coverage, this humiliating
narrative around Asian-
American men has continued into the 21st century. Through
repeated portrayals on screen of
the socially awkward nerd, passive sidekicks, and the restaurant
owner with an unintelligible
MSc Dissertation of Steffi Lau
- 3 -
accent, Asian-American males have been Othered and denied
their masculinity through
restrictive stereotypes reducing them to comedic tropes. Rarely
are Asian-American men
seen as attractive leading men, or depicted as romantic options.
In fact, an analysis of the 100
top-grossing films of 2013 found that Asian male characters
were least likely to be in
romantic relationships (28%) as compared to black men (68%),
white men (58%) and
Hispanic men (57%)—a dramatic gap (Smith, Choueiti, &
Pieper, 2013: 7).
10. Thus far, academics have written about the racial castration,
emasculation and ‘queering’ of
the Asian-American male within the national imaginary (Eng,
2001; Parikh, 2002) from a
historical and psychological lens. Yet to date, there remains
insufficient literature from a
media perspective on the topic. Therefore, this paper seeks to
explore how Asian-American
males interpret these emasculating representations and more
importantly, how they
construct and navigate their identities and masculinities in
relation to these.
LITERATURE REVIEW
Identity and Representation
Media scholars have argued that representations are not only
symbolic of deeper societal
sentiments—they are reflective of society’s power relations.
Stuart Hall writes, ‘Stereotyping
tends to occur where there are gross inequalities of power’
(1997 a.: 258). Inextricable from
ideology, representations are a form of hegemonic power.
11. Therefore, studying stereotyping is
crucial as symbolic marginalization is likely reflective of a
systematic exclusion of Asian-
American men from society. As Hall writes, stereotyping plays
a key role in maintaining
symbolic order through binding together ‘all of Us who are
“normal” into one “imagined
community”’ (1997 a.: 258). Through positioning Asian-
American men as emasculated,
American media place them in binary opposition to the accepted
idea of Western masculinity,
as deviants demarcating what is normal and what is not—akin to
Edward Said’s (1978) theory
of Orientalism detailing how the West has produced the East as
Other and inferior.
Moreover, contextualizing and interrogatin g these portrayals is
imperative, given
representation’s undeniable capacity to ascribe unwanted
identities. As Hall writes, identity
emerges ‘in the dialogue between the meanings and definitions
which are represented to us
by the discourse of a culture, and our willingness (consciously
or unconsciously) to…step into
12. the subject positions constructed for us’ (1997 b.: 219).
Similarly, Woodward asserts that
although we as subjects are able to choose our identifications,
this internal agency is limited
MSc Dissertation of Steffi Lau
- 4 -
by external social constraints exerted over the subject within
society. This tension renders
some identities ‘inaccessible or impossible’ (2000: 18). Thus,
the fact that representation is
integral to identity construction—desired or not—is particularly
disquieting when we
consider the degrading portrayals of Asian-American men.
Unable to access desired identities
within society, Asian-American men may experience damaging
impacts on their psyches as
they negotiate their identities as men recognized as less than
men.
Masculinity
The theory of hegemonic masculinity has become the backbone
13. of masculinity research,
following its proposal by R.W. Connell, who defined it as the
configuration of gender practice
through which patriarchy is legitimized and women are
subordinated (1995: 77). Although a
plurality of masculinities exists, hegemonic masculinity is
considered the ‘the ideal type that
is glorified and associated with white men at the highest levels
of society’ (Phua, 2007: 910).
The definition of hegemonic masculinity is a racialized one that
automatically entails the
exclusion of any man who is not white and relegates
homosexuality to marginalized
masculinity and racial minorities to subordinated masculinity
(Connell & Messerschmidt,
2005). Meanwhile, men of colour ‘jockey’ to ‘enter the inner
circle, often as ‘honorary’ elite
White men’ although their colour will never allow them full
acceptance (Collins, 2004: 186).
It is worth noting the distinction that, while literature regarding
black masculinities within
the West has been generated, little discussion has heeded the
experiences of Asian men in the
14. West. Some point out that while Asian-Americans are ascribed
docile, womanly traits,
American narratives have ascribed threatening traits to other
men of colour (violent black
‘studs’ with large penises, macho Latinos, and Native-American
rapists) which, while still
pejorative, nonetheless accentuate their masculinities as
opposed to de-legitimating them
(Kim, 2005: 137).
Given this, some academics contend that Connell’s perspective
is organized around a
gendered lens—if the hierarchy is fundamentally structured
around race, one could argue
that privilege is determined by race, with gay masculinity
marginalized and minority
masculinity subordinated (Phua, 2007). Under this supposition,
a gay man within the race of
power may benefit more from existing power dynamics than a
straight Asian-American man,
while Asian-American gays may be doubly excluded.
Indeed, research indicates that the emasculating stereotypes can
be particularly detrimental
15. for gay Asian-American men. Phua (2007) notes that the queer
community has appropriated
MSc Dissertation of Steffi Lau
- 5 -
the Orientalism of Asian women to eroticize and fetishize
Asian-American gays. Under this
framework, they are simultaneously seen as hypersexual and
effeminate, yet still undesirable
due to the prizing of masculine traits within the queer
community, which derides Asians as
‘natural-born gays’ and lesbians—a demonstration of the
complex power dynamics in play
within a racialized masculinity framework (Phua, 2007).
Another crucial gender theory is
Judith Butler’s theory of gender performativity which asserts
that gender is not objectively
formed, but is a ‘sequence of acts,’ ‘a ‘strategy’ which has
cultural survival at its end, since
those who do not ‘do’ their gender correctly are punished by
society’ (Salih, 2002: 58).
In a 1996 study on masculinities in college organizations,
16. researchers found that Asian-
American men are least likely to be chosen for leadership
positions by classmates, with white
men and white women who emulated hegemonic masculine
behaviours favoured (Cheng,
1996). The students’ preference for white women exhibiting
hegemonic masculine behaviours
foregrounds the performative nature of gender and begs the
question of whether it is more
constructive to visualize U.S. power structure s through a raced
lens in which skin colour is
more indicative of power than gender. Moreover, given the
performative element of gender,
it is then crucial that we ask how Asian-American men
strategically ‘do’ gender in a society in
which they are already symbolically dismissed and castrated.
The Current Landscape for Asian-American Men
Before diving into a qualitative discussion of the experiences of
Asian-American men, it is
important that we examine the research to date on the prevailing
stereotypes and challenges
Asian-American men face. While the image of the lecherous
17. Chinaman has faded, Asian-
Americans continue to face a host of stereotypes, including that
of the model minority.
Perpetuated by media in the 20th century, the model minority
stereotype has led to the
portrayal of Asian-Americans as ‘reserved, quiet, diligent and
studious’ (Mok, 1998: 195).
Though ‘deceptively positive on the surface’ (Zhang, 2010: 22),
the stereotype carries
negative connotations of Asian-Americans as nerdy, passive and
socially inept, while also
being used to de-legitimate protests of racial inequality. For
men, the stereotype can be
particularly acute as it fails to convey ‘the charismatic,
masculine American icon’ (Mok, 1998:
195).
Yet research suggests that those who contradict the stereotype
of passivity nonetheless face a
backlash. A Canadian study found that participants held
prescriptive stereotypes of East
Asians being ‘non-dominant’, meaning that when East Asians
exhibited dominant behaviour
contradicting the stereotype, such as taking charge, they were
18. more likely to be disliked by
MSc Dissertation of Steffi Lau
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white co-workers in comparison to dominant white co-workers
who were more willingly
tolerated (Berdahl and Min, 2012).
Just as pervasive is the stereotype of the perpetual foreigner
which depicts Asian-Americans
inassimilable, heavily-accented foreigners who can never truly
be American (Suzuki, 2002). A
look at Hollywood’s recent portrayals indicates the extent to
which this myth has continued
to pervade the screen: films and shows like The Hangover
(2009), 2 Broke Girls and
Unbreakable Kimmy Schmidt (2015) all feature heavily
accented Asian foreigners—played by
native-born Asian-Americans without accents.
While it is difficult to determine the extent to which media
stereotypes are accepted as reality,
19. cultivation theory proposes that prolonged exposure to media
stereotypes may result in the
acceptance of stereotypes as social reality (Zhang, 2010).
Leveraging this theory, an empirical
study found that people’s perceptions about Asian-Americans
are aligned with media
stereotypes: amongst racial-ethnic groups in the U.S., Asian-
Americans are most likely to be
perceived as nerds, are most likely to be left out, and
disturbingly, people are least likely to
initiate friendship with Asian-Americans (Zhang, 2010).
