Book Critique of Girl Wide Web
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The document summarizes the key findings from the book "Girl Wide Web: Girls, the Internet, and the Negotiation of Identity". The book examines how teenage girls use the internet to explore and develop their identities. It finds that some websites provide safe spaces for girls to discuss issues like sexuality. However, the studies mostly focused on white, middle-class girls and made assumptions without verifying the gender of online users. The book also analyzes how girls engage in online fandom and use instant messaging to experiment with different identities and socialization.
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[5] Supporting Research
Provide a list of sources as evidence that you’ve adequately researched your project, ensuring it is novel / useful / innovative, meet the project objective and is feasible. This should be citations to sources found online or in the library. For the highest grade possible you should have at least 5 sources in MLA or APA citation format and provide a brief summary of each source.
Sex education polices are not always the same but are sometimes directed by ethnicity and race.As Rubin says that “The realm of sexuality also has its own internal policies, inequalities, and modes of oppression.” (Rubin, 1993,p100)In out daily lives, most of white youth receive enough sex education curricula. But for Latin girls, their culture and identities also influence their experience In learning about sex, love and romance. In the book “Respect Yourself, Protect Yourself” by Lorena Garcia, it shows that lightly more than half of the Latin girls learn very little about sex. What they receive is called abstinence-only education, which does not teach about contraception or abortion. No matter which kind of education of sex Latin girls receive, they are restricted for their engagement with sex education since they are too young to learn these under Latin society. Latin girls are sometimes offered with self contradictory lessons, which create uncertainty to students that how should they recognize those information about sex. For example, one girl called Ines said that “they tell you all about safe, but turn around and tell you, ‘ but you really don’t need to know this...’”(Garcia, 2012,p61) Colored teenagers are considered “as always ‘at risk’ and source of danger” since their lack of proper sex education by Garcia. (Garcia, 2012,p58) With such different acknolowdgement toward sex and love, gender and sexual inequalities are consequently created. Public school’s Teachers even consider sex education at the age of 16 as something unacceptable, students would only get even fewer proper information of sex and love. In the book “Arab American Femininities,” the author Nadin Nader wrote one example of a girl called Nicole. Throughout the whole conversation, Nicole places herself within “a series of binaries” that she was trapped by “Arabs” vs. “America.” (Nader,2006,108)Migrating to America, some of the Arab families want to perceive their old culture and some of them receive the openness of American’s attitude toward sex. If one embrace the American’s attitude of love and sex,which is unacceptable for traditional Arab family, she may be recognized as an “Americanized whore.” Thus, Arab girls are expected to obey their traditional norm ...
[4] Summary of Project IdeaSummarize your project idea in no mor.docx
[4] Summary of Project Idea
Summarize your project idea in no more than 250 words. Keep the project objective in mind (http://ist256.syr.edu/project/#project-objective) and focus on what you will do, not how you will do it. Remember to think BIG IDEA, and don’t worry about how you will program it at this point.
[5] Supporting Research
Provide a list of sources as evidence that you’ve adequately researched your project, ensuring it is novel / useful / innovative, meet the project objective and is feasible. This should be citations to sources found online or in the library. For the highest grade possible you should have at least 5 sources in MLA or APA citation format and provide a brief summary of each source.
