Disability Studies What Is It andWhat Difference Does It Make.docxlynettearnold46882
Disability Studies: What Is It and
What Difference Does It Make?
Philip M. Ferguson
Chapman University
Emily Nusbaum
Colorado University Colorado Springs
The academic field of disability studies has expanded rapidly over the last two decades or so. With that expansion has also come some growing ambiguity about exactly what is meant by the term "disability studies." This article reviews the history and evolution of disability studies as an interdisciplinary approach to research and scholarship. While acknowledging the broad range of interests and approaches that can fall under the umbrella of the "disability studies" label, we argue that it may be useful to present a set of core themes or beliefs that seem central to disability studies as a field if it is to fulfill its promise as a truly different way of exploring the meanings of disability in society. Finally, we argue that disability studies should be of special interest to members of TASH and others with particular interest in the lives of people with significant intellectual and developmental disabilities.DESCRIPTORS: disability studies, social model of disability, inclusion, value-based research Over the last decade or so, the term "disability studies" has become a familiar usage throughout all areas of inqtiiry and scholarship involved in the study of issues affecting people with disabilities. Yet, the question arises as to whether the writing and research emerging from this still new and evolving area of study have any special relevance to those whose strongest interests are improving the lives of individuals with the most significant intellectual and developmental disabilities and their families. This article—as well as the others in this special issue—tries to demonstrate why that question should be answer redin the affirmative. The purpose, then, of this article is threefold. First, we provide a brief history of the emergence and evolution of the broad range of scholarship and inquiry that falls under the field called "disability studies." Second,we identify and briefly discuss what we see as at least some of the core concepts that underlie the relatively new field of study. Finally, we argue that, as a field of study, disability studies has particular salience for those interested in the development of research and policy in support of people with significant intellectual and developmental disabilities.
Certainly, if one goes simply by frequency of usage, the practice of "disability studies" has gained ample currency within academic settings of the humanities and social sciences (Cushing & Stnith, 2009; Taylor & ZubalRuggieri,2009). In such a context, disability studies is often compared with similar approaches to human difference that have a somewhat longer history, such as Gender Studies and Race/Ethnicity Studies. In its broadest terms,then, disability studies might initially portray itself as the interdisciplinary study and representation of the concepts,cultures, and personal .
This document summarizes a research article that examines the cultural nature of research and argues for considering research as a situated cultural practice. It highlights two key points made in the article. First, it discusses the theoretical and methodological limitations of traditional research that focuses on cultural minority groups. Second, it outlines an idea of research as situated cultural practice, which widens the focus from certain groups to also consider the researcher's own cultural background and assumptions within their field. The document provides background on this perspective and discusses its implications for improving research to better address growing cultural diversity.
This document proposes a generalized and universal approach to collective and individual identity formation that could work across diverse cultural contexts. It discusses key concepts related to identity such as society, culture, social groups, and processes of enculturation. The approach is grounded in the idea of the "psychic unity of mankind" and aims to facilitate identity modulation, dilution where possible, and reduce polarization. It links this framework to other relevant theories and recommends ethnographic fieldwork and pedagogical reforms to modulate identity for better ethnic and communal harmony.
This document provides an introduction to understanding culture, society, and politics through social sciences. It discusses that social sciences help decipher human societies, behaviors, and interactions. The document also outlines the importance of social sciences in allowing analysis of patterns and social dynamics to develop community solutions. Specifically, it describes that anthropology is the study of humans, cultures, and environments throughout history. Sociology is defined as the study of human social life, groups, and society. Political science deals with the study of political phenomena and aims to further understanding of political values, processes, and theories.
This document provides an introduction to a study of street kids who frequented a converted bus in Rotterdam, Netherlands. It describes how the bus project was started to address problems with local youth loitering in streets. The author describes meeting with a youth worker and following a group of 11 regular street kids on the bus on Wednesday nights over the course of a year, comprised of boys from Moroccan, Surinamese, and Dutch backgrounds. It discusses how the bus project and workers aimed to motivate the boys to display more socially acceptable behavior and transition them to running their own youth club independently with a worker's assistance.
Sujay Extended identity theory FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
1. The document proposes an "Extended Identity Theory" that builds upon the author's previous work on generic identity theory. It aims to model identity in relation to real-world data from a multicultural perspective.
2. Key concepts from previous papers are reviewed, including components of identity, theories of identity formation, and a "symbiotic approach" to sociocultural change. The author argues observations must consider multicultural viewpoints.
3. The paper proposes several extensions to identity theory and applications to real-world problems. It presents data from different world regions and aims to develop concepts that can address real issues.
This document discusses research methods used to study gender and society. It describes quantitative methods like descriptive statistics, surveys, and experiments that gather measurable data. It also discusses qualitative methods like textual analysis and ethnography that aim to understand experiences. Critical research methods identify inequalities to motivate change, and mixed methods combine approaches. Gender studies draw from various disciplines like sociology, anthropology, history, and more. Studying gender enhances appreciation of diversity, awareness of cultural expectations, and ability to engage with others in society.
Disability Studies What Is It andWhat Difference Does It Make.docxlynettearnold46882
Disability Studies: What Is It and
What Difference Does It Make?
Philip M. Ferguson
Chapman University
Emily Nusbaum
Colorado University Colorado Springs
The academic field of disability studies has expanded rapidly over the last two decades or so. With that expansion has also come some growing ambiguity about exactly what is meant by the term "disability studies." This article reviews the history and evolution of disability studies as an interdisciplinary approach to research and scholarship. While acknowledging the broad range of interests and approaches that can fall under the umbrella of the "disability studies" label, we argue that it may be useful to present a set of core themes or beliefs that seem central to disability studies as a field if it is to fulfill its promise as a truly different way of exploring the meanings of disability in society. Finally, we argue that disability studies should be of special interest to members of TASH and others with particular interest in the lives of people with significant intellectual and developmental disabilities.DESCRIPTORS: disability studies, social model of disability, inclusion, value-based research Over the last decade or so, the term "disability studies" has become a familiar usage throughout all areas of inqtiiry and scholarship involved in the study of issues affecting people with disabilities. Yet, the question arises as to whether the writing and research emerging from this still new and evolving area of study have any special relevance to those whose strongest interests are improving the lives of individuals with the most significant intellectual and developmental disabilities and their families. This article—as well as the others in this special issue—tries to demonstrate why that question should be answer redin the affirmative. The purpose, then, of this article is threefold. First, we provide a brief history of the emergence and evolution of the broad range of scholarship and inquiry that falls under the field called "disability studies." Second,we identify and briefly discuss what we see as at least some of the core concepts that underlie the relatively new field of study. Finally, we argue that, as a field of study, disability studies has particular salience for those interested in the development of research and policy in support of people with significant intellectual and developmental disabilities.
Certainly, if one goes simply by frequency of usage, the practice of "disability studies" has gained ample currency within academic settings of the humanities and social sciences (Cushing & Stnith, 2009; Taylor & ZubalRuggieri,2009). In such a context, disability studies is often compared with similar approaches to human difference that have a somewhat longer history, such as Gender Studies and Race/Ethnicity Studies. In its broadest terms,then, disability studies might initially portray itself as the interdisciplinary study and representation of the concepts,cultures, and personal .
This document summarizes a research article that examines the cultural nature of research and argues for considering research as a situated cultural practice. It highlights two key points made in the article. First, it discusses the theoretical and methodological limitations of traditional research that focuses on cultural minority groups. Second, it outlines an idea of research as situated cultural practice, which widens the focus from certain groups to also consider the researcher's own cultural background and assumptions within their field. The document provides background on this perspective and discusses its implications for improving research to better address growing cultural diversity.
This document proposes a generalized and universal approach to collective and individual identity formation that could work across diverse cultural contexts. It discusses key concepts related to identity such as society, culture, social groups, and processes of enculturation. The approach is grounded in the idea of the "psychic unity of mankind" and aims to facilitate identity modulation, dilution where possible, and reduce polarization. It links this framework to other relevant theories and recommends ethnographic fieldwork and pedagogical reforms to modulate identity for better ethnic and communal harmony.
This document provides an introduction to understanding culture, society, and politics through social sciences. It discusses that social sciences help decipher human societies, behaviors, and interactions. The document also outlines the importance of social sciences in allowing analysis of patterns and social dynamics to develop community solutions. Specifically, it describes that anthropology is the study of humans, cultures, and environments throughout history. Sociology is defined as the study of human social life, groups, and society. Political science deals with the study of political phenomena and aims to further understanding of political values, processes, and theories.
This document provides an introduction to a study of street kids who frequented a converted bus in Rotterdam, Netherlands. It describes how the bus project was started to address problems with local youth loitering in streets. The author describes meeting with a youth worker and following a group of 11 regular street kids on the bus on Wednesday nights over the course of a year, comprised of boys from Moroccan, Surinamese, and Dutch backgrounds. It discusses how the bus project and workers aimed to motivate the boys to display more socially acceptable behavior and transition them to running their own youth club independently with a worker's assistance.
Sujay Extended identity theory FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
1. The document proposes an "Extended Identity Theory" that builds upon the author's previous work on generic identity theory. It aims to model identity in relation to real-world data from a multicultural perspective.
2. Key concepts from previous papers are reviewed, including components of identity, theories of identity formation, and a "symbiotic approach" to sociocultural change. The author argues observations must consider multicultural viewpoints.
3. The paper proposes several extensions to identity theory and applications to real-world problems. It presents data from different world regions and aims to develop concepts that can address real issues.
This document discusses research methods used to study gender and society. It describes quantitative methods like descriptive statistics, surveys, and experiments that gather measurable data. It also discusses qualitative methods like textual analysis and ethnography that aim to understand experiences. Critical research methods identify inequalities to motivate change, and mixed methods combine approaches. Gender studies draw from various disciplines like sociology, anthropology, history, and more. Studying gender enhances appreciation of diversity, awareness of cultural expectations, and ability to engage with others in society.
