Coquitlam CollegeSummer 2019
CMNS 223D-3: Advertising as Social Communication
Instructor: Grace Kim
Email: [email protected]
Classes: Friday 9:00 a.m. - 12:30 p.m. in Room 201.
Office Hours: Friday 1:00 p.m. - 4:00 p.m., or by appointment, in the English Dept. or Social
Science Dept. offices.
Course Overview:
This course will explore the various critical aspects of communication through the lens of advertising, which shapes and reflects our society. How has advertising become such a dominant part of our society? What are some of the significant ramifications and benefits of communicating with one another via advertising? Our consumer culture allows for the extraction of certain texts and many topics will include: the history and the industrialization of culture and cultural appropriation; consumption, ethical consumption, and anti-consumption; cultural capital, hegemony and ideology; politics, economics, race, gender, and sexuality in advertising. As such, this course will consist of lectures, seminars, videos, so please be well prepared and keep up to date with your readings.
Learning Objectives:
By the end of the semester, students should be able to understand how advertisements are portrayed in the media as well as its cultural and economic influence over our society and individual psyche; analyze advertisements and apply the class materials; create original content which demonstrates critical thinking abilities by using various mediums.
Reading Material:
Schor, J. B., & Holt, D. B. (Eds.). (2000). The Consumer Society Reader. New York, NY: The New Press.
Additional materials for this course are posted on C4 and will predominantly be taken from Turow, J., & Mcallister, M. P. (Eds.). (2009). The Advertising and Consumer Culture Reader. New York, NY: Routledge.
In addition to the required readings, the instructor may assign supplementary reading materials if it is deemed necessary.
Note: students are not required to buy this book, but some references will be made from the text: Ewen, S. (2001). Captains of Consciousness: Advertising and the Social Roots of the Consumer Culture. New York, NY: Basic Books.
Grading:
This course will be evaluated by: one midterm exam, one final exam, a project, an essay, an advertisement analysis and a reflection.
The reflection is 1 page and it will provide critical insight into any of the readings; hand in a hard copy at any time before the last day of class. Give a brief summary of the article of your choice and make sure the reflection is: critically thoughtful, refers to the reading, provides real life example(s), your own personal conclusion and what you have learned from this reading; this reflection is worth 5% of your overall grade.
The advertisement analysis is to analyze an advertisement of your choice using any medium you wish. It shall be completed individually and the presentation of your analysis should be 5-10 minutes in length. You will be marked accord.
Seysl 704 literature across the curriculum fall 2012John Smith
This online course syllabus provides an overview of the course on literature across the curriculum. The course will explore young adult literature from diverse authors and about diverse populations. Students will read a variety of texts and develop interdisciplinary units focused on themes in the literature. The course objectives are to familiarize students with major authors and awards in children's literature and to help students select literature for classroom use. Requirements include weekly reading responses, a core text synthesis, a digital book group project, and a final paper applying concepts from the core text.
This document provides the syllabus for an ethnographic methods course at the University of Wyoming. It outlines the course objectives, requirements, assignments, and schedule. The main goals are for students to learn ethnographic fieldwork skills like observation, interviewing, and qualitative analysis by conducting their own participant observation research project over the semester. Assignments include keeping a field notebook, turning in drafts and the final paper of their ethnography, and presenting their research. The grade is based on participation, two fieldwork assignments, drafts of the ethnography, a conference paper, and the final ethnography paper. Required texts are listed to support learning ethnographic methods and writing.
The document provides an overview of the key steps and considerations for designing a project-based learning (PBL) unit, using the example of a unit on Great American Authors of the 1950s. It outlines the 5 steps as: 1) begin with the end in mind by defining the essential learning outcomes; 2) craft a driving question; 3) plan assessments; 4) map out the project; and 5) manage the process. Sample activities, assessments, and resources are presented for each step to illustrate what a PBL unit following this framework may include.
This course explores expanding roles of museum marketing and communications. It will be held from September 1 to December 13, 2010, with holidays on September 6 and November 24-28. The instructor is Deborah Ziska and the course description outlines that topics will range from market research and branding to crisis communications and social media, with an emphasis on integrated marketing strategies. Course objectives include recognizing trends affecting museums, understanding museum diversity, learning public relations and marketing tools, developing mission and marketing strategies, and understanding media attention. Required textbooks and equipment are also listed.