Though the model minority and perpetual foreigner stereotypes
apply to both sexes,
disparities exist in media. Asian-American men are depicted as
socially awkward and meek,
traits that are generally unappealing in American romanticism
(Sung, 1967), while women
are typically depicted as servile, beautiful and delicate (Sue &
Kitano, 1973). Although this
exoticization isn’t necessarily positive, it is notable for its
alignment with traditionally
desirable feminine qualities, in contrast to male stereotypes that
fall short of assertive
20. Western masculinity and attractiveness. Saliently, Hamamoto
(1994) argues that minority
women do not pose as much of a threat to the status quo and
thus have an easier time being
accepted by white society than their male counterparts. Perhaps
for these reasons, it has been
found that Asian-American men are significantly more aware of
racism than Asian-American
women (Kohatsu, 1992).
As such, huge disparities have persisted in Asian-American
dating patterns, with large
numbers of Asian-American women dating white men, a trend
since the 1950s (Chua &
Fujino, 1999). A Pew report found that 36% of Asian-American
females married outside their
race in 2010, compared with 17% of Asian-American males
(Wang, 2012). Data from the
dating site OKCupid found that Asian-American men and black
women are the least desirable
groups on the site (Rudder, 2014). Researchers hypothesize that
stereotypical perceptions of
Asian-American men as unattractive, asexual, effeminate and
having small penises are to
21. MSc Dissertation of Steffi Lau
- 7 -
blame (Lu & Wong, 2013). In fact, Chua and Fujino (1999)
found that Asian-American men
may have internalized these stereotypes, finding that out of 232
respondents, only white men
listed themselves as sexually exciting, attractive and outgoing
as compared to Asian
immigrants and U.S.-born Asian-Americans.
Perhaps most salient is the stereotypes’ impact on Asian-
American men’s self-images and
identities. In a study on stressful experiences of masculinity
among Asian-American men
(both US men and those who immigrated as adults), Lu and
Wong (2013) found that
regardless of how Asian-American men see themselves, they
concurrently experience
appraisals of themselves as physically weak and internalise
norms equating masculinity with
strength, contradicting potentially positive self-concepts and
prompting ‘persistent fears
22. about physical inadequacy’ (Lu & Wong, 2013: 351). Their
research concluded that
stereotypes led participants to feel they were failing physical
and emotional masculine ideals,
leading them to suffer ‘psychologically, socially, and
physiologically’ (359).
Strategies of Resistance and Distance
Given these alienating stereotypes and palpable disadvantages
within social, professional and
romantic spheres, it is important to understand the strategies
that Asian-American men
employ as they grapple to survive in a world that prizes
hegemonic masculinity, yet excludes
them from its definition. A study of gender strategies found that
Chinese-American men
engaged in ‘hegemonic bargaining’: subjects traded behaviours
such as athleticism,
assertiveness, ‘frat-boy-like behaviours’ (Nemeto, 2008: 83),
and sentiments of ‘feeling
white’ inside, in exchange for an ‘elevation of their manhood’
and less marginalized
masculinities (Chen, 1999: 600). Yet these bargains are
23. hegemonic, for in adhering to the
prevailing ideals, the men reinforce a worldview by which they
‘regard themselves as
incomplete and inadequate’ (604).
This insight exposes the paradox Asian-American men face as
they negotiate their identities
as men: they must either copy the white masculine norm or
‘accept the fact we are not men’
(Chan, 1998: 94) Accordingly, some have envisioned a ‘re-
masculinization’ agenda for Asian-
American men, centred on the vision of the ideal Asian-
American male as hyper-masculine,
heterosexual, and U.S.-born (Hoang, 2014; Chin, 1974). Yet,
the fallacy lies in the fact that
emulating the ideal of white masculinity bolsters the very
ideology that devalues their
identities. In his book ‘Racial Castration,’ Eng writes that ‘the
untenable predicament of
wanting to join a mainstream society that one
knows…systematically excludes oneself and
24. MSc Dissertation of Steffi Lau
- 8 -
delineates the painful problem of becoming the instrument of
one’s own self-exclusion’
(2001: 22).
Consequently, feminist scholars have urged Asian-American
men to leverage their unique
position to redefine masculinity and embrace a more feminized
alternative, arguing that they
are at a critical juncture due to their experience with
subjugation and feminism’s challenge to
the patriarchy (Chua & Fujino, 1999; Hoang 2014). Yet, the
yearning for inclusion within the
dominant masculinity structure ‘overrides the politics of
alliance with other oppressed
groups’ (Chan, 2001: 11). Moreover, academics worldwide have
widely documented the
institutionalized de-legitimation of alternative forms of
masculinity by those within the
socially dominant masculinity (Connell, 1995). Therefore, to
construct an alternative model
of masculinity, Asian-American men risk being further
25. stigmatized in a power structure that
already demeans them.
Conceptual Framework
This study will be framed by concepts of identity construction
and hegemonic masculinity in
order to explore the complex relationships between
stereotypical media depictions of Asian-
American men and Asian-American male identity and
masculinity. As evidenced by the
aforementioned work, individuals do not construct identities in
a vacuum. Rather, society
represents meanings to us, which we either willingly or
unwillingly step into. Given media’s
instrumental role in cultivating these meanings, it is clear that
media’s restrictive portrayals
of Asian-American men present a rich site for exploration of
identity. Thus, this paper will
examine the ways in which media create tension between human
agency and cultural
constraints.
Accordingly, I will use identity theory to investigate whether
26. media render certain identities
inaccessible for Asian-American men, and whether they impose
other unwanted identities
through its symbolic emasculation. Taking an intersectional
approach, it is apparent that due
to both their race and perceived lack of manhood, Asian-
American men are painfully
marginalized at the utmost fringes of a racialized,
heteronormative power structure revering
hegemonic masculinity. Juxtaposing the opposing strategies of
re-masculinization and
redefinition of masculinity proposed by advocates for Asian-
American men, I will examine
the strategies that subjects employ and view as most effective.
I will also reference prominent black feminist scholar bell
hooks’ theory of the oppositional
gaze. Hooks asserted that ‘the ability to manipulate one’s gaze
in the face of structures of
MSc Dissertation of Steffi Lau
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27. domination that would contain it, opens up the possibility of
agency’ (1992: 116). Rather than
passively interpreting media as it is represented to us, she
suggests that by critically looking
(or choosing to stop looking) at filmic representations produced
by white supremacy, our
gazes become self-aware ones that resist and interrogate.
In summary, merging identity, hegemonic masculinity and
gender performativity theories, I
will examine how Asian-American men perceive the restrictive
portrayals represented to
them through media, and more importantly, how they negotiate
and strategically perform the
masculinities and identities available to them as they attempt to
assert their manhood.
RESEARCH OBJECTIVES
As revealed by the wealth of aforementioned research, Asian-
American men keenly feel the
sting of their marginalization, whether professionally,
romantically, socially or mentally. Yet,
much of this research stems from a psychological approach.
28. Furthermore, several studies
have lumped together the experiences of men born and raised in
the U.S. and those who have
immigrated as adults—two vastly different experiences.
Conspicuously little research has
taken a media perspective, a dire deficiency considering the
colossal influence the media has
in activating and influencing stereotypes and judgments. As
Morley writes, despite growing
scholarship on today’s mediated world, there has been a dearth
of scholarship shedding light
on the linkages ‘between the physical and virtual forms of
social and cultural exclusion’
(2001: 440).
As such, this research will aim to fill a critical gap in existing
research on Asian-American
men by paying particular attention to the complex relationships
between media, identity and
perceived treatments within society. I will aim to address the
following questions:
Research question:
• How do Asian-American males perceive stereotypical media
29. representations of
themselves in relation to their identity and masculinity?
Conversely, how are identity
and masculinity constructed in relation to media?
Sub-questions:
• To what extent do Asian-American males attribute treatment
in society to restrictive
stereotypes?
• Do Asian-American males have an oppositional gaze that
distances them from
MSc Dissertation of Steffi Lau
- 10 -
stereotypes in American media?
Through delving into the role of media in Asian-American
males’ inner worlds, I endeavour
to shed light on the potentially damaging effects of
stereotypical representations and pose a
challenge to the naturalized acceptability of degrading Asian-
American men within media.
30. METHODOLOGY
Given the complex nature of identity, a qualitative approach is
best-suited for an exploration
of the topic. Much of the research to date on the experiences of
Asian-American men has
taken a quantitative approach, which cannot fully capture the
depth and subtleties of the
Asian-American male experience. In fact, in Shek and
McEwen’s quantitative findings on
Asian-American men’s gender role conflict, they wrote that
participants ‘had stories to share
and did not necessarily feel like their experiences’ could be
captured through the survey
employed (2012: 706). They proposed that interviews could
‘elicit a more revealing and
insightful picture’ of the deeper issues faced by Asian-
American men (706).
Accordingly, semi-structured interviews are best-suited for an
exploration of the topic, given
their ability to glean intimate details on individuals’ inner
worlds (Silverman, 2001). A pilot
31. study undertaken in April 2015 confirmed this as an ideal
method. Given my desire to
understand individual thoughts, focus groups did not seem like
a fitting methodology, as the
group environment does not lend itself to discussing individual
identities and histories.