Full Terms & Conditions of access and use can be found athttsimisterchristen
This document discusses moving from a cultural competence approach to working across differences in social work to a critical cultural consciousness approach. It reviews literature on cultural competence, noting debates around its definition and evaluation. While cultural competence has brought attention to diversity, it is criticized for its technical focus, assumptions of static culture and competence, and lack of analysis of power and oppression. The document proposes a model of critical cultural consciousness informed by postmodern and anti-oppressive perspectives to integrate awareness of self, others, and social forces into social work practice at micro, mezzo, and macro levels.
1Introduction The Multicultural PersonBoth the nature of what.docxdrennanmicah
1
Introduction: The Multicultural Person
Both the nature of what we take to be a self and its expression are inherently cultural (Bhatia & Stam, 2005, p. 419).
Each individual’s many aspects are not fragmented and distanced from one another or hierarchically ordered on behalf of a ruling center but remain in full interconnectedness and communication (Sampson, 1985, p. 1209).
There are a great variety of categories to which we simultaneously belong … Belonging to each one of the membership groups can be quite important, depending on the particular context … the importance of one identity need not obliterate the importance of others (Sen, 2006, p. 19).
Each of us is a multicultural human being. This simple and basic proposition, most descriptive of those of us who live in contemporary heterogeneous societies, constitutes the basic (though complex) theme of this book. Within its pages the reader will find attempts to explain, illustrate and argue for the value of this assertion. A major stimulus for pursuit of this is the belief that the study and understanding of behavior, when guided by the premise of individual multiculturalism, will increase the authenticity of our knowledge and the reliability of our predictions. This, in turn, should enhance the relevance and efficacy of the applications of our work to significant life situations – in the interest of advancing human welfare.
Multicultural Psychology and Cross-Cultural Psychology
This book needs to be distinguished from those that are in the tradition of cross-cultural psychology or mainstream multicultural psychology. The latter, as defined by Mio, Barker-Hackett, and Tumambing (2006, p. 32) “is the systematic study of all aspects of human behavior as it occurs in settings where people of different backgrounds encounter one another.” Multicultural psychologists prefer a salad bowl rather than a melting pot as metaphorical image, viewing the United States, for example, as a society in which groups maintain their distinctiveness (Moodley & Curling, 2006). They stress and argue for the necessary development of multicultural competence by psychologists and others. Such competence includes understanding of your own culture, respect for other cultures, and acquiring appropriate culturally sensitive interpersonal skills. To this end, professional guidelines have been proposed (and adopted) for education, training, and practice. Such guidelines are approved by the American Psychological Association (APA) for practice with persons of color (APA, 2003), practice with sexual minorities (APA, 2000), and practice with girls and women (APA, 2007).
The emphases in cross-cultural psychology are two-fold: first, to understand and appreciate the relationships among cultural factors and human functioning (Wallace, 2006); and second, to compare world cultures as well as subcultures within a single society. Cultures are compared on values, world-views, dominant practices, beliefs, and structures in order to re.
1) Culture can be defined in many ways and encompasses both material and non-material aspects of a society. Non-material aspects include symbols, language, values, and norms that are learned and shared.
2) Globalization has increased connections between countries and the spread of ideas and business practices worldwide. Understanding different cultural values and effective cross-cultural communication is important for international business.
3) Hofstede studied IBM employees around the world and identified five cultural dimensions, including power distance, that influence mental programming and societal norms around equality and power structures.
Sujay Identity and identity change FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This document proposes a generalized approach to collective and individual identity formation that could apply across cultures. It discusses the importance of identity modulation, dilution, and neutralization while introducing concepts like the "psychic unity of mankind" and dangers of identity polarization. The approach is linked to theories in anthropology, sociology, psychology, and human development. It advocates for ethnographic fieldwork in diverse contexts and pedagogical reform to shape identity and promote ethnic harmony in a globalized world.
Sujay Identity and identity change FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This document proposes a generalized approach to collective and individual identity formation that could apply across cultures. It discusses the importance of identity modulation, dilution, and neutralization while introducing concepts like the "psychic unity of mankind" and dangers of identity polarization. The approach is linked to theories in anthropology, sociology, psychology, and human development. It advocates for ethnographic fieldwork in diverse contexts and pedagogical reform to shape identity and promote ethnic harmony in a globalized world.
This document discusses social psychology and how it has evolved over time. It describes some of the early contributors to social psychology, such as Norman Triplett who studied competitive behavior, and Gordon Allport who studied attitudes and the self. Kurt Lewin was also influential in developing the idea that behavior is a function of both the person and the situation. The document then discusses how social psychology developed in the 1950s with the emergence of behaviorism and psychoanalysis. It continues by outlining how social psychology has expanded our understanding of social behaviors and influences through the study of topics like group dynamics and social norms.
A Conceptual Framework for Examining Adolescent Identity,Med.docxsleeperharwell
A Conceptual Framework for Examining Adolescent Identity,
Media Influence, and Social Development
Blake Te’Neil Lloyd
University of South Carolina
The adolescent identity, media, and sociocognitive schema (AIMSS) framework offers
a theoretical understanding of adolescent consumption and cognitive processing of
media entertainment. Review and integration of mass communication theory, develop-
mental theory, and ecological theory serves as the conceptual foundation. The frame-
work outlines linkages between media exposure and adolescent development, in par-
ticular adolescent identity formation and social competence. A key contribution of the
model is consideration of the positive and negative aspects of adolescent cognition and
behavioral functioning. The present article offers several recommendations for testing
the utility of the AIMSS framework.
Less than a century ago, G. Stanley Hall pub-
lished his seminal work, Adolescence (1904),
which popularized the idea of adolescence as a
time of storm and strife. Since then our under-
standing of adolescence has slowly progressed
beyond a narrow focus on reactive, transient be-
haviors of maturing children to the study of intri-
cate developmental processes. Along the way,
several researchers have provided major concep-
tual and practical insights into our understanding
of how cognitive, social, and biological develop-
ment contribute to the overall well-being of the
adolescent. Erikson (1968), Elkind (1990), Brooks-
Gunn (1988), and numerous others have proposed
exemplary theoretical models that examine the
salient biological, psychosocial, and cognitive
tasks faced by adolescents. The key to deepening
this understanding of adolescent development is to
synthesize existing exemplary frameworks so as
to create new, perhaps eclectic, conceptual mod-
els. These new models must incorporate relevant
historical frameworks while simultaneously pre-
senting new theoretical perspectives that address
the interaction of the multiple domains of human
development within a contemporary context. If
adolescent social functioning is to be addressed
adequately, a close examination of the current
zeitgeist in which these youths develop is
paramount.
In this millennium, adolescents develop in an
environment saturated with technology, multi-
culturalism, and mass media imagery. Current
theories of adolescent development address the
biological and psychological growth of these
youths, but a comprehensive model that incor-
porates the sociocultural specificity of the 21st
century has not been set forth. If there is to be
an in-depth and more accurate understanding of
adolescent behavior, researchers must account
for these cultural and technological changes
within a developmental context. This article
lays out such a conceptual framework. It en-
deavors to present adolescent social develop-
ment within the context of these multiple phe-
nomena by considering the impact on adoles-
cent development and its most salient.
This document is an introduction to a journal issue focusing on cultural studies of psychiatry. It provides a summary of cultural studies and its goal of critiquing how political and cultural forces operate through representations to naturalize social relations. It explains how cultural studies analyzes the "maps of social reality" embedded in cultural productions to expand possibilities for interpretation. The introduction then defines the scope of "cultural studies of psychiatry" and previews several articles in the issue that apply cultural analysis to phenomena commonly medicalized, such as premenstrual disorder and the rise of Ritalin prescriptions.
The document discusses cross-cultural understanding and intercultural communication. It is divided into multiple chapters that cover topics such as language and culture, American values, stereotypes, non-verbal communication, and culture shock. The chapters aim to define key concepts, examine cultural universals and differences, identify challenges to intercultural exchange, and provide strategies for improving understanding between cultural groups.
i m Poverty Race, o f L o w - S k i l l e d gers at the.docxsheronlewthwaite
i m Poverty? Race,
o f L o w - S k i l l e d
gers at the Gates:
irica, edited by R.
;rsity of California
ichter. 2003. How
ion and the Social
y, C A : University
Society. Berkeley,
:ess.
eroskedasticity-
Estimator and a
ry." Econometrica
ihood Estimation
metrica 50:1-25.
i Disadvantaged:
md Public Policy.
ago Press.
pears: The World
York: Alfred A .
M . Neckerman.
Structure: The
and Public Policy
? Poverty: What
1S. Danziger and
irvard University
md Moral Order.
fornia Press,
inants of Recent
;." International
innarelli. 2001.
'are Programs:
deralism: Issues
igton, DC: The
Loprest. 2001.
Disadvantaged
New World of
i d R. Haskins.
Institution.
98. Growing up
•en Adapt to Life
: Russell Sage
Violence, Older Peers, and the
Socialization of Adolescent Boys in
Disadvantaged Neighborhoods
David J. Harding
University of Michigan
Most theoretical perspectives on neighborhood effects on youth assume that
neighborhood context serves as a source of socialization. The exact sources and
processes underlying adolescent socialization in disadvantaged neighborhoods, however,
are largely unspecified and unelaborated. This article proposes that cross-cohort
socialization by older neighborhood peers is one source of socialization for adolescent
boys. Data from the National Educational Longitudinal Survey suggest that adolescents
in disadvantaged neighborhoods are more likely to spend time with older individuals. I
analyze qualitative interview data from 60 adolescent boys in three neighborhoods in
Boston to understand the causes and consequences of these interactions and
relationships. Some of the strategies these adolescents employ to cope with violence in
disadvantaged neighborhoods promote interaction with older peers, particularly those
who are most disadvantaged. Furthermore, such interactions can expose adolescents to
local, unconventional, or alternative cultural models.
Most theoretical perspectives on neighbor-hood effects on youth assume that the
neighborhood serves as a source of socialization,
particularly for adolescents. Through differen-
tial exposure to behavioral models or cultural
ideas, disadvantaged neighborhoods are thought
to influence how young people make decisions
in domains such as schooling and romantic rela-
tionships. For example, Wilson's (1996) social
isolation theory argues that residents o f poor
neighborhoods are isolated from middle class or
mainstream social groups, organizations, and
institutions as a result of joblessness. Social
isolation creates cultural isolation, which—
when combined with diminished educational
and labor market opportunities—leads to the
Direct correspondence to David J. Harding at
Department of Sociology, University of Michigan, ~
500 S. State St., A n n A r b o r , M I 48109-1382
([email protected]). Funding for this research
was provided by the National Science Foundation
(SES-0326727), The William T. Grant F ...