Argumentative Essay Papers. 2 Argumentative Essay Examples Help You To Start ...Cristina Araujo
FREE 15+ Argumentative Essay Samples in PDF | MS Word. Example Of Argumentative Essay Paragraph Terbaru. FREE 9+ Argumentative Essay Samples in PDF. sample argumentative essay with outline. 2 Argumentative Essay Examples Help You To Start Writing You Essay .... 10+ Easy Argumentative Essay Examples for Students. Definition Essay: Samples of argumentative essay writing. Argumentative Essay Topics for College Assignments - Blog BuyEssayClub.com. Check my Essay: Argumentative essay writing examples. sample-argumentative-essay.pdf | DocDroid. Argumentative Essay Template - Bookwormlab. 013 Argumentative Essays Examples Brilliant Ideas Of How To Write An .... Writing Argumentative Essay | Templates at allbusinesstemplates.com. Sample Essay Argumentative Writing Sample. Sample Argumentative Essay.doc. Sample Paper Argumentative Essay | Templates at allbusinesstemplates.com. Argumentative Essay template | Templates at allbusinesstemplates.com. Argumentative essay example short Truth or Consequences .... How To Write A Argumentative Essay Example - Coverletterpedia. Expository essay: Argumentative essay practice. Argumentative Essay. 005 Argumentative Essay Sample Research Paper ~ Museumlegs. Argumentative Essay Examples, Structure & Topics | Pro Essay Help. 004 Essay Example Ideas For Argumentative ~ Thatsnotus. 003 Argumentgraphicorganizer2bcopy Essay Example Argumentative Graphic .... Argumentative Essay Example. How to Write an Argumentative Essay – Samples and Topics. Sample Argumentative Essay. FREE 16+ Argumentative Writing Samples & Templates in PDF | MS Word. Argumentative Writing - 6+ Examples, Format, Pdf | Examples. New Template For Argumentative Essay Background - Aress. Argumentative Essay.docx | Higher Education | Government | Free 30-day ... Argumentative Essay Papers
DIVERSITY IN THE URBAN LANDSCAPESEMINAR ON MULTICULTURALISM IN .docxpetehbailey729071
DIVERSITY IN THE URBAN LANDSCAPE:
SEMINAR ON MULTICULTURALISM IN THE UNITED STATES
LSP 200-307
DePaul University Dr. Jesse Mumm
Geography Department email: [email protected]
Spring Quarter 2019 office: Schmitt Academic Center Room 533
Friday 8:30 – 11:30 AM office hours: Friday 4 – 5 PM
Arts & Letters Hall Room 208 office phone: 773-325-4135
How do we make sense of our city – so full of the cultures of the world, yet so divided? This Seminar on Multiculturalism in the United States takes a geographic approach to how ideas of diversity and multiculturalism are imagined, debated and lived through lenses of race, class, gender, sexuality, culture and power. We will consider examples from across the United States but focus on the urban history and present struggles of the City of Chicago. We will think through “geographies of encounter” and experiences of multiculturalism in everyday life, and practice discussion and debate on how we navigate human difference in our city today. We begin by critically questioning the reality and the debate around multiculturalism, then dive into the “City of Neighborhoods” and examine the relationships between geography and power. We devote particular attention to black, Latino and white Chicagos, and then follow the historical upheavals that have rearranged the present urban landscape, as segregation, suburbanization, Urban Renewal, gentrification, privatization, and place-making contend to remake the city. Students will read critical texts assessed through weekly quizzes, write weekly reading reviews, conduct original ethnographic fieldwork in Chicago neighborhoods, and practice writing and presenting cogent arguments and interpretations of what it means to live in a multicultural city.
OBJECTIVES
Achieve fluency in the major debates on multiculturalism in the United States.
Identify patterns, parallels and correlations in racialized urban landscapes.
Practice seminar engagement skills in listening, discussion, presentation and argumentation.
Develop analytical writing, critical thinking, and organizing evidence from multiple sources.
Find your own voice in writing interpretations of changes in multicultural Chicago.
REQUIRED COURSE TEXTS
Urban Life: Readings in the Anthropology of the City,sixth edition, George Gmelch & Petra
Kuppinger, editors, is available at our DePaul University Bookstore.
All the rest of the assigned articles and readings are posted for free online on our
Desire2Learn course site in the form of pdf or Word documents, to be printed at your expense or read in electronic form.
All readings are to be completed before Friday of the week assigned for discussion. Quizzes
are based on all the readings for that particular week only; Reading Reviews encompass two weeks at a time.