Sex education polices are not always the same but are sometimes directed by ethnicity and race.As Rubin says that “The realm of sexuality also has its own internal policies, inequalities, and modes of oppression.” (Rubin, 1993,p100)In out daily lives, most of white youth receive enough sex education curricula. But for Latin girls, their culture and identities also influence their experience In learning about sex, love and romance. In the book “Respect Yourself, Protect Yourself” by Lorena Garcia, it shows that lightly more than half of the Latin girls learn very little about sex. What they receive is called abstinence-only education, which does not teach about contraception or abortion. No matter which kind of education of sex Latin girls receive, they are restricted for their engagement with sex education since they are too young to learn these under Latin society. Latin girls are sometimes offered with self contradictory lessons, which create uncertainty to students that how should they recognize those information about sex. For example, one girl called Ines said that “they tell you all about safe, but turn around and tell you, ‘ but you really don’t need to know this...’”(Garcia, 2012,p61) Colored teenagers are considered “as always ‘at risk’ and source of danger” since their lack of proper sex education by Garcia. (Garcia, 2012,p58) With such different acknolowdgement toward sex and love, gender and sexual inequalities are consequently created. Public school’s Teachers even consider sex education at the age of 16 as something unacceptable, students would only get even fewer proper information of sex and love. In the book “Arab American Femininities,” the author Nadin Nader wrote one example of a girl called Nicole. Throughout the whole conversation, Nicole places herself within “a series of binaries” that she was trapped by “Arabs” vs. “America.” (Nader,2006,108)Migrating to America, some of the Arab families want to perceive their old culture and some of them receive the openness of American’s attitude toward sex. If one embrace the American’s attitude of love and sex,which is unacceptable for traditional Arab family, she may be recognized as an “Americanized whore.” Thus, Arab girls are expected to obey their traditional norm.
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Your Child's Digital Tattoo
This document discusses the permanence and visibility of children's digital footprints online. It notes that many children have computers in their bedrooms and spend 2-3 hours per day online. However, 41% of children ages 8 to 17 include personal information like email addresses and phone numbers in visible social media profiles. The document warns that anything posted online can create a "digital tattoo" that is highly visible and hard to remove.
R u friends 4 real
1. Psychologists are examining how social networking and texting impact teen friendships and development. While technologies have changed some interaction ways, teens still value qualities like loyalty and trust.
2. Studies show social media allows socially anxious teens a voice and lonely adolescents make new friends online. However, excessive internet use is linked to decreased well-being, and "always performing" online may shape identities less than self-exploration.
3. The future effects of managing friendships primarily through social media and texts on teen development and adult relationships remains uncertain, as face-to-face time fosters empathy and intimacy critical for health and connection.
How Write Research Paper
The document provides instructions for writing a research paper in 5 steps:
1. Create an account on the site to request paper writing help.
2. Complete a form with paper details, sources, and deadline to request a paper.
3. Review bids from writers and choose one based on qualifications.
4. Review the completed paper and authorize payment if satisfied.
5. Request revisions to ensure satisfaction with the final paper. The site promises original, high-quality papers or a full refund.
Algorithms_of_Oppression_How_Search_Engines_Reinfo..._----_(1._A_Society_Sear...
The document summarizes the author's experiences with encountering racism and sexism through Google search results. Specifically, the author describes being shocked twice when searching for "black girls", as the top results were pornographic websites. This led the author to research why and how search engines could produce such problematic results. The author reflects on how they had become accustomed to such results without questioning the system, and how the representation of black women in search reinforces historical racist and sexist tropes.
Erin Brockette MFA Thesis
This document provides background information on Erin Brockette's MFA thesis project called Zoey's Room, an interactive website and television series for adolescent girls. It describes the conceptual development and research process for the project, which was inspired by a desire to encourage girls' interest in technology. Key characters for the project include the animated main character Zoey and her friends from Cyberspace. The document outlines the educational and interactive concepts behind the project to provide girls with a safe forum to discuss challenges and learn.
COMO Teen Tech Talk
This document summarizes research on teen online behavior. It discusses that middle class teens receive training in technology at home and see themselves as more tech savvy than parents. Teens use social networks primarily to interact with friends as an escape from limitations in other contexts. Teens are highly wired and often consume multiple types of media simultaneously. Nearly all teens are online and most use social media, with the majority owning computers and getting their first cell phone at age 12 or 13.