Using qualitative research to generalizeAwais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
Beyond IdentityAuthor(s) Rogers Brubaker and Freder.docxaryan532920
This document summarizes an article that argues the term "identity" has become too ambiguous and problematic to use effectively as a category of social analysis. While identity is an important concept in everyday language and politics, using it analytically risks reifying fluid and constructed phenomena as fixed entities. The article traces how identity diffused widely as a concept in the 1960s but is now "overused" and unclear in meaning. While constructivism aims to make identity flexible, it also makes the concept vacuous and unable to explain hardening or coercive dynamics. The article argues social analysis requires more precise concepts and proposes alternatives to identity for understanding affiliation, belonging, self-understanding and politics.
Image Analysis Essay. Image analysis essay. How to Write an Essay for a Sing...Caitlin Adams
013 Analysis Essay Sample Example How To Begin Thatsnotus. How to Write a Literary Analysis Essay A Step-by-Step Guide - How to .... Image analysis essay. How to Write an Essay for a Single Photograph .... Image Analysis Essay How to Write a Rhetorical Analysis Essay on an Image. Check My Essay: Critical essay examples. Analysis Essay. Writing An Analytical Essay. Analysis essay help - College Homework Help and Online Tutoring.. The image analysis Essay Example Topics and Well Written Essays - 750 .... Learn How to Write a Rhetorical Analysis Essay on Trust My Paper. Example of analysis essay. Guide to writing an A Rhetorical Analysis .... Writing A Critical Essay : Formatting Your Assignment Correctly. Literary Analysis Essay: Tips to Write a Perfect Essay - wuzzupessay. ️ Analysis essay sample. How to Write an Analytical Essay: Definition .... Free photo: Sample Analysis - Analysis, Scientific, Medicine - Free .... Analysing an essay. How to Write an Effective Rhetorical Analysis .... FREE 7 Analysis Essay Examples in PDF MS Word. Analysis essay format. All about Textual Analysis Essay Writing Free Essay Sample. How to Write an Analysis Paper Critical analysis paper Writing .... Advertisement Analysis Essay Sample Elegant Writing A Rhetorical .... Descriptive Essay: Argument analysis essay. The Literary Analysis Essay: A Teachers Guide Mud and Ink Teaching. How to Write a Summary, Analysis, and Response Essay Paper With .... How to write a film analysis essay by Franz Morales - Issuu. Critical Analysis Essay 101: How to Write a Literary Analysis. College essay: Analysis essays examples. 023 Essay Exampleal Analysis Sample Essays Exa Strategies Examples .... Help With My College Essay - Structure Literary Analysis Essay Example .... How to start analysis essay. How to Write an Analysis Essay: 101 Step .... Analysis Essay - 14 Examples, Format, Pdf Examples. Analysing an essay. How to Write a Summary, Analysis, and Response .... How to Write an Analysis Paper Critical analysis paper Writing service Image Analysis Essay Image Analysis Essay. Image analysis essay. How to Write an Essay for a Single Photograph ...
This article describes a program called Young Warriors that aims to cultivate critical consciousness in young African American men. The program uses movies and rap videos from hip hop culture to help the young men critically analyze messages about race, gender, class and social issues in popular culture. The goal is to enhance their critical thinking skills so they can better understand social forces that influence their communities, and analyze everyday economic, social and cultural challenges. The program is described as drawing from concepts of critical thinking, media literacy, political socialization and psychosocial development to foster sociopolitical development in the young men.
The document discusses social constructionist thinking in organizational research. It provides an overview of the speaker's PhD experience studying how HR professionals construct knowledge through discourse. It then discusses fundamental philosophical issues in research like ontology and epistemology. It defines social constructionism as exploring how social realities are constructed in a culture. The document emphasizes the importance of reflexivity in research to acknowledge the assumptions and biases that shape the research process.
The document examines differences in models of agency between college-educated (BA) and less educated (HS) European Americans. Through three studies, the authors found that:
1) BA participants and their preferred cultural products (rock lyrics) emphasized expressing uniqueness, controlling environments, and influencing others, whereas HS participants and their preferred products (country lyrics) emphasized maintaining integrity, adjusting selves, and resisting influence.
2) When given choices, BA participants liked chosen objects more, but choice did not affect HS participants' preferences, reflecting their different agency models.
3) The findings suggest BA and HS models of agency qualitatively differ, though there is overlap between their worlds.
This study examined the effects of multicultural education on students' conceptions of social identity. Surveys were administered to students in multicultural courses and a non-multicultural comparison course to measure changes in gender, racial, socioeconomic, religious, and sexual orientation identity. The results showed that gender and socioeconomic identity increased significantly over time for all students. Sexual orientation identity increased more for students in multicultural courses compared to the non-multicultural course. Certain minority groups like Jewish, bisexual, and Asian American students experienced greater changes in specific social identities. Younger students also tended to experience greater social identity changes.
The document discusses the key agents of socialization in Australian society, which are the family and school. The family is the primary agent of socialization as parents are the main influences on children from a young age. Schools are also important secondary agents as they help socialize children into broader social norms and behaviors from an early stage. Both agents play a role in teaching children skills, behaviors, attitudes and values that allow them to function within Australian culture.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
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Full Terms & Conditions of access and use can be found athttsimisterchristen
This document discusses moving from a cultural competence approach to working across differences in social work to a critical cultural consciousness approach. It reviews literature on cultural competence, noting debates around its definition and evaluation. While cultural competence has brought attention to diversity, it is criticized for its technical focus, assumptions of static culture and competence, and lack of analysis of power and oppression. The document proposes a model of critical cultural consciousness informed by postmodern and anti-oppressive perspectives to integrate awareness of self, others, and social forces into social work practice at micro, mezzo, and macro levels.
1Introduction The Multicultural PersonBoth the nature of what.docxdrennanmicah
1
Introduction: The Multicultural Person
Both the nature of what we take to be a self and its expression are inherently cultural (Bhatia & Stam, 2005, p. 419).
Each individual’s many aspects are not fragmented and distanced from one another or hierarchically ordered on behalf of a ruling center but remain in full interconnectedness and communication (Sampson, 1985, p. 1209).
There are a great variety of categories to which we simultaneously belong … Belonging to each one of the membership groups can be quite important, depending on the particular context … the importance of one identity need not obliterate the importance of others (Sen, 2006, p. 19).
Each of us is a multicultural human being. This simple and basic proposition, most descriptive of those of us who live in contemporary heterogeneous societies, constitutes the basic (though complex) theme of this book. Within its pages the reader will find attempts to explain, illustrate and argue for the value of this assertion. A major stimulus for pursuit of this is the belief that the study and understanding of behavior, when guided by the premise of individual multiculturalism, will increase the authenticity of our knowledge and the reliability of our predictions. This, in turn, should enhance the relevance and efficacy of the applications of our work to significant life situations – in the interest of advancing human welfare.
Multicultural Psychology and Cross-Cultural Psychology
This book needs to be distinguished from those that are in the tradition of cross-cultural psychology or mainstream multicultural psychology. The latter, as defined by Mio, Barker-Hackett, and Tumambing (2006, p. 32) “is the systematic study of all aspects of human behavior as it occurs in settings where people of different backgrounds encounter one another.” Multicultural psychologists prefer a salad bowl rather than a melting pot as metaphorical image, viewing the United States, for example, as a society in which groups maintain their distinctiveness (Moodley & Curling, 2006). They stress and argue for the necessary development of multicultural competence by psychologists and others. Such competence includes understanding of your own culture, respect for other cultures, and acquiring appropriate culturally sensitive interpersonal skills. To this end, professional guidelines have been proposed (and adopted) for education, training, and practice. Such guidelines are approved by the American Psychological Association (APA) for practice with persons of color (APA, 2003), practice with sexual minorities (APA, 2000), and practice with girls and women (APA, 2007).
The emphases in cross-cultural psychology are two-fold: first, to understand and appreciate the relationships among cultural factors and human functioning (Wallace, 2006); and second, to compare world cultures as well as subcultures within a single society. Cultures are compared on values, world-views, dominant practices, beliefs, and structures in order to re.
1) Culture can be defined in many ways and encompasses both material and non-material aspects of a society. Non-material aspects include symbols, language, values, and norms that are learned and shared.
2) Globalization has increased connections between countries and the spread of ideas and business practices worldwide. Understanding different cultural values and effective cross-cultural communication is important for international business.
3) Hofstede studied IBM employees around the world and identified five cultural dimensions, including power distance, that influence mental programming and societal norms around equality and power structures.
Sujay Identity and identity change FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This document proposes a generalized approach to collective and individual identity formation that could apply across cultures. It discusses the importance of identity modulation, dilution, and neutralization while introducing concepts like the "psychic unity of mankind" and dangers of identity polarization. The approach is linked to theories in anthropology, sociology, psychology, and human development. It advocates for ethnographic fieldwork in diverse contexts and pedagogical reform to shape identity and promote ethnic harmony in a globalized world.
Sujay Identity and identity change FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This document proposes a generalized approach to collective and individual identity formation that could apply across cultures. It discusses the importance of identity modulation, dilution, and neutralization while introducing concepts like the "psychic unity of mankind" and dangers of identity polarization. The approach is linked to theories in anthropology, sociology, psychology, and human development. It advocates for ethnographic fieldwork in diverse contexts and pedagogical reform to shape identity and promote ethnic harmony in a globalized world.
This document discusses social psychology and how it has evolved over time. It describes some of the early contributors to social psychology, such as Norman Triplett who studied competitive behavior, and Gordon Allport who studied attitudes and the self. Kurt Lewin was also influential in developing the idea that behavior is a function of both the person and the situation. The document then discusses how social psychology developed in the 1950s with the emergence of behaviorism and psychoanalysis. It continues by outlining how social psychology has expanded our understanding of social behaviors and influences through the study of topics like group dynamics and social norms.