Therefore, through the drawing out of rich personal narratives, I
hoped to gain a more three-
dimensional understanding of the ways in which Asian-
American men interpret media and
construct their identities. Indeed, feminist scholars argue that
semi-structured interviewing
is ideally suited for the unearthing of minority voices which
‘have been ignored,
misrepresented and suppressed in the past’ (Byrne, 2004: 182).
I chose to employ the active interviewing approach advanced by
Holstein and Gubrium who
contend that the interview is a ‘dynamic, meaning-making
occasion’ (1997: 117) and not a
‘passive [filter] towards some truths about people’s identities’
(Silverman, 2001: 118). Indeed,
identity and gender themselves are processes of representation
and performativity, as is
32. interviewing. Accordingly, in order to ‘activate applicable ways
of knowing,’ I utilized the
active interviewing approach of suggesting ‘possible horizons
of meaning and narrative
linkages’ (Holstein & Gubrium, 1997: 125). It also enabled me
share my own experiences as
MSc Dissertation of Steffi Lau
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an Asian-American, fostering an environment of mutual
disclosure that strengthened
rapport.
However, as a female, I had to remain cognizant of the gender
differential: as Schwalbe and
Wolkomir note, men hoping to signify masculinity may resist
questioning that might ‘expose
the masculine self as illusory,’ and may feel ‘threat potential’
from female researchers (2002:
206). Moreover, due to the perception of Asian-American
females having more enticing
33. stereotypes, it is possible Asian-American men may feel wary of
a female researcher who has
not shared their experiences. Keeping this top-of-mind, I
endeavoured to establish trust
through a non-judgmental demeanour. Given the highly personal
stories interviewees shared
with me, I can report with a high degree of confidence that I did
not perceive any resistance
to broaching sensitive issues.
Research Design
Since I hoped to focus on identities that have been impacted by
American media since an
early age rather than immigrant identities, I limited recruitment
to those who were either
born in the U.S. or grew up in the U.S. from ages five and up. I
also confined ethnicities to
East and Southeast Asian ethnicities, given the drastically
different set of representations of
South Asians within American media. Additionally, I only
interviewed Asian-Americans of
full Asian descent, as I did not feel I could do the complexities
of the mixed race experience
34. justice within the scope of this paper. Lastly, I confined age
demographics to ages 20-35,
however participants ended up falling between 21 and 29.
Recruitment was conducted through a mixture of snowball
sampling, outreach to relevant
organizations and posts on online forums. Ultimately, I
interviewed a total of 23 men under
an agreement of confidentiality. (All names within have been
changed.) The resulting data
corpus yielded a rich cross-section of the Asian-American male
population representing
various sexualities, regions, ages, stages of life and ethnicities
(see Appendix A). Of note, I
paid particular attention to recruiting participants from differing
communities—ones from
Asian-American enclaves, ones from diverse communities, and
ones who grew up in areas
where they may have been a rare minority and faced more racial
hostilities. This was crucial
since these shape identity in distinct ways. Since the topic of
media emasculation is equally as
applicable to Asian-American gay men, I also recruited two gay
men, hoping this would help
35. parse out which challenges are universally related to gender and
which are wholly unrelated
to sexuality. Regrettably, the class and education levels were
quite homogenous: except for
two who came from low-income backgrounds, all the
interviewees came from middle-class
MSc Dissertation of Steffi Lau
- 12 -
families and all had attained a college education. This may be
an effect of recruiting through
the Internet, which may lend to a bias toward those of higher
education and socioeconomic
backgrounds.
Following approval of an ethics review, data collection took
place through video chat.
However, two interviews were conducted solely through voice
chat at the request of
interviewees who preferred complete anonymity. As recordings
merely captured audio
information, these should not impact the research. Due to the
confidential nature of the
36. interviews, I secured informed verbal consent. Verbal consent
has been deemed acceptable in
methodological literature, which notes that the contradiction
between promising
confidentiality and asking for a signed form can frustrate
interviewees (Warren, 2002).
Interviews ranged from 41 to 135 minutes and averaged 90
minutes—the length of the
majority of the interviews. They were transcribed verbatim and
analyzed using thematic
analysis. Immersing myself in the data, I coded common
emerging themes, compared them
to existing theory and evaluated their relationships with my
conceptual framework. Though
many codes emerged, I explored how they related to each other
as contexts, processes,
consequences and strategies (Strauss & Corbin, 1998), teasing
out broader coherent themes.
The compelling themes that emerged will be explored below.
Lastly, as a member of the Asian-American community myself,
I engaged in reflexivity
throughout the research, ‘a process that challenges the
37. researcher to explicitly examine how
his or her research agenda and assumptions, subject location(s),
personal beliefs, and
emotions enter into their research’ (Hsiung, 2008: 212).
Accordingly, I challenged myself to
remain reflexive throughout the analysis, endeavouring to
include the range of perspectives
gleaned—rather than only ones that simply support my personal
assumptions.
RESULTS AND INTERPRETATION
Triple Consciousness
At this juncture, I propose a key theory emerging from my
analysis: the term ‘double
consciousness’ coined by W.E.B. Du Bois to describe the split
subjectivity of African-
Americans, writing, ‘It is a peculiar sensation, this double-
consciousness, this sense of always
looking at one’s self through the eyes of others’ (1897).
MSc Dissertation of Steffi Lau
38. - 13 -
I adapt this concept to propose that rather than having a double
consciousness, Asian-
Americans (and other minority subjects) possess a triple
consciousness, a ‘particular
intuition for being watched’ (Palumbo-Liu, 1999: 301). Firstly,
an individual consciousness
representing how they see the world.
Secondly, the double consciousness: the sense of forever
looking at oneself through the eyes
of others. As Ty (2004) writes, Asian-Americans’ yellow skin
bear indelible ‘hieroglyphics’ by
which spectators decode the Asian-American body and glean a
set of associated meanings.
These glaring signs, much like a conspicuous birthmark, are
encoded with cultural meanings
rendering the individual’s more nuanced identities invisible and
placing the spectators in a
position of control. Thus, this second consciousness represents
a hyper-awareness of what
one’s hieroglyphics symbolize to others—this I will deem the
external consciousness. For
39. minority subjects, this entails a painful awareness of the racist
judgments and media-
perpetuated stereotypes attached to their bodies.
Thirdly, there is a group consciousness representing the
capacity of minority subjects to view
representations of their demographic group as society views
them. These representations
encapsulate both media representations (for example, other
depictions of Asian-American
men in media) and other Asian-American men in real life, who
are also representatives and
thus, representations of the group. As minorities develop
awareness of their difference, they
become irrevocably aware that society evaluates them as an
inseparable whole. Subsequently,
they have a third sense of viewing their peers as the dominant
group does, and decoding
these representations as society does.
Ultimately, this fragmented consciousness serves as the bell -
weather by which Asian-
American men perform their identities and gender, interact with
others within society, and
40. see themselves—with the understanding that there is always an
audience. Some subjects are
able to maintain the external consciousness and group
consciousness as a sort of intuitive
awareness of how spectators view themselves and the group—
and through reflexivity—
segregate these from their individual consciousness. Others may
internalize these ways of
viewing and decoding, swallowing them into their internal
consciousness, leading to a sense
of paranoia as they imagine all the ways their hieroglyphics and
performativity are being
decoded.
MSc Dissertation of Steffi Lau
- 14 -
One subject who endured much overt racism came to internalize
it:
41. Vincent: For most of my life, I was very ashamed of being
Asian. It just became so innate in
my head that being Asian was inferior, so I just automatically
thought of myself as inferior to
white and black people. I thought Asians were inherently
uglier. I was insecure...you know,
the Asian male stereotype of being less endowed?
Interviewer: Yes.
Vincent: I was very insecure about people wondering that about
me. I felt less attractive. I
looked down upon other Asians just for being Asian. And I
couldn't stand anyone who was
Asian with an accent.
For Vincent (see Appendix A for brief subject profiles), it is
apparent that his alienating racial
experiences led to a seeping of his external and group
consciousness into his own—as
demonstrated by him viewing both himself and other Asian-
Americans as inherently inferior.
This awareness of being watched can be particularly seen in his
testament to his insecurity
regarding people wondering about his penis size. His shame and
desire to distance himself
from foreign-born Asians with accents also reveals an
internalization of his group
consciousness. As Palumbo-Liu writes, for some Asian-
42. Americans this ‘schizophrenic’ sense
of always being watched, can lead to an internalization of ‘the
dominant’s point of view’
(1999: 300).
In a more literal sense, this intuition of being watched can also
exert itself as Asian-American
men consume media portrayals of themselves. Upon asking one
subject how he felt when
viewing negative portrayals of Asian-American men, he
responded:
Robert: For the longest time, there would be a sense of,
‘‘Everyone's looking at me.’’ As a kid,
watching that in a classroom of people, I would actually feel
terrible, especially in middle
school, as social standing began becoming more apparent to me.
[sighs] Now, depending on
who I'm around, I will clue into my own feeling of projection of
how other people are seeing
the person on screen. That could be me feeling defensive for my
own race, feeling like a
second-class citizen, feeling like ‘‘Well, this is the way it is,
and we just gotta do better kind of
thing,’’ it could be care-taking for others, meaning wanting to
help others not feel bad about
watching this.