Attachments 2012 03_8
The document provides a critical review of the research study "Presentation on Self on the Web: an ethnographic study of teenage girls’ weblogs" by Denise Sevick Bortree. It summarizes that Bortree conducted an ethnographic study observing teenage girls' blog content and design over 3 months to understand how they use blogs for both interpersonal and mass communication, and the challenges they face. However, the review finds issues with the study's methodology, questioning the short time period and use of snowball sampling without participant interaction. It also notes ethical implications around studying minors' public social media use deserve consideration.
So.cl: An interest Network for Informal Learning
Web search engines emerged prior to the dominance of social media. What if we imagined search as integrating with
social media from the ground up? So.cl is a web application
that combines web browsing, search, and social networking
for the purposes of sharing and learning around topics of interest. In this paper, we present the results of a deployment
study examining existing learning practices around search
and social networking for students, and how these practices
shifted when participants adopted So.cl. We found prior to
using So.cl that students already heavily employed search
tools and social media for learning. With the use of So.cl,
we found that users engaged in lightweight, fun social sharing and learning for informal, personal topics, but not for
more heavyweight collaboration around school or work.
The public nature of So.cl encouraged users to post search
results as much for self expression as for searching, enabling serendipitous discovery around interests.
Overcoming Face-to-Face Dependence in Distance Education: Gender and Cultural...
A videoconference presentation by Steve McCarty by ADSL teleconference to Kansai Airport from Osaka Prefectural University (19 February 2002)
Erin Brockette MFA Thesis
February 2001: I am submitting this thesis paper for my Master of Fine Arts in Producing. In doing so, I am recounting the history of the development of Zoey’s Room, an interactive website and television series for adolescent girls.
Social Networking
Social networks provide opportunities for both benefits and risks. The benefits include maintaining social connections, emotional support, meeting new people, job searching, and online education. However, social networks can also enable harassment, over-exposure to inappropriate content, and risky online behavior. Additionally, a lack of nonverbal cues may decrease empathy. While social networks make some issues more visible, the root problems are often long-standing societal issues, not technology itself. Overall social networks reflect both the good and bad aspects of human social interaction.
Молодые Львы'2020. PR. Команда 2
This document outlines a PR campaign by UNFPA to raise awareness of how gender stereotypes can limit adolescents' potential and choices. The campaign uses creative activities like simulating a "Day of Gender Stereotypes" where popular technologies and products would not exist due to their creators following stereotypical gender roles. It also includes media posts on non-stereotypical innovators, a TikTok challenge, and masterclasses by young opinion leaders on breaking free of gender stereotypes based on their own experiences. The goal is to motivate adolescents to pursue their talents and aspirations regardless of stereotypes.
Almalki1 Yousef Almalki Kathy Lowley English 20.docx
Almalki1
Yousef Almalki
Kathy Lowley
English 201-08
10/20/2015
Teenagers and Texting Effects
If you go around and ask teenagers how many times do you usually text in day, I bet that
the majority of the young people will say that they use it every time a day. According to Mark,
among the 88 percent of teen cell users who text, three in 10 of them send 100 or more messages
per day. Using cell phone are really important in a modern society and it helps the parents to
keep in touch with their kids and even know where they are by using the GPS apps. However,
there are some side effects that influence teenagers; it does not give attention to the people
around them “accident”, and it leads to sexting, accident’s, bullying..etc.