A Conceptual Framework for Examining Adolescent Identity,Med.docxsleeperharwell
A Conceptual Framework for Examining Adolescent Identity,
Media Influence, and Social Development
Blake Te’Neil Lloyd
University of South Carolina
The adolescent identity, media, and sociocognitive schema (AIMSS) framework offers
a theoretical understanding of adolescent consumption and cognitive processing of
media entertainment. Review and integration of mass communication theory, develop-
mental theory, and ecological theory serves as the conceptual foundation. The frame-
work outlines linkages between media exposure and adolescent development, in par-
ticular adolescent identity formation and social competence. A key contribution of the
model is consideration of the positive and negative aspects of adolescent cognition and
behavioral functioning. The present article offers several recommendations for testing
the utility of the AIMSS framework.
Less than a century ago, G. Stanley Hall pub-
lished his seminal work, Adolescence (1904),
which popularized the idea of adolescence as a
time of storm and strife. Since then our under-
standing of adolescence has slowly progressed
beyond a narrow focus on reactive, transient be-
haviors of maturing children to the study of intri-
cate developmental processes. Along the way,
several researchers have provided major concep-
tual and practical insights into our understanding
of how cognitive, social, and biological develop-
ment contribute to the overall well-being of the
adolescent. Erikson (1968), Elkind (1990), Brooks-
Gunn (1988), and numerous others have proposed
exemplary theoretical models that examine the
salient biological, psychosocial, and cognitive
tasks faced by adolescents. The key to deepening
this understanding of adolescent development is to
synthesize existing exemplary frameworks so as
to create new, perhaps eclectic, conceptual mod-
els. These new models must incorporate relevant
historical frameworks while simultaneously pre-
senting new theoretical perspectives that address
the interaction of the multiple domains of human
development within a contemporary context. If
adolescent social functioning is to be addressed
adequately, a close examination of the current
zeitgeist in which these youths develop is
paramount.
In this millennium, adolescents develop in an
environment saturated with technology, multi-
culturalism, and mass media imagery. Current
theories of adolescent development address the
biological and psychological growth of these
youths, but a comprehensive model that incor-
porates the sociocultural specificity of the 21st
century has not been set forth. If there is to be
an in-depth and more accurate understanding of
adolescent behavior, researchers must account
for these cultural and technological changes
within a developmental context. This article
lays out such a conceptual framework. It en-
deavors to present adolescent social develop-
ment within the context of these multiple phe-
nomena by considering the impact on adoles-
cent development and its most salient.
This document is an introduction to a journal issue focusing on cultural studies of psychiatry. It provides a summary of cultural studies and its goal of critiquing how political and cultural forces operate through representations to naturalize social relations. It explains how cultural studies analyzes the "maps of social reality" embedded in cultural productions to expand possibilities for interpretation. The introduction then defines the scope of "cultural studies of psychiatry" and previews several articles in the issue that apply cultural analysis to phenomena commonly medicalized, such as premenstrual disorder and the rise of Ritalin prescriptions.
The document discusses cross-cultural understanding and intercultural communication. It is divided into multiple chapters that cover topics such as language and culture, American values, stereotypes, non-verbal communication, and culture shock. The chapters aim to define key concepts, examine cultural universals and differences, identify challenges to intercultural exchange, and provide strategies for improving understanding between cultural groups.
i m Poverty Race, o f L o w - S k i l l e d gers at the.docxsheronlewthwaite
i m Poverty? Race,
o f L o w - S k i l l e d
gers at the Gates:
irica, edited by R.
;rsity of California
ichter. 2003. How
ion and the Social
y, C A : University
Society. Berkeley,
:ess.
eroskedasticity-
Estimator and a
ry." Econometrica
ihood Estimation
metrica 50:1-25.
i Disadvantaged:
md Public Policy.
ago Press.
pears: The World
York: Alfred A .
M . Neckerman.
Structure: The
and Public Policy
? Poverty: What
1S. Danziger and
irvard University
md Moral Order.
fornia Press,
inants of Recent
;." International
innarelli. 2001.
'are Programs:
deralism: Issues
igton, DC: The
Loprest. 2001.
Disadvantaged
New World of
i d R. Haskins.
Institution.
98. Growing up
•en Adapt to Life
: Russell Sage
Violence, Older Peers, and the
Socialization of Adolescent Boys in
Disadvantaged Neighborhoods
David J. Harding
University of Michigan
Most theoretical perspectives on neighborhood effects on youth assume that
neighborhood context serves as a source of socialization. The exact sources and
processes underlying adolescent socialization in disadvantaged neighborhoods, however,
are largely unspecified and unelaborated. This article proposes that cross-cohort
socialization by older neighborhood peers is one source of socialization for adolescent
boys. Data from the National Educational Longitudinal Survey suggest that adolescents
in disadvantaged neighborhoods are more likely to spend time with older individuals. I
analyze qualitative interview data from 60 adolescent boys in three neighborhoods in
Boston to understand the causes and consequences of these interactions and
relationships. Some of the strategies these adolescents employ to cope with violence in
disadvantaged neighborhoods promote interaction with older peers, particularly those
who are most disadvantaged. Furthermore, such interactions can expose adolescents to
local, unconventional, or alternative cultural models.
Most theoretical perspectives on neighbor-hood effects on youth assume that the
neighborhood serves as a source of socialization,
particularly for adolescents. Through differen-
tial exposure to behavioral models or cultural
ideas, disadvantaged neighborhoods are thought
to influence how young people make decisions
in domains such as schooling and romantic rela-
tionships. For example, Wilson's (1996) social
isolation theory argues that residents o f poor
neighborhoods are isolated from middle class or
mainstream social groups, organizations, and
institutions as a result of joblessness. Social
isolation creates cultural isolation, which—
when combined with diminished educational
and labor market opportunities—leads to the
Direct correspondence to David J. Harding at
Department of Sociology, University of Michigan, ~
500 S. State St., A n n A r b o r , M I 48109-1382
([email protected]). Funding for this research
was provided by the National Science Foundation
(SES-0326727), The William T. Grant F ...
Using qualitative research to generalizeAwais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
Beyond IdentityAuthor(s) Rogers Brubaker and Freder.docxaryan532920
This document summarizes an article that argues the term "identity" has become too ambiguous and problematic to use effectively as a category of social analysis. While identity is an important concept in everyday language and politics, using it analytically risks reifying fluid and constructed phenomena as fixed entities. The article traces how identity diffused widely as a concept in the 1960s but is now "overused" and unclear in meaning. While constructivism aims to make identity flexible, it also makes the concept vacuous and unable to explain hardening or coercive dynamics. The article argues social analysis requires more precise concepts and proposes alternatives to identity for understanding affiliation, belonging, self-understanding and politics.
Image Analysis Essay. Image analysis essay. How to Write an Essay for a Sing...Caitlin Adams
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This article describes a program called Young Warriors that aims to cultivate critical consciousness in young African American men. The program uses movies and rap videos from hip hop culture to help the young men critically analyze messages about race, gender, class and social issues in popular culture. The goal is to enhance their critical thinking skills so they can better understand social forces that influence their communities, and analyze everyday economic, social and cultural challenges. The program is described as drawing from concepts of critical thinking, media literacy, political socialization and psychosocial development to foster sociopolitical development in the young men.
The document discusses social constructionist thinking in organizational research. It provides an overview of the speaker's PhD experience studying how HR professionals construct knowledge through discourse. It then discusses fundamental philosophical issues in research like ontology and epistemology. It defines social constructionism as exploring how social realities are constructed in a culture. The document emphasizes the importance of reflexivity in research to acknowledge the assumptions and biases that shape the research process.
The document examines differences in models of agency between college-educated (BA) and less educated (HS) European Americans. Through three studies, the authors found that:
1) BA participants and their preferred cultural products (rock lyrics) emphasized expressing uniqueness, controlling environments, and influencing others, whereas HS participants and their preferred products (country lyrics) emphasized maintaining integrity, adjusting selves, and resisting influence.
2) When given choices, BA participants liked chosen objects more, but choice did not affect HS participants' preferences, reflecting their different agency models.
3) The findings suggest BA and HS models of agency qualitatively differ, though there is overlap between their worlds.
This study examined the effects of multicultural education on students' conceptions of social identity. Surveys were administered to students in multicultural courses and a non-multicultural comparison course to measure changes in gender, racial, socioeconomic, religious, and sexual orientation identity. The results showed that gender and socioeconomic identity increased significantly over time for all students. Sexual orientation identity increased more for students in multicultural courses compared to the non-multicultural course. Certain minority groups like Jewish, bisexual, and Asian American students experienced greater changes in specific social identities. Younger students also tended to experience greater social identity changes.
The document discusses the key agents of socialization in Australian society, which are the family and school. The family is the primary agent of socialization as parents are the main influences on children from a young age. Schools are also important secondary agents as they help socialize children into broader social norms and behaviors from an early stage. Both agents play a role in teaching children skills, behaviors, attitudes and values that allow them to function within Australian culture.