Robert’s experience illustrates the theory of triple
43. consciousness—and the ability for all three
to intertwine and converge. As a child he was unable to separate
his personal perception of
the characters (individual consciousness) from how surrounding
classmates were viewing it
(group consciousness) from how the portrayals reflected on him
(external consciousness),
leading to shame. As an adult, his emotional experiences
indicate a universal sense of
unshakeable group identity. Robert’s experience is emblematic
of the fragile split
consciousness Asian-American males possess and the emotional
toll this can take.
MSc Dissertation of Steffi Lau
- 15 -
Thus, using this theoretical tool of the triple consciousness, I
will delve into how Asian-
American men navigate media, masculinity and identity.
Always the Sidekick
44. Subjects were profoundly aware of the stereotypes embedded in
mainstream media’s
depictions of them. None of the 23 saw media favourably in
terms of Asian-American male
depictions. Upon asking each subject how they would describe
Asian-American men on-
screen, the most common traits that surfaced were: meek, short,
smart yet socially awkward,
nerdy, insane, strong accents, effeminate, out-of-shape, unsexy,
and never paired with
women—all qualities failing the Western conception of ideal
masculinity.
Furthermore, despite explicitly asking subjects to describe
‘Asian-American’ characters,
several volunteered Asian actors such as Jackie Chan and Jet
Li—perhaps an internalization
of the conflation of ‘Asian-American’ with ‘Asian’ and
‘foreign’ on screen and within society.
Saliently, when discussing racial taunts, 12 subjects later
reported being asked if they knew
kung fu and being called ‘Jackie Chan’ or ‘Jet Li’ while
growing up, an indication of how the
45. dearth of Asian-American media portrayals can translate to
widespread racial ignorance from
peers and a resulting feeling of not being seen as American.
Some compelling descriptions of Asian-American male
characters included:
David: The setup for the punchline. Not to be taken seriously as
three-dimensional human
beings.
Robert: Plagued with anxiety. Emotionally insecure. Physically
diminutive. Inconsiderate. Not
socially or verbally competent. Challenged. Unfairly treated.
Dismissed.
Vincent: They’re like the side...you have to pay attention to
them to find them, you know?
Basically they're not important, they're just secondary persons.
Ben: In one word, a joke.
Walter: Book-smart, but not socially savvy and...not very
empathetic. And so they're perceived
as not quite relatable characters…they don't have that human
aspect.
We can see a strong interpretation of the characters as
marginalized within the film—not
46. seen as equal humans, but rather thinly veiled ‘punchlines’ or
caricatures on ‘the side,’ to be
laughed at and then dismissed. Just as Mulvey (1975) contends
that women are coded with
to-be-looked-at-ness in film, it can be argued that Asian-
American men are coded with to-be-
laughed-at-ness, which subjects were cognizant of. Subjects
often perceived Asian-American
MSc Dissertation of Steffi Lau
- 16 -
male characters as being defined by their ‘Asianness’ rather
than more three-dimensional
and humanizing traits, ultimately rendering their ‘Asianness’
itself the joke.
Disconnect
For many, the lack of humanizing portrayals led to a feeling of
disconnect from American
media, with several reporting they felt a lack of strong Asian-
American role models available
47. to them on screen. As a result, they were unable to relate and
empathize:
Victor: In middle school, I was watching TV and it struck me
that none of them look like
me…you know, it always felt very difficult for me to empathize
with the characters...I just felt
like: that has nothing to do with me...So when I joined [Asian-
American organization] in
college, they watched a lot of Taiwanese dramas, Korean
dramas...and I'm watching it and for
the first time, I'm beginning to notice: ‘Oh my God, that's me.
In some sense, I get that’…So
that's when I unplugged myself from Western media...it just felt
like it’s not meant for me.
For some, this disconnect has continued even with current
portrayals. Upon discussing Fresh
off the Boat, a sitcom launched in 2014 and widely hyped for its
pioneering focus on a
Taiwan-American family, Walter revealed a nagging sense that
the show didn’t reflect reality:
Walter: I think about the dad in the show and he is a feminized
character…you know, doesn't
seem like a very assertive fellow, he's just very positive, but
there's no edge…That's not what
my dad is like, that's not what any Asian-American dad I know
is like.
48. Here, Walter’s comments reflect an oppositional gaze as he
recognizes the jarring gap
between portrayals of Asian-American male characters on
screen and real life. In keeping his
individual consciousness and group consciousness distinct, he
resists the Asian-American
male representation as it is offered to him. However, some
subjects exercised an oppositional
gaze in other ways, choosing to identify with characters in a
colour-blind manner:
Lang: My dad performs super duper masculine, like his whole
deal is he's super strong, works
out 3-4 hours a day, he’s really into Arnold Schwarzenegger.
Interviewer: So growing up, when you saw effeminate Asian-
American characters, did you
ever feel that didn't match your knowledge of your father?
Lang: I thought he was represented when I saw Arnold
Schwarzenegger or action stars. So
long as they were hyper-masculine; that was my dad. I knew my
dad was masculine no matter
what the media portrayals were, so I trusted that. This is what
dudes were to me and it didn't
matter if they were different races.
Lang’s ability to cut across race in order to identify strong,
hegemonic male characters as
49. emblematic of his closest role model, his father, indicates how
vastly media perceptions can
vary from person-to-person. He also demonstrates the agency
Asian-American men can exert
against marginalizing media portrayals by choosing to gaze in
resistant ways.
MSc Dissertation of Steffi Lau
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‘I’m Just Bracing Myself’
When discussing emotions felt upon viewing portrayals of
Asian-American men, the most
common feelings were: anger, shame and disappointment.
Seemingly across the board, many
expressed feelings of bracing themselves to find out whether
media would play into their
expectations of stereotypical depictions.
Matt: As an Asian dude, you're always just watching and
bracing yourself, like: ‘Are they going
50. to crap on Asian dudes again? Is it going to be what I think it
is?’
This sense of dread translated to subjects’ treatments within real
life, with a few participants
remarking that growing up they had been mocked with the
names of embarrassing Asian-
American characters in media. As a result, quite a few
responded that they had resented
Asian-American male portrayals and wished there were less.
Rather than viewing media
figures as inspirational as so many adolescents do, they viewed
them as entry points for peers
to make fun of them. Lang remarked, ‘If there was an Asian
character anywhere and it was
slightly ridiculous, I knew it was going to get quoted at me no
matter what.’
Here, we can see a direct correlation between subjects’
perceptions of media and treatments
within society. Perhaps because representations are so few and
far between, Asian-Americans
are lumped in with stereotypical depictions on screen—with
several reporting that this led to
51. resentment for their Asian-American identities. This trend is so
pervasive that often reactions
to negative media portrayals are amplified—several subjects
described reacting with
anticipations of backlash upon learning of news involving
Asian-Americans in a negative
light.
One particular incident was proactively mentioned by seven
subjects: the 2007 Virginia Tech
massacre in which a Korean-American college student killed 32
of his classmates and
himself. Conspicuously, many media outlets emphasized his
immigrant status in headlines
and dubbed him a ‘South Korean shooter’ despite him
immigrating to the U.S. at age eight.
Subsequently, Asian-American media watchdog associations
denounced the overemphasis on
his race, arguing this implied a correlation of foreignness with
his crime (Chuang, 2012). The
seven subjects reported feeling foreboding and a sense of dread
upon hearing the news:
Vincent: When it happened, I thought: ‘Aw shit, the next day I
go to school, I'm definitely
52. going to hear someone make a comment like, ‘Did you bring a
gun to school?’’ And so I went to
school and it was there. I could feel it.
MSc Dissertation of Steffi Lau
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Ben: I remember as the media was covering that, I was a little
concerned and probably had the
same emotions that my black or Middle Eastern friends might
feel...a little bit of: ‘Will people
be afraid of me?’ To think that I'm mentally unstable or that I'll
go off the deep end?
The anxiety that the subjects express regarding sharing the
shooter’s race can be seen as an
extension of the group consciousness—and rightly so, as
evidenced by the subsequent
backlash that some subjects recalled: one subject remembered
his teacher remarking in front
of the entire class that he resembled the shooter. It is worth
noting that none of the seven
subjects who brought up the shooting were Korean-American,
yet still expressed concern,
indicating an awareness of the tendency of American media and
53. society to lump together and
conflate different ethnicities. Moreover, this suggests a silent
understanding that white
Americans do not carry the same burden of group representation
that minorities do. In turn,
Asian-American men implicitly understand that, as rarities, they
are inextricably chained to
the portrayals media present to society, regardless of how
tenuous or undesired the
connection is.
The Responsibility of Representation
Film-wise, perhaps more than any other recent movie, one was
overwhelmingly loathed.