Texting and not being aware of what going around it is one of biggest problems in
today’s society. Many teenagers’ text and drive or walk in streets or cheching messages while
they are in streets or driving their cars. “For teenage drivers (or anyone, really), texting while
driving is a bad idea. Texting while walking may not be much safer. A new study from Safe Kids
Worldwide (PDF), a Washington (D.C.)-based nonprofit, found that 40 percent of teens say
they’ve been hit or nearly hit by a car, bike, or motorcycle while walking. The primary culprit:
distraction from a mobile device.” Alyssa Abkowitz. Teenagers themselves don't appear to see
the association between focusing and staying safe. At the point when requested that whether it's
typical cross the road with messaging or chatting on the telephone, 63 percent of teenagers
who've been hit or just about hit said yes, contrasted and not as much as half of youngsters who
http://www.safekids.org/sites/default/files/documents/ResearchReports/skw_pedestrian_study_2014_final.pdf
http://www.safekids.org/sites/default/files/documents/ResearchReports/skw_pedestrian_study_2014_final.pdf
http://www.businessweek.com/authors/55041-alyssa-abkowitz
Almalki2
hadn't been hit. What's more, because of inquiries regarding what happened when the teenagers
were hit or about hit, just 13 percent said they didn't look both ways; 24 percent said the driver
was going too quick; 10 percent said the driver wasn't focusing. Another article about how
messaging is connected with unfavorable wellbeing impacts including musculoskeletal issue, rest
aggravations, and car accidents. Numerous studies have depended on self-reported messaging
recurrence, yet the legitimacy of self-reports is obscure. Our goal was to give a percentage of the
first information on the legitimacy of self-reported messaging recurrence, phone qualities
including data gadget (e.g. touchscreen), key design (e.g., QWERTY), and messaging styles
including telephone introduction (e.g., even) and hands holding the telephone while messaging.
Judith E and others said
Internet and American Life Project, 97% of young adult cell phone users, ages 18 to 24,
engage in t.
SNSs & Friendship
Teens primarily use social media sites like MySpace and Facebook to maintain existing friendships rather than meet new people. These sites allow teens to extend their social interactions beyond physical boundaries. While social media can help teens get to know acquaintances better, they typically only use it to connect with people they already know offline or friends of friends. Performing friendships online through features like friending and displaying connections reflects teens' social status and identities. However, other features like ranking friends in a hierarchy on profiles can introduce unnecessary social pressures. Social media also tends to amplify teen drama that occurs both online and offline over issues of popularity, attention, and status.
SNSs & Friendship
This document discusses how teenagers use social networking sites (SNSs) for friendship-driven practices. It examines how teens make friends, perform friendships through features like friend requests and top friends lists, negotiate friendship hierarchies, and deal with issues of status, attention, and drama on SNSs. While SNSs allow teens to connect with more people, they typically interact with acquaintances and friends of friends on these sites. Public displays of connections and friend counts on profiles represent social status and identity for teens. SNSs also amplify and spread teen drama more widely.
Learning about “Otherness” in the Era of Radicalization: Disrupting the dialo...
In the era of social media, alternative facts and fake news, host society youth are expected to welcome and include refugees despite the terror shared online and fueled by a continuously growing hate speech and fear of radicalization. Research on youth and on social media claims that youth are influenced by the plethora of messages shared online (Wohn, Ellison, Khan, Fewins-Bliss, & Gray, ,2013; Spears & Postmes, 2015). They are viewed as victims whose thoughts and behaviours are easily triggered and manipulated by exterior online forces. From a Personal Construct Psychology (PCP) perspective, online youth are viewed as knowing subjects, with experiences and construct systems that they use to construe the messages diffused online. In our presentation, we share how the interview protocol we designed based on Personal Construct Psychology principles to study how youth from host societies construe online comments about the Syrian refugee crisis became a powerful learning tool that allowed these youths to engage in critical thinking about media content and its influence on how they perceived the “the Other” and the world events involving this “Other”.
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[4] Summary of Project IdeaSummarize your project idea in no mor.docx
[4] Summary of Project IdeaSummarize your project idea in no mor.docx
[4] Summary of Project IdeaSummarize your project idea in no mor.docx
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zkStudyClub - Reef: Fast Succinct Non-Interactive Zero-Knowledge Regex Proofs
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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Book Critique of Girl Wide Web
- 1. GIRL WIDE WEB: GIRLS, THE INTERNET, AND THE NEGOTIATION OF IDENTITY Edited by Sharon R. Mazzarella An online book review by Lilian Trousdell LIBE 508: Theory and Research in Teacher-Librarianship