Similar to Between my mother and the big brother Israeli adolescents’ vi.docx (20)
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
The document provides instructions for students on completing Assignment 1 for an online history course. It explains how to access and submit the assignment through the ecree online platform. Students are instructed to write a 2-page paper in 4 parts addressing how diversity was dealt with in America from 1865 to the 1920s. The document provides a sample paper format and emphasizes including an introduction with thesis, 3 examples supporting the thesis, consideration of an opposing view, and conclusion relating the topic to modern times. Sources must be cited within the paper and listed at the end using the SWS format.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
This document summarizes Jean Anyon's observations of 5 elementary schools that served different socioeconomic classes. In working-class schools, classroom activities focused on rote memorization and following procedures without explanation of underlying concepts. Work involved copying steps and notes from the board. In contrast, more affluent schools emphasized conceptual learning, creativity, and preparing students for professional careers through activities like experiments and projects. Anyon concluded schools were preparing students for different roles in the economy and society based on their social class.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
Quantum cryptography eliminates eavesdropping by using the principles of quantum mechanics, where any interception of encrypted information can be detected. However, quantum cryptography has limitations in the distance over which it can be effectively implemented and requires specialized equipment. Developments in both theoretical and applied cryptography will be influenced by advances in computing power, communication technologies, user needs for security and privacy, and socioeconomic or geopolitical factors.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Between my mother and the big brother Israeli adolescents’ vi.docx
1. Between my mother and the big brother: Israeli adolescents’
views of
heroes and celebrities
Yaron Girsh*
Department of Sociology and Anthropology, Hebrew University
of Jerusalem, Jerusalem, Israel
(Received 9 April 2013; accepted 7 January 2014)
Sociological interest in popular culture has contributed much to
our understanding of
heroes and celebrities as promoted by the media in a macro-
cultural sense. However,
knowledge of how individuals interpret these processes and the
characters promoted
thereby is lacking. Based on 44 group interviews with Jewish
adolescents in 12 Israeli
high schools, this study explores youth attitudes toward heroes
and celebrities,
including how they are differentiated from one another, and the
cultural, social, and
personal meanings associated with them. In contrast to
prevalent social conceptions,
and offering a differing focus from that of previous research,
this article argues that the
characters promoted by the media have little meaning for
adolescents. Moreover,
adolescents view celebrity worship as a phenomenon that
threatens one’s identity. A
few celebrities do gain the title of hero, however, thus shifting
2. the traditional
dichotomy between hero and celebrity toward a more nuanced
position on the
continuum. These findings undermine the moral panic
accompanying celebrity
worship and the place of celebrities in adolescents’ lives, and
challenge the analytical
hero-celebrity dichotomy.
Keywords: adolescence; celebrity; expressive individualism;
heroes; popular culture;
youth
Introduction
Celebrity is a modern idea, described as a symptom of the
secular malaise of an age
devoid of heroes. Based on 44 semi-structured interviews with
132 Israeli-Jewish
adolescents from various religious, socioeconomic, and
geographical backgrounds, this
study attempts to sketch their attitudes and ideas regarding
heroes and celebrities, and to
question their place, influence, and the possible meanings in
their lives.
The study contributes to the sociology of youth and the
sociology of culture by
expanding our knowledge of how adolescents in late modernity
craft their identity in the
context of popular consumer culture and the models and values
that it offers. I begin by
illustrating the research sample and the method used for
analyzing the data. I then review
the literature concerned with the concepts of heroes and
celebrities, and debate on the
4. Israeli Education Ministry
and participants took part voluntarily. All names have been
changed to protect
participants’ anonymity. Interviews involved groups of three
pupils, serving as a small
focus group. We began by asking the pupils to define the word
hero, and moved to
general questions about exceptional figures and role models. We
then asked a series of
questions about personal and collective models and heroes and
their roles in pupils’ lives.
Essentially, the questions aimed to expose the criteria that
pupils use in defining heroes
and assessing their role models.
Focus group is defined as ‘a research technique that collects
data through group
interaction on a topic determined by the researcher’ (Morgan
1996, 130). Sociologists use
this method to expose various issues in social relations and
individuals’ perceptions
(Stewart, Shamdasani, and Rook 2007). This method helps to
enlighten dominant values
and social norms, and areas of consensus as well as
disagreement (Kitzinger 1994);
therefore, it is particularly suitable for this research. However,
the possible effect of a
group interview on interviewees’ responses should be taken into
account. I considered the
prospect of silencing or excluding voices not accepted as
normative, to be a key issue
regarding this research group. Yet interpretive studies such as
this one, that deal with
everyday views and the knowledge of its participants, are
valuable for developing
grounded theory (Glaser and Strauss 1967), whereby the
5. researcher gives priority to the
respondents’ own language and ideas. Hence, I engaged in
systematic analysis, coding
segments of information (e.g., sentences, paragraphs) into
concepts, families, and codes.
Heroes and celebrities in changing times
Every nation and every age have their heroes. Heroes are the
anchors of culture, a human
personification of society’s beliefs and values. Hero figures
serve as a source of authority
and legitimacy, functioning as role models in socialization
(Bromnick and Swallow 1999;
White and O’Brien 1999). They hold a vital place in the social
structure (Pleiss and
Feldhausen 1995), represent dominant values, and transcend our
mundane traits, thus
symbolizing the search and the journey, the genius, and the
virtuosic (Shuart 2004).
The destiny of heroes in the modern world has been tied to the
disenchantment of the
world, the historical social process famously described by Max
Weber (Gerth and Mills
1946). The modern era is associated with macro-processes such
as secularization and
industrialism, as well as revolutionary political, economic, and
technological develop-
ments (Giddens 1998). Campbell (1956) ties the disappearance
of the mythic hero to the
rise of secular concepts such as science, democracy, and the
industrial revolution. Mass
culture, a central pillar of the twentieth century, is often
associated with the trivialization
of the heroic, described as shallow, lacking in morals and ideals
6. (Porpora 1996, 2003).
Boorstin’s well-known claim established a long-lived consensus
regarding the dichotomy
between the two terms:
Journal of Youth Studies 917
The hero was distinguished by his achievements; the celebrity
by his image or trademark.
The hero created himself; the celebrity is created by the media.
The hero was a big man; the
celebrity is a big name. (1978, 61)
Campbell and Boorstin alike witnessed the rise of the celebrity
cult as part of the
emerging popular culture and were terrified thereby. According
to them, celebrities
represent a consumerist culture. They are morally neutral and
therefore do not symbolize
anything but themselves, an empty vessel into which we cast
our own lack of meaning
(Porpora 2003).
However, others have offered critique and a more nuanced
analysis of these
phenomena, challenging the hero/celebrity, high/low cultural
dichotomy. Since the
1960s, the distinction between elite and popular culture has
been continually challenged
sociologically and politically (North, Bland, and Ellis 2005).
Media studies argue for a
complex relationship between heroism, communications
technology, and fame (Cathcart
1994, 37). Allan (2010) suggested that the media is undergoing
7. a process of
tabloidization, in which ‘real news’ is being popularized,
softened, and meshed with
entertainment content (infotainment). Others question the actual
responsibility of the
media for the de-mythification of the heroic and its replacement
by celebrities (Drucker
and Cathcart 1994). Post-modernist theorists such as McRobbie
(1994) and Muggleton
(2000) point to the blurring of these terms. Muggleton (2006)
proposed that a more
comprehensive understanding of popular culture from the
standpoint of the social agents
themselves is needed.
Recent empirical work has made an important contribution to
the understanding of
what heroes and celebrities mean to young people and how they
define them. These
differences can be defined thus: a hero is someone who is
responsible for creating ideas
or actions with a substantial impact on society over the long
term, and he may be known
or unknown (Dong and Cheung 2000). On the opposite pole is
the celebrity, who is well-
known but creates ideas or objects of low (or no) impact on
society (North, Bland, and
Ellis 2005; Chia and Poo 2009). Nonetheless, these clear
definitions leave us with a
binary understanding of the distinctions, rather than offering us
a more complex view of
heroes and celebrities. In adding to these studies’ powerful
descriptive contributions to
the field, I seek here to complement them with analytical
reasoning based on explanations
garnered from in-depth interviews with a wide selection of
8. individuals. Following Shuart
(2004), I ask: How does one distinguish between a hero and a
celebrity? What does each
mean for young people, and how does one gage their possible
and varied effects on
society?
Popular culture, celebrities, and their influence on adolescents
Popular culture became a central theme of social scientific
research during the twentieth
century. The increasing strength of popular culture and youth is
directly tied to an era
defined as high or late modernity (Giddens 1998; Furlong and
Cartmel 2007). Following
the Second World War, the western world saw profound
changes, specifically the
combination of a new market economy, technological
developments, demographic shifts,
and a new cultural imagery (Heilbronner 2008). Indeed, leisure
and consumption, the
backbone of popular culture, closely accorded with the cultural
conceptualization of
youth, who in turn became its representatives (Kjeldgaard and
Askegaard 2006). Cultural
sociologist Motti Regev (2011) asserts that celebrities are the
most visible face of this
918 Y. Girsh
consumer society, a distillation of Western popular culture.
Today, in the early twenty-
first century, youth wield enormous consumer power,
constituting a highly coveted
9. market for advertisers (Valkenburg 2000). They are seen as
innovative and as cultural
trendsetters, also for populations older and younger than they
(Bush, Martin, and Bush
2004; Gavish, Shoham, and Ruvio 2008). As McRobbie (1994)
claimed, youth culture
and popular culture are intertwined in post-industrial
capitalism. The effort to define
one as symbolically authentic and the other as consumer-based
and exploitative misses
the complex connection between the two.
One of the main issues that occupy scholars of media exposure
is the potential effect
that on-screen characters might have on youth as role models
(Giles and Maltby 2004).
Characters created by the media offer up the cultural matter
from which gender,
vocational, and ethnic identities are molded, as well as values
and beliefs (Chia and Poo
2009). For adolescents experiencing a challenging period of
shifts in values and
identities, celebrities play the role of ideal characters against
which they can measure
themselves and express their secret desires without feeling
threatened (Raviv et al. 1996).
Research has pointed to the various effects of celebrities on
adolescents, such as lifestyle
and consumption patterns (Martin and Bush 2000; Valkenburg
2000). In certain cases,
these effects in turn lead to major financial and emotional
expenditure and other risk
behaviors (Chia and Poo 2009; Reeves, Baker, and Turluck
2012). Accordingly, many
researchers, policy-makers, and practitioners are troubled by the
unwanted effects of
10. celebrity worship.
Nevertheless, as suggested by the academic evidence surveyed
above, there is no
consensus on how advertising affects children and adolescents
(Anderson and Cavallaro
2002). While it has been suggested quite convincingly that
celebrities influence consumer
behavior, do they penetrate deeper? Uses and gratification
theory offers an understanding
of adolescents as critical viewers who choose the content and
messages that they
consume (Arnett 1995). Others argue that the generation that
grew up in such an
individualistic and consumerist society opposes advertising
more strongly than did their
predecessors (Bush, Martin, and Bush 2004). Studies that have
described the decline of
celebrity worship during late adolescence have not paid
sufficient attention to the
complexities in attitudes toward such characters. Presenting
celebrity worship as a
deviation associated with youth has created an image that
ignores central aspects of the
construction of meaning and identity by individuals, namely,
their power as social agents
and interpreters of reality.