When asked to name specific characters on screen, 12 subjects
mentioned the film The
Hangover (2009), in which Korean-American actor Ken Jeong
portrays Leslie Chow, a
flamboyant, psychotic gangster with a comical Chinese accent
and effeminate mannerisms,
with his puny body often seen naked along with his small penis
(a running gag throughout
the film). Jeong’s character serves as a foil to his white co-stars
54. and seemingly embodies
every Asian male stereotype. Many expressed extreme contempt
for the character:
Ben: I can still find it funny...but it doesn't paint a great picture
for people who don't
understand Asian-American men. It worries me that he’s such a
prominent character and
they’re so few and far between.
Matt: I watched it with white people, so you can't just be so
open with saying ‘That movie is
super racist’ because you know, amongst your white friends, no
one wants to talk about
race...So I was just like ‘The jokes aren't funny…’ [hesitant]
But amongst your Asian friends,
you can be like, [angry] ‘Yo, that movie fucking sucked, Ken
Jeong is a fucking traitor, selling
out our race for some cheap jokes. Why is he doing this to us?
Fuck him, man.’
Peter: Ken Jeong comes to mind. Just a bunch of guys who coon
it up for white people, they
kind of shuck and jive for an audience. And what a white
audience wants to see from Asian
men is still this effeminate Long Duk Dong goofy guy. I just
feel extreme embarrassment ...
There's nobody else that it's acceptable to do that kind of
demeaning of, but it’s acceptable to
do that to Asian dudes.
Here a number of insights surface: although subjects seemed to
55. universally find the portrayal
disgraceful and exercise an oppositional gaze, some were able
to separate this from their
opinion of the movie itself, remarking that they still were able
to find humour in it. We can
MSc Dissertation of Steffi Lau
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interpret this as a detachment of the subjects’ individual
consciousness (through which they
are able to still find the movie likeable) from their group
consciousness (through which they
imagine Jeong’s portrayal through the eyes of other spectators).
This separation can be seen
as a manifestation of a quote from hook’s work on the
oppositional gaze in which one black
woman states that in order to obtain pleasure from screen
images of black womanhood, she
‘must not look too deep’ (1992: 121).
On the other end of the spectrum, for some, this led to a
repudiation of both the movie and
56. the actor and intense disgust. Compellingly, we can also
perceive a demonstration of group
consciousness across the board, as all indicate an awareness of
the portrayal’s detrimental
impact on society’s perception of Asian-American men as a
whole—on ‘us.’ It is interesting to
note Peter’s comparison of Mr. Chow to the aforementioned
Long Duk Dong (see p. 4), from
more than 30 years ago—an illustration of how little depictions
of Asian-American males
have evolved.
However, participants were split on their feelings regarding
Jeong’s decision to take up that
role. Some acknowledged that as an actor in a film industry
with limited positive Asian-
American roles, they understood his need to further his career
and instead blamed the media
industry. Others had strong feelings that he had a responsibility
to more judiciously select
roles:
Ben: I do think he has a responsibility...we all have
responsibilities. For any minority group,
your actions affect people's perceptions. You know, growing up,
57. I was a rowdy kid, but around
certain audiences, I would be on my best behaviour. I felt I had
a responsibility to not affect
someone’s prejudgment of the next Asian-American they
encounter or the next generation. So
there's that weight that Asian-American men have, and that
answer also applies to [Jeong].
For many Asian-American men, portrayals are not simply
portrayals. Like Ben, many
exhibited a hyper-awareness that disgraceful portrayals reflect
on societal perceptions of
them. Accordingly, many articulated an awareness that they
themselves are representations
of the group—a responsibility of representation. They felt an
obligation to carry themselves
in ways that would reflect Asian-American men positively, even
if only creating change on a
miniscule level. We can see the performativity concept is
represented in Ben’s usage of the
term ‘audiences.’
Conversely, despite perceiving American media as bleak for
Asian-American males, subjects
were able to find pride in the few positive portrayals.
Overwhelmingly, many subjects spoke
58. of Jeremy Lin with a strong sense of admiration, remarking that
he resonated with them due
to his breaking of stereotypes. Notably, several subjects who
had recalled being
MSc Dissertation of Steffi Lau
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underestimated within sports while younger due to stereotypes
of Asian-American men
lacking athleticism, empathized with his struggle to be taken
seriously in sports:
Allen: Growing up...things like playing basketball...you’re
always seen differently based on
race. Because people are making quick judgments like how well
people play based on race.
[hesitant] At times, probably I was judged more harshly than
others, based on assumptions
based on race. I would use the example of a try-out where
maybe I'd be judged more harshly
and have to perform better than someone else of another
race...in order to be regarded in the
same way…
Gaoxue: I went to a white school and I would always get
laughed at or taken as a joke when I
tried out for sports. They would say ‘Are you serious?’ because
59. they never saw an Asian boy
play sports because that's not what they're exposed to in the
media. I would get ridiculed just
because that's not what their standard view of an Asian male
is…and so, I really gravitated
towards Jeremy Lin’s rise in the media. I feel it was a definite
changing point in how
Americans view Asian-American males.
Even subjects who were not sports fans saw Lin as a strong
source of pride and reported
closely following his winning streak. It seems that the
inescapable ties to being judged as a
group have an amplifying effect on subjects’ receptions of
Asian-American media figures:
resulting in either heightened likes or dislikes for group
representations. However, due to
group consciousness (awareness of being judged as a group),
even positive representations
can be a source of apprehension:
Walter: When Jeremy Lin had his big explosion, I was very
nervous. Every time I would watch
a news highlight of something amazing he did again, I was like
[mimics wiping forehead]:
‘Phew. Phew. Phew.’ [relieved] And essentially I felt that as an
Asian-American, his confidence
was going to be tested a lot, and how he handled that was going
to be a huge statement for
60. Asian-Americans in sports. Had it been any player who just
exploded, I would've just been
cheering them on, but because I was just thinking about what
the backlash on me would be if
he begins to mentally break down, that part made me very
nervous.
Keenly aware of their unshakeable links to other members of the
group, Asian-American men
are aware that each new representation has the power to
transform society’s perceptions of
Asian-American males for better or worse.
Romantic Desirability
Throughout their interviews, the majority of subjects agreed on
a recurring theme: the fact
that Asian-American males are disadvantaged within the dating
realm, particularly when it
comes to pursuing white women. However, a significant number
also mentioned hearing
Asian-American females express disdain for Asian-American
men ‘all the time.’ Many
attributed this to unflattering Asian-American male depictions
as unattractive within media,
expressing sentiments of being at the bottom of the ‘totem pole’
61. under white, black and
Hispanic males in terms of desirability.
MSc Dissertation of Steffi Lau
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Allen: There is almost no representation, and when we are
represented, it's in a way that
doesn't suggest...sexiness? And pretty much across the board,
there's never an Asian male
playing a romantic lead in any TV show. Never. So it almost
certainly plays a pretty big role in
people’s preferences…your experiences shape what you find
unattractive…and I'm sure media
is a big part of that.
Others drew comparisons with depictions of Asian-American
women within media, although
all seemed cognizant of their harmful sexualization. Still, many
asserted that as a result,
Asian-American females are seen as more attractive and viable
romantic options.
Ben: Asian-American women are portrayed to be very
desirable...and this is just my judgment,
but I think that the men who are cast tend to be unattractive.
62. And I think there are very
attractive Asian-American men out there. But if you were to
judge purely based off of
mainstream movies, you wouldn't think that.
Gaoxue: You never even see Asian guys depicted in a desirable
way. I see how it affects my
Asian-American peers. It just saddens me…it really hurts their
self-confidence when they see
the prevalence of Asian-American women dating white guys.
They start to blame
themselves…it affects how they look at themselves, and that
transpires into them shaming
Asian-American women in those relationships. I think that
shaming is an effect of the media
portrayals of themselves because they start to hate themselves
so much that they want to put
that negative energy into blaming someone else.
We are already at the bottom of the attraction pool in regards to
race so if they see that their
own counterparts, Asian-American women, don't find them
attractive, then what shot do they
have of gaining a partner?
Like many subjects, Gaoxue and Ben share a belief that the
‘unattractive’ images of Asian-
American men can distort both society’s perception of Asian-
American male desirability and
how Asian-American men see their own desirability. Along
these lines, quite a few subjects
linked the stereotype of being less endowed to the lack of
63. romantic success. This stereotype
arguably produced the most deep-rooted sense of shame and
exasperation: ten men—
unprompted—recounted being mocked with small penis jokes
since childhood and even well
into adult life. Although many attempted to laugh off these
stereotypes, there were several
admissions of the traumatizing impact of these taunts and
resulting insecurity.