Adolescents and youth in Israel
Existing studies on adolescents and youth have focused mainly
on youth in the USA and
Western Europe, neglecting young people in other social and
cultural settings (Gibbons
and Stiles 2004; Helve and Holm 2005). The study of
adolescence has an essential
11. contribution to make to Israeli society, a society that sanctifies
its young members and is
intensely preoccupied with them. On the one hand, present-day
Israeli youth culture is
global, i.e., influenced by the global fashions of music and
movies (Harman 1995). On
the other hand, Israeli society is still characterized by collective
values and a shared
culture, to a much greater extent than its West European and
North American
counterparts. Israeli youth, for instance, have a clear propensity
toward conformity and
conservative values (Mayseless and Salomon 2003). Given the
increased influence of
Journal of Youth Studies 919
global culture, the outlooks of Israeli adolescents can teach us
about how this culture is
experienced and understood, and how it influences youth
cultures in local contexts.
The case of Israeli youth raises a number of questions about
their diverging
characteristics, and about those characteristics that are
nationally and globally prevalent.
The current study strives to broaden our knowledge of the
possible adoption of characters
from the global culture into the identity-driven, value-laden
world of Jewish-Israeli
adolescents, and the possible influences they might have. In
order to present a generalized
profile of Israeli youth, I have decided to overlook minor
distinctions between students
12. from different schools (for example, there were more references
to religious characters
who appeared in reality shows among religious schools; there
were slightly more
references to figures from the global culture in schools with
students from higher
socioeconomic backgrounds). This, I believe, does not detract
from the strength of the
results and the conclusions reached.
Results
Despite the documented behavioral and emotional influences of
popular culture on young
people, the results indicate that celebrities are neither heroes
nor role models for Israeli
adolescents. In fact, the hero figures most mentioned by
participants were their parents
and Israeli Defense Forces (IDF) soldiers, both of whom
represent heroism based on
altruistic behavior and purity of motive. Most students
expressed disrespect toward
famous figures from the media. Celebrity worship and
emulation were seen not only as
ignorant, but as dangerous in that they threaten one’s genuine
identity. This result
reinforces the expectation that famous and glorified celebrities
are expected to be their
‘true selves.’ An intermediate image arose between true heroes
and the typical celebrity,
with a small group of figures being attributed with personal and
social virtues. By
utilizing their fame and wealth for the benefit of others, the
celebrities in this group came
closer to the adolescents’ definitions of a hero.
13. Parents as personal heroes: ‘They’re the ones that make you
who you are’
The family plays a major role in the lives of Israeli youth (Tatar
1998; Mayseless and
Salomon 2003). Even so, stating that parents and older siblings
are personal heroes by
most students was a surprising finding. Yet, it was common
among all participants,
indicating how central parents and the family unit are to Israeli
adolescents. Fifteen-year-
old Ruth described her parents as follows:
I believe my parents to be heroes, because first of all they’re
always there, and know how to
listen, and help, and support when needed. And I always know
they have my back, and that I
have someone to go to if something happens. And in my opinion
that’s the most heroic you
can be.
Parents are viewed as heroes or role models mainly because of
the plethora of areas they
are invested in, such as maintaining good relations among
family members and helping to
tackle the complexities of life. In the words of the interviewees,
their parents do this in
order to give their children a better and more comfortable life.
Lily, 16, described what
she understood as heroic about her parents: ‘I believe that my
parents are like the biggest
heroes. Because … you don’t always value what they do for you
… like, they just do
everything. They support the family, and they’re … caring …
tough stuff….’ These
920 Y. Girsh
14. quotes were characteristic of both genders. Parents grant values
and love and they work
hard, in contrast to schools and the media, which are perceived
as having negligible
impact. It is parents who teach their children how to behave and
think, and it is parents
who teach them about morality, society, and what is important
in life. For this, the title of
personal heroes is bestowed upon them almost unanimously.
The parents’ significant role
stands in sharp contrast to that of the school, as a student from
Tel-Aviv suggested:
I don’t think a person gets his values from school. At least from
what I’ve seen and from
others, the values they [school’s staff] try to teach are quite
banal … values that a person
doesn’t need school for: ‘accepting the other,’ ‘equality’ and
such…. (degrading tone).
Teachers who take a clear moral standpoint, who ‘bring
themselves’ and not just what
they teach, are the exceptions rather than the norm.
Soldiers as collective heroes: ‘they fought for us to be able to
be here, in this
country’
The second group of hero figures the interviewees acknowledge
is comprised of IDF
soldiers. From its advent, Israeli society has emphasized
contribution to the collective as a
core value (Lebel 2006). Until the 1970s, the education system
urged pupils to revere
15. figures who represented sacrifice for the state, as heroes in
whose footsteps one should
follow (Sheffi 2002; Shimony 2003). In a society in which
security threats are still a core
issue in public debate, the army and especially its soldiers are
portrayed as the saviors of
society. Although Lebel (2006) points to a general decrease in
the IDF’s unchallenged
status in times of relative tranquility, youth’s consensual
identification of soldiers as
heroes suggests that their place in the cultural imagery holds
steady.
However, given recent changes in the discourse on contribution
versus individualism,
consumption, and leisure, this same identification is present in a
stronger way than might
have been assumed. As Gaya said:
It’s not one person … but in my view, heroes … our soldiers are
… going off to battle and
willing to die for us. To defend us. To protect our country. In
my eyes they are heroes who go
out to the battlefield and they are vulnerable … those are
people, like, really, to worship.
Though most state and state religious Jewish schools promote
army service as a desirable
goal, the high levels of identification with, and sense of
obligation to, soldiers is to be
understood as a dominant feature in Israeli society, rather than
as a consequence of
educational goals. Interestingly, most students did not mention
specific names of soldiers,
and found it difficult to do so when asked. The use of plural
pronouns and the sense of
16. commitment to the community that were prominent in Gaya’s
response also appeared in
the comments of another respondent:
… we worked so hard to achieve, we worked so hard, like, the
generations before us …
worked so hard to get here. They went through the Holocaust.
It’s not … not something to
take lightly. We didn’t get this country like it was just waiting
for us … it wasn’t just waiting
for us. We got this country through blood and death, and we
fought for this country.
[emphasis mine, Y.G.]
Journal of Youth Studies 921
Soldiers represent a general category symbolizing heroism,
while the most valued are
those who fell in battle. Adolescents adhere to the view that a
soldier serving in a combat
unit typifies valor: an individual acting altruistically on behalf
of the community while
renouncing individualistic interests, exposing himself to the
threat of physical harm and
even death. These findings suggest that self-sacrifice in the
name of the state and its
people still stands as a central pillar in the definition of heroism
in current Israeli society
and among its youth. The citing of heroes in this study points to
how the participants
understand heroism, their parents are their personal and private
heroes, while soldiers
stand for the strong collective values in Israeli society.
Contributing to the community
17. and the motives for doing so are the central standards by which
the question of what
constitutes a hero are measured. In the following section, I will
show how the
interviewees evaluate celebrities according to these individual
traits as categories of
moral judgment.
Celebrities are (someone else’s) heroes
For the adolescents who participated in this study, celebrities
are not heroes. They are not
even viewed as role models or figures to be idolized. As was
evident with the
interviewees’ choices of heroes, the primary criterion for
heroism is how much one
contributes to the collective. I argue that these standards
exclude most of the famous
people identified as celebrities. Celebrities are distinguished
from heroes in that the
former are viewed as hollow; some of them, students state, have
done nothing to gain
their fame and recognition. This viewpoint was expressed by
Jacky when asked to define
heroes and celebrities, giving Hollywood actors as an example:
I don’t believe a famous person who you see on TV is a hero.
There are lots of people I like
to watch … But I don’t think they’re heroes. Anyway, that’s
their job … they get money
for it.
Even though Jacky is not dismissive of celebrities – as most of
her peers were – they do
not meet the standards of heroism. Jacky’s definition
distinguishes between celebrities
and heroes in terms of the motives for their actions. According
18. to this logic, true heroes
are driven toward different goals than celebrities, the former do
their duty and do not
demand public recognition while forgoing self-interest, which is
seen as unworthy.
Celebrities are not exceptional in any admirable way, as Rosy, a
12th grader shared
her view on some of the ‘Big Brother’ contestants: ‘[It] is
possible that some of them are
talented people. But they aren’t people who in my view you can
follow… they haven’t
done anything meaningful. Trailblazers or something. [They’re]
just regular people….’
Reality shows arose quite often when students were asked to
define a celebrity. Shlomìt, a
religious student, described contestants in the Israeli talent
reality show ‘A Star is Born’:
‘… Listen. They’re cute, we adore them, like, because of their
voices and how good they
look, but not like heroes. Because they aren’t heroes. What?
What have they gone
through?! … What have they contributed?!’
These definitions create a sharp distinction between celebrities
and heroes. As prior
studies have noted (North, Bland, and Ellis 2005), heroes are
understood to be figures
who have contributed significantly to their fields, winning them
long-term reputations, in
contrast to celebrities, whose contributions are negligible and
whose fame is short-lived.
For many students, Justin Bieber epitomizes all that is appalling
about celebrity worship:
922 Y. Girsh
19. He is the stereotypical superficial, value-empty celebrity,
derided and sneered at: ‘he’s an
a__hole,’ ‘just a kid … that hasn’t done anything and will be
forgotten in a year,’ are but
a few of the more patronizing and dismissive quotes.
It is worth diverting discussion away from the negative impact
of the media and
toward adolescents’ understanding and interpretations of it.
Admitting to being a ‘Big
Brother’ fan (very popular in Israel), Hila put it as follows:
‘They’re nothing. In our view
they’re not role models … they made me laugh for a month and
a half, that’s it … next!!’
Hila stressed the marginal place of media-born figures and their
interchangeability, as
well as the role that television shows fulfill and their potential
influence on her values and
behavior. They offer adolescents momentary enjoyment, which
they do not experience as
having a direct impact on their lives. The students view
characters in the media with
much cynicism, recognizing the marketing mechanisms at play
around celebrities and the
arbitrariness of their success. They claim to be familiar with
and critical of the processes
by which these media personae are created, packaged, and
promoted. At the center of the
debate over popular culture and its representations is the
specific case of the category of
celebrity as an index of success. This is an important point in
understanding how Israeli
youth formulate their identity in the context of fame and fortune
20. as dominant cultural
values.
‘I celebrate myself’: individualism and identity work
Three traits that lie at the foundation of the American ethos –
individualism, economic
success, and competitiveness – have spread through Western
capitalist culture as a whole.
Sociologist Robert Bellah and his colleagues (1985) termed it
utilitarian individualism.
As these values were gaining dominance, critique was directed
at this interpretation of
self-fulfillment, particularly that it left too little room for
deeper expressions of the self.
Eighteenth-century writers were at the forefront of this critique,
contributing to the
emergence of what Bellah termed expressive individualism.
They urged people to march
to the beat of their ‘inner drummer,’ that which leads their
heart, expressing admiration
for non-conformism and rejecting traditional notions of success.
Authenticity as a
concept, however, should not be understood as independent of
other cultural dictums. In
fact, ‘authenticity’ is used by advertisers and, as Heike states,
‘sells quite well’ (2004).
Commensurately, Marshall (2006) pointed to celebrities’
essential statuses as ‘hyper-
individuals’ as contrasting with the foundation of consumer
culture, expressing identity
and individuality to the extreme.
Both analytical understandings of individualism were drawn
upon by the inter-
viewees, who referred to the centrality of true self. The
phenomenon of celebrity worship
21. received its share of criticism; in particular, it was seen as
being driven by fame and
materialism. In a heated conversation about a young female pop
singer’s haircut, a student
argued why one should not imitate others: ‘Cause you should try
to be yourself, don’t be
someone else….’ Imitation and idolization might also signal a
lack of certainty or even a
crisis of one’s self-identity. To use Muggleton’s
conceptualization, the media plays a role
in ‘both the self-construction of their authenticity and their
perception of other members
as inauthentic’ (2006, 12). When searching for self-identity,
adolescents must make
critical decisions about their present lives and who they want to
be when they grow up
(Furlong and Cartmel 1997; Kjeldgaard and Askegaard 2006).
Popular culture and its
representations are a central part of the shaping of the self, as
adolescents build their
identity through or counter to it. While attempts to adopt a
certain celebrity’s abilities or
Journal of Youth Studies 923
qualities are accepted with resignation, much criticism is
leveled at those who try to
mimic their external appearance. Shachar stressed the
importance of inspiration and role
models, but drew a clear line:
I believe people shouldn’t just aspire to be someone else, [they
should] understand that they
are themselves and that they won’t be anyone else. And they can
22. draw inspiration from as
many people as they want, but they need to stay critical and
think about what they are doing,
and not do it blindly.
Changing one’s behavior, thoughts, or appearance strikes a blow
at individualism and free
will, as well as at the commitment to autonomously create one’s
identity. Gál made a
similar point:
I believe that what’s dangerous in idolization is that you try to
be like someone, and you
really lose yourself a bit, because you are trying to be like
someone all the time, but you miss
out on someone else you could have been.
The obligation to be true to one’s self reflects the power
expected of the individual, while
imitation creates the fear of losing independence and one’s
sense of criticism. These
concepts reinforce the importance of a hero character from
which one can learn worthy
values without losing one’s own self-image and independent
opinions.
Walt Whitman, who is quoted in the title for this section, urged
us to celebrate our
unique identities. Above all, freedom meant expressing oneself,
standing up to society’s
conventions and demands. This is how Sagi, 16, described these
ideas:
I am who I am. I don’t aspire to be anyone else… What I need
to fix in me, I will continue to
fix throughout my life, in due course… When I get there, I’ll be
23. me. I’ll act as per how I
believe.
This is a clear example of expressive individualism wherein the
individual sees standards
for what he values in himself. This is not egocentrism, or
freedom without responsibility,
an accusation widely laid at the doorstep of youth. On the
contrary, the ultimate use of
one’s freedom and independence is the exploration and
expression of the self, combined
with protection from adverse external influences.
Popular culture plays an important role in presenting these two
models of
individualism and marketing them both as legitimate and
dominant forms of self-
expression. As products of consumer society ourselves, we can
understand teenagers’
contempt for it, and opposition toward it, even as they use its
prevalent discourse.
Adolescents’ contempt for celebrities results from their having
adopting messages
communicated in the movies and music of that very same
popular culture (Bulman
2005). Thus, we have a struggle between the expressive
individualism displayed as a
result of the urge for authenticity among adolescents, and the
utilitarian individualism
typified by the success, wealth, and power personified in
celebrity figures.
The demand for authenticity, or acting according to worthy
motives, is also made of
the celebrities themselves and defines the level of esteem or
scorn in which they are held.
24. Esteem is aroused by personal investment, hard work, and the
pursuit of one’s dreams. In
contrast, a celebrity who is viewed as interested in fame alone,
or who has not earned her
position, is less valued. Adolescents emphasize the importance
of being true to oneself,
even in the aftermath of fame, and do not appreciate it when
success ‘goes to their heads.’
924 Y. Girsh
Israeli recording artist Eyal Golan, who emerged from a number
of youth polls as the
most idolized artist, arose in a conversation between three 10th-
grade girls, interrupting
each other:
Talia Let’s say Eyal Golan. In my eyes, the man really made it
… he didn’t start off for the
show, he started off ‘cause he loves it.
Noya And he’s not like that anymore. He got bad…
Talia He’s got money, he’s got stuff … he just got
commercialized … he only cares about
money…
Liron I like it when you do what you love and stay humble
about it…
Talia He’s only interested in how big his shows are, and that
they’ll be really big, and that’s
it… instead of singing songs, and making people happy.
Following Muggleton (2000), the respondents’ resistance to or
withdrawal from certain
celebrities must be understood as a choice made within
consumerist culture, not outside
25. it. Golan is perceived here as having fallen into the trap of fame
and materialism and as
having failed to adhere to the personal commitment to
‘remember where you came from.’
He has been given the worst label possible – ‘a sellout’ (Regev
2011) – someone who
submits to corporate interests, betraying both his fans and
himself. In contrast, one of the
interviewees mentioned John Lennon and the Beatles as artists
who did not sell out, and
did not say what others wanted them to. Lennon was one of just
a few celebrities who
were labeled as a role model, an authentic character who
represents worthy values. These
characters, which are a part of popular culture, are placed in a
separate category. They are
positioned between the lowly celebrity and the valued hero. The
next section will deal
with figures considered ‘worthy’ by the respondents.
Not only rich and famous: moving up the celebrity – hero ladder
As mentioned, most celebrities are accused of egotism and are
portrayed as being
promoted by others for their own material gain. In Israel, public
figures who did not serve
in the IDF are reviled in public opinion, regardless of their
success. This is a prevalent
discourse according to which contribution to the collective
deserves recognition and
social remuneration. While some members of the dominant
culture find their way into
adolescents’ moral landscape, very few respondents cited
famous figures as their personal
heroes.
Selecting family members and soldiers as heroes epitomizes,
26. each in their own way,
the importance given to two substantial characteristics that
celebrities lack: altruism
(benefiting others), and authenticity, which is defined as action
out of pure motives.
However, the few that did choose figures who could have been
celebrities solidifies how
alternative choices might be made. This is how Tahel described
Angelina Jolie, for
instance: Even though she is not a personal hero of Tahel’s,
Jolie does symbolize a
different category from the one with which she is usually
associated:
There are actors who do a lot… with their fame for other issues.
[Jolie] does a lot… she’s an
ambassador in Africa, and she adopts kids, and she cares, and
she gives a lot of money… and
she does lots of stuff… like she uses her fame for other things.
So she is kind of a hero,
‘cause she does other things. She doesn’t just appear in films.
She does something with it.
Journal of Youth Studies 925
Jolie’s heroism lies in that ‘extra mile’: her financial
generosity, the time she invests, and
the selfless utilization of her fame for promoting worthwhile
goals push her along the
celebrity – hero continuum. Her actions define her moral worth
and her humanity beyond
the silver screen, as well as her seemingly sincere will to help
others. Meanwhile, Shiri
saw in John Lennon an exceptional artist who ‘swam against the
27. current,’ a typical heroic
aspect:
John Lennon is cool. The thing about him is that he had
opinions, he had values – how do I
put this? – He represented something more than his music and
his personal success –
values… He represented peace. He represented certain opinions,
and they were his own
opinions, he acted on them. In contrast to all kinds of
interchangeable pop stars today …
[who] sign onto some label and then do what their boss tells
them to. They’re characters
representing consumerism.
Shiri’s admiration for Lennon is attributed to the humanity that
she detects through his
celebrity image. Her words express well how others have
credited Lennon: His heroism is
built on perceptions of his authenticity – a singular trait among
artists – and on the fact
that he publicly declared what he stood for and fought for it. It
smoothly transfers him
over to the heroic end of the continuum. Lennon’s name was
mentioned a number of
times, if not for his political and social views, then for his
violent death, which is also part
and parcel of many true heroes. These figures show a departure
from social institutions
(i.e., family and the military) so strongly embedded in Israeli
society and culture.
Although rather exceptional, these choices suggests that some
students divert from the
mainstream, taking a more global and unconventional outlook.
Conclusion
28. This study shows that Israeli adolescents erect a hierarchical
moral scheme of figures
from their close and remote environments, based on their sensed
measure of altruism and
authenticity. The interviewees commonly designated their
parents as personal heroes and
role models, and IDF soldiers as collective heroes worthy of the
highest admiration. In
contrast, celebrities were portrayed as products of popular
culture with little importance in
shaping the respondents’ lives, viewed as a threat to their
authenticity. Finally, some of
the students proposed specific figures who meet the cultural
definition of celebrity, yet
whose actions and motives were deemed closer to those of
heroes.