Matt: It made me feel really shitty. I don't really think too much
about that to be honest
because it's kind of traumatic. Hearing something like that when
you grow up...it made me feel
pretty insecure and powerless…
Some took particular issue with the pervasiveness of the small
penis jokes on screen:
Gary: That's a very common stereotype to hear and see and that
can be very emasculating to
the Asian-American male psyche. Before the Asian-American
male can get started running a
race, it's like he is already handicapped. If someone already has
preconceived notions about
who you are and your body, that sets up a self-fulfilling
prophecy for the Asian-American male,
leading him into eventually believing those things about himself
and handicapping himself. So
64. he would have less of a chance at being successful in the dating
world than his white
MSc Dissertation of Steffi Lau
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counterpart. And so, those stereotypes can be damaging and
definitely should not be on
mainstream TV where millions of people are watching and
feeding into.
Here Gary seems to allude to a phenomenon that several
subjects expressed: the possibility of
emasculating stereotypes of Asian-American men creating a
self-perpetuating cycle, with
these media stereotypes being regurgitated by those within
society, in turn detrimentally
impacting Asian-American male self-confidence, in turn
actually harming Asian-American
masculinity. Indeed, this layman theory seems to align with the
looping effect proposed by
Hacking (1999) which details the power and agency that both
external social forces and group
members have in respectively propagating and internalizing
essentialized group
65. characteristics. Moreover, these testimonies from Asian-
American men attest to the immense
role (and harm) stereotypical media portrayals exert in
debilitating potentially positive self-
concepts:
Walter: There’s not a whole lot of confidence-building out
there. No media portrayals make
you feel like ‘Oh, that's me,’ nothing out there that makes you
feel that there are role models or
examples of the type of person that you are. So in society,
Asian-American men aren't given a
lot of confidence naturally. We don't derive confidence from
what we see and we don't derive
confidence just from how other people perceive us. So you have
to fight very, very deliberately
to develop your own confidence…I don't know if that's
something that white men or men of
other races have to put as much thought into.
Identity and Masculinity Strategies
Having shed light on the ways in which subjects interpret media
and its perceived impact
within their worlds, it is clear that Asian-American men by and
large exert a strong
oppositional gaze against emasculating images offered to them.
Moreover, they conceptualize
66. media as having strong ramifications on their self-confidence,
identity, and perceived
treatments within society. Given that, we must ask: how do
Asian-American men strategically
construct and perform their identities and masculinities?
Identity-wise, subjects were aware to varying degrees that their
Asian exteriors take the
forefront in shaping people’s perceptions of them, regardless of
how nuanced and non-
stereotypical their identities might be. Some saw stereotypes as
‘baggage’ preventing people
from looking beyond their race.
Walter: It’s almost like you're not being treated as a human
being, you're being treated as an
idea. That's the worst kind of racism.
Interviewer: What do you mean by being treated as an idea?
Walter: Um, some of my friends in college...I didn't view
myself as Asian-American when I
was hanging out with them, but I realized they definitely viewed
me as Asian-American.
People aren't thinking of you as another person, they're thinking
of you as all those things that
67. MSc Dissertation of Steffi Lau
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they have in their head that come along with being Asian.
There's just this baggage that you
have, that is really heavy, and when you're hanging out, you can
feel that—it’s in the air.
Much like having a ‘birthmark’ (Ty, 2004) on one’s face that
one can sense being stared at,
Asian-American men are unable to wipe off the cultural
meanings their bodies are encoded
with. Consequently, many stressed needing to develop non-
stereotypical traits in order to
overpower the one-dimensional meanings their ‘Asianness’
connoted.
Accordingly, to strategically position themselves as varied
individuals, many widely employed
the strategy of emphasizing the opposite of stereotypes: many
shared that while younger,
they had felt compelled to take up more unexpected hobbies
such as basketball and
skateboarding to rebel against stereotypes and represent
themselves as ‘cool Asians.’ Some
68. reported adopting more aggressive and outspoken behaviour in
the workplace and classroom
to contest model minority stereotypes. Another discussed being
a ‘little girl-crazy,’
commenting, ‘I think sometimes I need to show I'm interested to
prove that I'm a man.’ On a
more verbally performative level, the majority of subjects
admitted to emphasizing certain
non-stereotypical facts about themselves within conversations
as a ‘buffer’ to flag to people:
‘Look, I'm not all of what you think I am.’
Subjects generally felt that in order to avoid being seen as one -
dimensional ‘ideas’ (not unlike
how they described their on-screen counterparts) they needed to
perform and represent
themselves in unexpected ways to assert themselves as full
human beings:
Peng: I have to make an extra effort in order to push something
other than my Asian identity
to the front...so if I'm at a gym, I can't just be ‘that Asian guy,’
I have to be ‘that guy who does
ten miles a day.’ Or if I'm at a dance class, I have to
specifically be very good or have some
outlandish personality that will separate me from just being
69. generic. If I am generic, then I will
be known as ‘the Asian guy’ and that's where the social and
romantic disadvantage comes
from. If you don't fill someone's mind about who you are,
they'll just fill their brains about
what you are stereotypically…and stereotypically, Asian males
aren't seen well.
Yet, despite the desire to carve out nuanced identities and
distance themselves from
emasculating stereotypes, it was abundantly clear that Asian-
American men felt certain
identities were off-limits to them due to societal constraints and
reduced social capital. Three
compelling themes played a chief role in rendering certain
identities inaccessible and
impossible for Asian-American men: safety, authenticity and
legitimacy.
Safety
A quite harrowing theme that emerged was the theme of
emotional safety. Although the vast
majority of subjects I spoke with had developed healthy self-
concepts as adults, several
reported internalized racism while younger. Upon digging
deeper into some subjects’
narratives, it seemed that for some, this was intertwined with
70. alienating taunts of being
MSc Dissertation of Steffi Lau
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foreign, combined with societal and media degradation of
Asian-Americans, particularly
against immigrant Asians.
For one particular subject, Robert, this shame manifested itself
especially deeply, as it
became clear to him as an adult how race influences romantic,
professional and social
success. Robert reported feeling ‘broken and less than’ during
college as he became painfully
aware of how his status as an Asian-American male entailed
automatic disadvantage within a
racialized world. In his pursuit of ‘social proof,’ he engaged in
obsessive weight loss tracks,
having noticed that lower fat distribution in his face made him
look less Asian. Even still, he
was tormented with identity crises and trouble relating to men
in the workplace. As an adult,
71. he had a striking epiphany:
Robert: It tore upon a deep emotional wound which is…I have
deep shame around the fact
that my father is an Asian man. It makes me fearful...I don’t
feel safe living in America with an
Asian father. I couldn’t look to the man closest to me for a role
model. [emotional, frustrated]
It’s not safe to be him so I didn’t want to become him. I didn’t
trust my father enough to
acknowledge the fact that this was a man who had wounded me
through childhood, simply by
being an immigrant. I didn’t want to admit that my childhood
was imperfect because of his
racial experience. I didn’t want to acknowledge his experiences,
his pain.
Evidently, marginalization extends far deeper than Asian-
American men’s nuclear
identities—it shapes how some relate to and view their closest
role models: their fathers.
From conversations with subjects, I postulate that internalized
racial shame combined with
an awareness of how Asian-American men are treated and seen
within white society can lead
to a sense of vulnerability, particularly as children seeking
protection. Subjects realized their
supposed protectors are no less immune to the same
emasculating external forces they
72. endure. Unable to glean symbolic safety from their closest male
figures, others like Robert
yearned to distance themselves from Asian-American identity to
seek security.
Although most had come to embrace their Asian-American
identities as adults, many
disclosed grappling with vestigial senses of shame when
encountering recent Asian
immigrants and tourists, dubbed ‘fresh off the boat’ (‘FOBs’) —
a term that is often used
derisively even within the Asian-American community.
David: I interact with a lot of Asian tourists and they are always
hyper-visible as tourists who
are not from there. So a lot of times, classmates complain about
Asian tourists and I have this
issue I've been wrestling with in my head…I definitely have felt
shame when people who are
FOBs or first-generation do things that, for example, my father
would do...and I’m attempting
to work through that internalized shame about those
stereotypes...it feels like I'm being
lumped in with them and I shouldn't be.
As David conveys, sentiments of undesired group identity can
morph into internalized group
73. consciousness as Asian-American men become aware of the
racialized power structures they
MSc Dissertation of Steffi Lau
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inhabit, ultimately leading to a desire to detach themselves from
the most stereotypical and
ridiculed representatives of the group: accented and less
culturally assimilated Asians
(including their fathers)—in a bid for safer identities. It is
productive to ask how much this is
due to caricaturing Asian characters with comical foreign
accents on-screen.
Authenticity
In addition to legitimacy and safety, authenticity is a key
measure by which subjects judged
which identities are feasible for them. A few subjects
mentioned a nagging irritation with
certain Asian-American media figures who emulated hip-hop
culture. Although initially they
weren’t able to articulate the root cause of this frustration, some
probing revealed sentiments
74. that Asian-Americans had falsely co-opted black hip-hop
culture, remarking that it didn’t
seem authentic. In another example, one subject who had grown
up in rural Oregon
remarked that he and his father had completely integrated into
the ‘redneck’ community,
taking on local hobbies such as hunting and fishing which he
shared with his white friends.
Will: The only difference between myself and them was the way
that they dressed. They wore
cowboy boots and stuff like that, very typical wranglers. And if
I were to do that, I would just
feel kind of fake, like a Halloween costume or something,
because you know... [trails off] My
dad wore that stuff which was weird...
This theme of authenticity is also compellingly illustrated in
another quote:
Peng: In middle school, because there was a lack of Asian roles
in American media, I almost
looked to Asian media for what a positive role model should be
in terms of how to get girls or
how to keep cool. I would see white media and I just remember
seeing lumberjack-esque guys,
lots of body hair…and I remember thinking: I probably can't do
that, so how do I be cool? I
guess act like this K-pop star, I guess that’s what cool looks
75. like for an Asian guy.
Interviewer: So you felt like you couldn’t pull off the kind of
coolness that white or American
media portrayed?
Peng: Yeah. Um…there’s this one scene in one of the American
Pie movies with this Asian guy
who talked really ‘black’ and you know, a lot of people say
Asians escaped into black culture to
be seen as cool and to have a refuge. At the end of the scene,
they all make fun of the kid and
say, ‘Stop talking like that, you’re Asian, your dad runs a
restaurant, you're not from the
ghetto.’
And um, that’s just one example, but I feel like the reason I
couldn't fit the white guy coolness
was because [hesitant]...an Asian guy trying to emulate white
cool was ridiculed as being a
poser or faking it or not actually cool. Imagine a white guy in a
Ferrari wearing a polo…an
Asian guy trying to do that would come off as…just like
comedic relief because he's out of
place.
I contend that Asian-American men (particularly those going
through adolescence and
navigating what it means to be men) are caught in a precarious
predicament when it comes to
finding role models: unable to look to their marginalized father
figures; unable to find
76. inspiration within the emasculated Asian-American images
available to them; and unable to
feel they can rightfully inhabit ‘white cool’ and white
masculinity without facing ridicule for
MSc Dissertation of Steffi Lau
- 26 -
being out-of-place. Seeking role models they can identify with,
several subjects consequently
looked to alternative sources such as YouTube or Asian media
in search of authentic avenues
toward manhood. Peng’s example of an Asian-American
character who provides comedic
relief to make his point illustrates how deeply the caricaturing
of Asian-American male
characters can mark the psyches of Asian-American men long
after fading from the
hegemonic audiences’ imagination.
Legitimacy
The data reveals that Asian-American men have felt the impact
of emasculating media
77. stereotypes seep into all aspects of their lives from self-
confidence to romantic success to
body image to how they seek certain identities. Given this, I
would like to return to the
question of how Asian-American men then approach gender
performativity as they attempt
to negotiate a rigid hegemonic, heteronormative power structure
in which their masculinities
are devalued: Do they prefer a re-masculinization approach in
which they can claim their
rightful manhood through adhering to hegemonic masculine
ideals? Or do they prefer to
leverage their marginalized positions to redefine masculinity in
less heteronormative ways?
The answer lies in the theme of legitimacy. Bombarded with
media and societal
emasculation, Asian-American men wish to be taken seriously
as men. This desire for
acceptance manifests itself as a hyper-awareness of how they
perform masculinity. One
subject confessed that having grown up as a rare minority in
Indiana, for him, performing
masculinity is a key to acceptance:
78. Lang: I always knew that I stood out in a sea of white people, so
I would always feel like
people's eyes were on me, that I was being observed. And I had
to find a way...I knew I was
different, but I had to find a way that I was comfortable with
myself to be different, you know?
So for me, masculinity was it. I used to excessively read self-
help books about body language
and masculinity. And in social situations, I would check myself
like ‘Am I standing right? Am I
sitting with my legs crossed in way that's masculine or not? Is
anyone looking at me when I do
this?’ And I think because of the way our society is, a lot of
dudes no matter what race you are,
do it, but I also want to say that for me, it was maybe more
intense. For me, it's like I have to
steel myself in order to perform masculinity.
Although Lang acknowledges that all men to some extent
‘perform’ masculinity (a phrasing
he volunteered), his external consciousness of ‘being observed’
causes him to have a
heightened awareness of the performative nature of gender as he
attempts to navigate his
difference. He also alludes to an observation that perhaps for
white men who don’t have to
confront pressures of being watched, their gender
performativity is not conducted as
deliberately. This highlights a compelling point: painfully
79. aware of being watched and
judged, and of the emasculating stereotypes attached to their
bodies, Asian-American men
are arguably much more aware than other males within society
that their every movement
MSc Dissertation of Steffi Lau
- 27 -
will be assessed as a statement of their masculinity, allowing
them to either earn or lose
legitimacy. Given this, they tend to approach the ways in which
they perform masculinity
deliberately, intentionally and strategically.
However in their performativity choices, many are aware that
they don’t possess the
legitimacy necessary to safely bend the rules of game.
Victor: In a sense, it's not that we have less room to perform
gender, it's that we have zero
room... emasculation is something that is both physical and
societal, because it's something
that is reinforced by social norms and we don't have any
performative roles that entail us
80. having any balls.
Fred: I actually feel like there's a lot of latitude with
masculinity. You can be masculine in a lot
of ways. But on the other hand, it's easier for white men to be
very fluid in their masculine
identity. There can be a variety of roles and it doesn't affect
them negatively, whereas Asian-
American men are struggling against effeminate stereotypes and
so it’s often like they're
pigeonholed into a certain kind of masculinity. A lot of Asian-
American guys feel like they have
to be the athletic muscular type to combat it, whereas I could
just as easily say they could be a
masculine hipster, but they don't consider that a possibility.
Timothy: Sometimes I had the feeling that I have to demonstrate
that I am somehow a man...it
seemed like it wasn't as safe for me to adopt more gender -
ambiguous stances. I remember at a
certain point, pink polo shirts became trendy for men, but in my
head, I was like: ‘I don't know
if I can pull that off’. Because, as opposed to the weird
juxtaposition of a black dude in a
dress… it actually reinforces his masculinity, because it's so
out-of-place. But if it was an Asian
guy in a pink shirt, then it might actually be like: ‘Well, this is
what we expected from the
stereotypes’.
Yearning to be taken seriously as men, Asian-American men are
aware that to engage with
more alternative forms of their masculinity entails a certain risk
81. of further de-legitimation of
their masculinity. Like Fred, quite a few voiced that they felt
white and black men had more
latitude to deviate from hegemonic masculine norms without
risking backlash. With the
knowledge that masculinity is inextricably linked to status
within society, Asian-American
men must exert a concerted effort to counter stereotypes and
assert their legitimacy as men.
However, this struggle to claim legitimacy within hegemonic
power structures can lead to a
sense of more unorthodox identities being risky or even
impossible.
Consequently, several shared desires to achieve normalized
masculine ideals such as being
assertive and building muscles. A recurrent sentiment seemed to
be that since society has
been socialized to respect masculinity, straying further from
masculine norms would
disempower Asian-American men even further. Accordingly,
some desired to not just meet
the masculine ideal, but to be perceived as hyper-masculine to
overcorrect for their
82. feminization. One subject shared his commitment to working
out in order to look like a
‘Greek god’ and expressed the need to ‘shock’ people into
believing Asian-American men are
masculine:
MSc Dissertation of Steffi Lau
- 28 -
Matt: The more swaggery Asians we have just pushes that
[emasculation] away. If it goes so
far and so bombastic that people are like ‘Yo, all these Asians
are so cool, I want to be like
them’ it creates a safer space for the nerdy Asian…Let's push it
to bombastic levels…If you
don't want to be it, don't. But I think it would be more effective
if every Asian dude looked like
Thor and were sexual monsters and was awesome at everything.
That would be SO much more
effective in terms of removing the emasculation…And then you
can have your nerdy Asian,
your artsy Asian.
It is interesting to note Matt’s desire to foster a ‘safer space of
the nerdy Asian,’ which draws
on the aforementioned themes of both safety and group
consciousness and alludes to an
83. awareness of the risk and ridicule stereotypical Asian-American
men face. Matt embodies the
responsibility of representation that so many other Asian-
American men carry on their
shoulders as they become racially conscious—much like
ambassadors, they are imbued with a
hyper-awareness that each act is a performance and each Asian-
American body is a
representation of the group. While arguably controversial, his
thoughts convey a
transcendence beyond individual performativity to group
solidarity—a desire to advance the
position of Asian-American men as a whole to the point where
it is safe for Asian-American
men to be fluid in masculinity without losing legitimacy.
On the other end of the spectrum, some argued that having
already been disempowered and
locked out from the definition of masculinity, there was no
further risk to them. They felt
their location outside of mainstream masculinity could serve as
a space empowering them to
be themselves and carve out their own versions of masculinity.
84. Peter: People like to put men in a masculine box, like ‘this is
what being a man entails, this is
what a man's privilege is’. I think it's interesting that a lot of
those things…don't really apply to
Asian-American men…Nobody is afraid of me, nobody feels
threatened by me, so the way I
look at it...Dude, I'm my own man. Because we're already not
seen as men…I just do a bunch
of shit that most men wouldn't do because they're afraid they'll
look like a sissy. But they
already put me in a sissy box anyway…it's not like I have any
further to plunge.