The study highlights the interrelations between celebrity
culture, authenticity, and
young people’s identity development. The media and its offered
role models play two
different roles, as it symbolizes for youth something to oppose,
as well as an implicit
source assisting young people’s self-construction. I suggest that
Israeli adolescents’
traditional accounts on collective contribution still hold
strongly, alongside close familial
relationships. This, however, should not be understood as
unquestioning regurgitation of
traditional discourses. I am not arguing here that the consumer
culture or its ever-
changing, itinerant models do not have a significant influence
on our society and the
adolescents therein. On the contrary, it is impossible to study
these influences without
29. understanding their centrality to the molding of an individual’s
identity in the current era.
We need to grant 16- to 17-year-olds’ status as active agents,
negotiating a complex
relationship with existing, sometimes contradicting, narratives,
be they national or
cultural.
926 Y. Girsh
Future studies should take into account a deeper understanding
of the role that family
plays for young people in Israel, which is known to be a
familial society. Also, if we are
to portray young people’s influential figures of morality and
authority, the absence of
educational figures (from school and the community) calls for
more in-depth observation.
Finally, a cross-cultural perspective could fruitfully be explored
to study these issues in
local and global contexts.
Acknowledgments
I wish to thank Gad Yair for his comments and the delegates to
‘Celebrities: Exploring Critical
Issues,’ held in Lisbon, Portugal, 10–12/3/2013. This research
was supported by the Israeli Ministry
of Science and Technology.
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AbstractIntroductionMethodologyHeroes and celebrities in
changing timesPopular culture, celebrities, and their influence
on adolescentsAdolescents and youth in IsraelResultsParents as
personal heroes: 'They're the ones that make you who you
are'Soldiers as collective heroes: 'they fought for us to be able
to be here, in this country'Celebrities are (someone else's)
heroes'I celebrate myself': individualism and identity workNot
only rich and famous: moving up the celebrity - hero
ladderConclusionAcknowledgmentsReferences
38. The different colors are here to show you the five different parts
of each
annotation. Your annotations do not need color and should
simply be typed
in black.
Toto, Christian. “Donning The Uniform; Proponents give A+ To
Student Dress Code.”
Washington Times, 24 Mar. 2003, B01. Nexis Uni,
advance.lexis.com/api/permalink/
b01c400e-6695-48af-a924-271fdf1268c9/?context=1516831.
Accessed 3 Aug. 2017.
Christian Toto is a freelance reporter and an award-winning
journalist. He has been
writing for newspapers, magazines, and the Web for over ten
years, and his work has appeared in
People magazine, MovieMaker magazine, The Denver Post, The
Pittsburg Tribune-Review and
The Washington Times. He also provided movie commentary
for the Dennis Miller Show and
runs the blog, “What Would Toto Watch?” He is also a member
of the Broadcast Film Critics
Association, the Washington DC Area Film Critics Association,
and the Denver Film Critics
39. Society. He currently resides in Denver, Colorado and
frequently writes about popular culture
for The Washington Times. (“Topic-Christian Toto.” The
Washington Times, The Washington
Times, n.d. washingtontimes.com/topics/christian-toto/.
Accessed 3 Aug. 2017.)
Toto writes about the positive impact that school uniforms have
had in the Southeast.
Toto interviewed a mother whose four children attend schools
that require uniforms, and he
discusses the reasons uniforms are growing in popularity and
numbers across the nation. The
parents that he interviewed all said that uniforms have eased
their children’s lifestyle and
enhanced their performance in school. Toto writes that in
addition to unifying the population of
school, school uniforms have also helped with school safety
because no students have been
caught smuggling weapons and there is also significantly less
fighting among the students. Toto
also discusses the complaints about uniforms from parents; he
writes that the only complaint that
40. parents had was the high price of the uniforms. However, some
parents have donated uniforms
outgrown by their children to help those who cannot afford
them. Overall, he explains that the
students and parents have embraced the mandatory uniform
policy due to all the positive results,
from elevated mock SAT scores to significantly less brawls in
the school. This article will be
helpful in my essay because I can use the author’s research
about how school uniforms have
positively affected students’ performance in school to support
my argument that schools should
adopt a uniform policy. Another part of the article that I find
really helpful is that Toto offers a
solution to the complaints from the parents about the high
prices of uniforms. Toto’s article
extends some of the concerns from parents that my article by
Mark Johnson only briefly
mentions.
Vitale, Robert “Opinions overflow – Folks at a meeting about a
Hilltop Casino were split
between creating jobs or making a dumping ground.” Columbus
Dispatch, 6 Jan. 2010,
41. 01A. Nexis Uni, advance.lexis.com/api/permalink/b01c400e-
6695-48af-a924-
271fdf1268c9/?context=1527720. 13 Aug. 2017.
Robert Vitale has been a reporter for The Columbus Dispatch
since 2004. He graduated
from Ball State University in 1987, and began his career as an
editor for The News Dispatch in
Michigan City, Indiana. For over 20 years, Vitale has extended
his reporting efforts with the
Lansing State Journal, The Sheboygan Press, and Thomson
Newspapers in Washington D.C.
(“Robert Vitale.” Facebook, Facebook, Inc., n.d.,
facebook.com/bob.vitale.1. Accessed 13 Aug.
2017.)
Vitale details the growing concerns local residents have about
Columbus’ decision for a
casino location. The public meetings that were held in 2010
gave casino developers and city
officials clearer insight on what the people on the West Side
wanted to gain as a result of the
casino being built in their neighborhood. Vitale writes about the
emotional pleas many lifelong
42. residents of the Hilltop area extended to the panel of leaders at
the Greater Hilltop Area
Commission meeting. This article shows the determination for a
positive change in an area of
Columbus that rarely gets any attention. This article will be
useful because of the predetermined
ideas and concerns that were voiced among area commissions
and city leaders. Vitale writes
about how Penn National, the current casino developer, needed
additional feedback as they
continued to map out plans for choosing the right location for
their building. This also will be a
great addition because I will be able to compare these predicted
concerns with those of
neighboring cities (as described in my other article by Corbin
Smith) that have already begun to
see the effects of constructing a casino in their city.
Appleby, Andrew D. "Pay at the Pump: How $11 per Gallon
Gasoline Can Solve the United
States' Most Pressing Challenges." Cumberland Law Review,
vol. 40, no. 1, Jan. 2009,
pp. 3-85. EBSCOhost,
cscc.ohionet.org/login?url=http://search.ebscohost.com/login.
43. aspx?direct=true&AuthType=cookie,ip,uid&db=a9h&AN=50467
181&site=ehost-live.
Accessed 18 Aug. 2017.
Andrew D. Appleby was a Graduate Tax Scholar in the LL.M. in
Taxation program at
Georgetown University Law Center in 2010. Prior to focusing
on tax law, he was an associate in
the Energy Infrastructure, Climate, & Technology Group of a
leading Atlanta-based law firm. He
has earned the following degrees: J.D. 2008, Wake Forest
University School of Law; M.B.A.
2004, University of Massachusetts-Amherst; B.S. 2003, Florida
State University. (“Andrew D.
Appleby.” Sutherland, Sutherland Asbill & Brennan LLP, n.d.,
us.eversheds-sutherland.com/
people/Andrew-D-Appleby. Accessed 29 July 2017. & “Andrew
D. Appleby.” Martindale,
Martindale-Hubbell, n.d., martindale.com/new-york/new-
york/andrew-d-appleby-44882691-a/.
Accessed 29 July 2017.)
Appleby determines that most of our country’s problems are a
result of our addiction and
44. over-consumption of foreign oil. His major points for change
revolve around national security,
climate change, and public health. He believes the solution to
the problem would be to greatly
increase the tax on gasoline so that most consumers would
literally be unable to afford it. This
would force the expansion of alternative energy solutions.
Basically, he predicts that if the price
of gas were to be raised to $11/gal, everyone would drive a
hybrid or electric car. He also shows
that new jobs could be created if the percentage of hybrid cars
would increase. I can use the
article because it has a lot of powerful examples and statistics
about hybrid cars and spending.
Appleby is a big hybrid car supporter. His theory seems so
much different than the simple ones
explained in my other articles. They just argue that people
should get hybrid cars, but Appleby
takes it a step further and suggests “making” people buy
hybrids.
Ferenchik, Mark. “Study: Casino to revitalize West Side.”
Columbus Dispatch, 14 July 2011,
1B. Nexis Uni, advance.lexis.com/api/permalink/b01c400e-
6695-48af-a924-
45. 271fdf1268c9/ ?context=2834161. Accessed 2 Aug. 2017.
Mark Ferenchik has been a reporter for The Columbus Dispatch
since 1998. He graduated
from Kent State University in 1984 with a bachelor’s degree in
journalism. His career began by
working as a county court reporter for The Medina County
Gazette in Medina, Ohio. He also
continued his efforts as a county, city, and enterprise reporter
for The Repository in Canton,
Ohio. Currently, his writing and reporting focuses on urban
development, government issues and
sports writing. (“Mark Ferenchik.” linkedin.com, LinkedIn
Coporation, n.d., linkedin.com/in/
mark-ferenchik-9351b57. Accessed 1 Aug. 2017.)
Ferenchik writes about the city’s proposals and efforts to
expedite the construction
process of the casino development in Columbus. He details how
the changing demographics of
the city’s west side will impact how new businesses are
marketed to. For instance, he clarifies
that 26% of the people in the area are Latino and developers
will have to carefully determine
46. how to market to them. Marketing, Ferenchick explains, will
play a pivotal role for investors and
much attention will need to be given to the already vacant
business community. One study
indicated that an increase in annual visitors would ultimately
provide $450 million of revenue for
nearby businesses, restaurants and hotels. Ferenchick also
reports that the decision to develop a
casino and other new businesses on the West Side will motivate
land-developers into
constructing a multi-sport athletic center for AAU athletes,
including basketball, volleyball,
indoor track, soccer and mixed martial-arts competitions. This
article will be useful for my essay
because it gives insight on what city officials have in store for
the west side of Columbus. This
will also provide valid information regarding surrounding
business and the positive economic
outlook. Unlike some of my other articles— especially the one
by Smithson—this article looks at
the casino as a very positive addition to the community.