Timothy: One of the things about the idea that we're perpetual
foreigners is that it actually
helps us create our own identity when you can exclude us from
your community, you know? If
you don’t see us as full Americans in the first place, then why
would we want to embody the
American masculinity? So that can be kind of empowering
because then you don't have to fit
in because they wouldn't let you in anyways.
While those like Peter and Timothy view their alternative
positions as liberating, their
statements also carry a sentiment of futility as they note the
fruitlessness of striving for
acceptance into hegemonic masculinity—an echelon they are
locked out of, and for which
only white men hold the keys. Arguably, the stance of
85. redefining masculinity also demands a
thick skin, a need to not care or want legitimacy from the
mainstream power structure.
MSc Dissertation of Steffi Lau
- 29 -
Even so, the binary nature of these opposing poles may leave
gay Asian-American men out of
the picture. One gay subject discussed how, as he has entered
adulthood, he’s begun to
question which behaviours and mannerisms are true to him and
which have been instilled
due to a desire to ‘pass’ in a heteronormative society. He’s
begun to experiment with
contextual deviations in his mannerisms toward both masculine
and more feminine poles:
David: Identifying as gay gives me more freedom to explore
these things and not be viewed as
totally illegitimate. I feel like I identify with some of those
traits associated with Asian-
American men in the media that other Asian-American guys
hate…so it's really weird because
86. sometimes I feel like I’m betraying the cause. Like failing at
that ideal of a masculine, anti-
stereotypical Asian-American man and also confirming
stereotypes about Asian guys, even
though I know both those things are BS.
Here it becomes apparent that despite an awareness of the
socially constructed nature of
masculinity, David cannot help but feel guilty for ‘confirming’
stereotypes. This can again be
attributed to the idea of group consciousness—cognizant of the
re-masculinization agenda
that those like Matt advocate, David is unable to shake off a
lingering sense of obligation to
‘the cause’ of reclaiming masculinity. His thoughts foreground
the flawed nature of a
heteronormative lens—perhaps it is not men possessing
traditionally ‘feminine’ qualities
themselves that should be condemned, rather, the social
constructs that authorize some to
possess these and others to not.
While David, Peter and Matt each encapsulate disparate
positions in the re-masculinzation
vs. redefinition debate, they ubiquitously demonstrate the
forceful ways in which symbolic
87. emasculation and exclusion shape the subjectivities of the
Asian-American male—as they
navigate the gendered power structure, they must either strive
for legitimacy, accept the
futility of acceptance or straddle these fragile social constructs.
CONCLUSION
Analyzing 23 semi-structured interviews, it is evident that
Asian-American males adversely
view and interpret stereotypical media portrayals of themselves,
viewing their media
counterparts as marginalized, emasculated and ridiculed. From
the data elicited in this
research, I contend that many Asian-American males find
agency in resisting these
representations, understanding that these are not desirable
identities, nor ones they are
content to settle for. Through exerting an oppositional gaze,
they critique and interrogate the
deceptively comical portrayals of themselves.
88. MSc Dissertation of Steffi Lau
- 30 -
Yet despite their critical interpretations and bid for distance
from this symbolic
emasculation, Asian-American men understand they are not
immune to the disempowering
and alienating portrayals of themselves. Subject to the triple
consciousness I have proposed,
they are hyper-aware of their irrevocable ties to these images in
others’ eyes, and how these
emasculating stereotypes in turn shape how others view them.
While Asian-American men
attempt to assert their own identities, I contend that the
necessity of always imagining the
ways one is representing oneself, representing the group, is
being represented by others, is
being seen by others is emotionally exhausting. They must fight
to preserve their own self-
concepts and self-confidence or risk internalizing anger, shame
and disgust and hegemonic
views of themselves.
89. Further, it is apparent that to a great extent, subjects
conceptualize media as undeniably and
largely feeding into their marginalizing treatments within
society—whether it is being
mocked at a sporting try-out, taunted that they are less
endowed, being relegated to the
bottom of the dating pool or more implicitly, being treated as
one-dimensional caricatures.
Asian-American men by and large understand media as
undesirably yet inescapably encoding
their bodies with meanings that render their more nuanced
identifications invisible.
As such, they endeavour to assert their masculinity and unique
identifications against
restraining stereotypes activated by media and reinforced by
society. It is apparent that some
choose to perform and represent their masculinity in certain
ways, with the understanding
that they themselves are group representations with the power to
influence preconceptions at
a micro-level. Others choose to redefine their masculinities and
no longer seek legitimacy
from the hegemony. However, it is crucial that we not
90. romanticize this alienation and
understand that this carving out of an alternative space is
predicated on a very real cultural
and systemic exclusion within American society, through
American media. Aware that their
precarious subject positions are victim to the disempowering
gaze of society, Asian-American
men nonetheless feel societal constraints and media rendering
certain identities impossible
for them. This tug-of-war between agency and hegemonic power
can ultimately be painful
and exhausting for some.
As such, I contend that across the board, Asian-American men
yearn to be free: whether from
others’ racial biases, from stereotypes, from social constructs,
from prescriptions of what a
man is, from communities that exclude while still demanding
assimilation. This ubiquitous
craving for liberation attests to the toxic nature of media
stereotypes which simultaneously
alienate and restrain. It is my hope that this research has
contributed an understanding of the
more subdued and deep-rooted ways in which symbolic
91. exclusion manifests itself.
MSc Dissertation of Steffi Lau
- 31 -
With the hope of sparking change within the media industry
itself and encouraging more
positive, varied, three-dimensional and humanizing portrayals
of Asian-American men, I
propose that future research examine the institutional pressures
and factors within American
media institutions to deconstruct why Asian-American male
representation has changed so
little in the past century and identify the most productive
avenues in which to effect change.
Perhaps then, as Asian-American men brace themselves as they
gaze at the screen, one day in
the near future they can breathe a sigh of relief.
ACKNOWLEDGEMENTS
I would like to extend a heartfelt word of thanks to the 23 kind,
92. funny and perceptive Asian-
American men who took the time to openly share their stories
and observations with me—
and in most cases, with a complete stranger. Your rich insights
were invaluable in molding
the content of this research. I’m well aware many of these
experiences were not easy to share,
and for your trust, I am sincerely grateful. Our time spent
connecting, laughing, musing and
dissecting continues to echo in my mind—and were it not for
the word limit, I could have
easily written an entire book overflowing with your unique
voices, thought-provoking
insights and the infinite nuances of the findings. It is my hope
that you’ll find this research a
worthy investment of your time—and that together, we can
spark awareness and change.
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APPENDICES
Appendix A: Interview Profiles & Data Corpus Demographics
KEY
• Pseudonym: State they grew up in, Age*, Ethnicity,
Occupation, Sexuality
*Age: Early 20’s=20-23, Mid 20’s=24-26, Late 20’s=27-29
Interviewees
• Lang: Indiana, Mid 20’s, Chinese, White-Collar, Straight
• Lance: Minnesota, Late 20’s, Chinese, White-Collar, Straight
• Allen: California, Mid 20’s, Taiwanese, White-Collar, Straight
• Chris: California, Mid 20’s, Chinese, Postgraduate Student,
Straight
102. • Henry: California, Mid 20’s, Vietnamese, Postgraduate
Student, Straight
• Peter: Missouri, Mid 20’s, Chinese, White-Collar, Straight
• David: Michigan, Early 20’s, Chinese, Undergraduate Student,
Gay
• Peng: New York, Early 20’s, Chinese, White-Collar, Straight
• Shawn: Ohio, Early 20’s, half-Korean and half-Chinese,
Undergraduate Student, Straight
• Gary: Louisiana, Mid 20’s, Vietnamese, White-Collar, Gay
• Will: Oregon, Mid 20’s, Mixed Vietnamese and Cambodian,
White-Collar, Straight
• Vincent: New York, South Carolina, Early 20’s, Chinese,
Undergraduate Student, Straight
• Fred: Georgia, Early 20’s, Chinese, Undergraduate Student,
Straight
• Austin: Colorado, Mid 20’s, Filipino, White-Collar, Straight
103. • Victor: Michigan, Late 20’s, Korean, White-Collar, Straight
• Hugh: California, Mid 20’s, Chinese, White-Collar, Straight
• Gaoxue: Wisconsin, Early 20’s, Hmong, Undergraduate
Student, Straight
• Timothy: Nevada, Early 20’s, Chinese, Undergraduate
Student, Straight
MSc Dissertation of Steffi Lau
- 35 -
• Robert: Arizona, California; Mid 20’s, Chinese, White-Collar,
Straight
• Matt: Tennessee, Mid 20’s, Vietnamese, White-Collar,
Straight
• Ben: North Carolina, Late 20’s, Taiwanese, White-Collar,
Straight
• Walter: Texas, New Jersey; Early 20’s, Chinese, White-Collar,
Straight