COURSE REQUIREMENTS
Reading Reviews: 20% GRADING:
Weekly Quizzes 10% A 90-100%
Presentation 10% B 80-89%
First Paper 25% C 70-79%
.
ENG122 Composition II Research Paper Guidelines P a g e.docxSALU18
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
ENG122 Composition II Research Paper Guidelines P a g e.docxYASHU40
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
Seysl 704 literature across the curriculum fall 2012John Smith
This online course syllabus provides an overview of the course on literature across the curriculum. The course will explore young adult literature from diverse authors and about diverse populations. Students will read a variety of texts and develop interdisciplinary units focused on themes in the literature. The course objectives are to familiarize students with major authors and awards in children's literature and to help students select literature for classroom use. Requirements include weekly reading responses, a core text synthesis, a digital book group project, and a final paper applying concepts from the core text.
This document provides the syllabus for an ethnographic methods course at the University of Wyoming. It outlines the course objectives, requirements, assignments, and schedule. The main goals are for students to learn ethnographic fieldwork skills like observation, interviewing, and qualitative analysis by conducting their own participant observation research project over the semester. Assignments include keeping a field notebook, turning in drafts and the final paper of their ethnography, and presenting their research. The grade is based on participation, two fieldwork assignments, drafts of the ethnography, a conference paper, and the final ethnography paper. Required texts are listed to support learning ethnographic methods and writing.
The document provides an overview of the key steps and considerations for designing a project-based learning (PBL) unit, using the example of a unit on Great American Authors of the 1950s. It outlines the 5 steps as: 1) begin with the end in mind by defining the essential learning outcomes; 2) craft a driving question; 3) plan assessments; 4) map out the project; and 5) manage the process. Sample activities, assessments, and resources are presented for each step to illustrate what a PBL unit following this framework may include.
This course explores expanding roles of museum marketing and communications. It will be held from September 1 to December 13, 2010, with holidays on September 6 and November 24-28. The instructor is Deborah Ziska and the course description outlines that topics will range from market research and branding to crisis communications and social media, with an emphasis on integrated marketing strategies. Course objectives include recognizing trends affecting museums, understanding museum diversity, learning public relations and marketing tools, developing mission and marketing strategies, and understanding media attention. Required textbooks and equipment are also listed.
Argumentative Essay Papers. 2 Argumentative Essay Examples Help You To Start ...Cristina Araujo
FREE 15+ Argumentative Essay Samples in PDF | MS Word. Example Of Argumentative Essay Paragraph Terbaru. FREE 9+ Argumentative Essay Samples in PDF. sample argumentative essay with outline. 2 Argumentative Essay Examples Help You To Start Writing You Essay .... 10+ Easy Argumentative Essay Examples for Students. Definition Essay: Samples of argumentative essay writing. Argumentative Essay Topics for College Assignments - Blog BuyEssayClub.com. Check my Essay: Argumentative essay writing examples. sample-argumentative-essay.pdf | DocDroid. Argumentative Essay Template - Bookwormlab. 013 Argumentative Essays Examples Brilliant Ideas Of How To Write An .... Writing Argumentative Essay | Templates at allbusinesstemplates.com. Sample Essay Argumentative Writing Sample. Sample Argumentative Essay.doc. Sample Paper Argumentative Essay | Templates at allbusinesstemplates.com. Argumentative Essay template | Templates at allbusinesstemplates.com. Argumentative essay example short Truth or Consequences .... How To Write A Argumentative Essay Example - Coverletterpedia. Expository essay: Argumentative essay practice. Argumentative Essay. 005 Argumentative Essay Sample Research Paper ~ Museumlegs. Argumentative Essay Examples, Structure & Topics | Pro Essay Help. 004 Essay Example Ideas For Argumentative ~ Thatsnotus. 003 Argumentgraphicorganizer2bcopy Essay Example Argumentative Graphic .... Argumentative Essay Example. How to Write an Argumentative Essay – Samples and Topics. Sample Argumentative Essay. FREE 16+ Argumentative Writing Samples & Templates in PDF | MS Word. Argumentative Writing - 6+ Examples, Format, Pdf | Examples. New Template For Argumentative Essay Background - Aress. Argumentative Essay.docx | Higher Education | Government | Free 30-day ... Argumentative Essay Papers
DIVERSITY IN THE URBAN LANDSCAPESEMINAR ON MULTICULTURALISM IN .docxpetehbailey729071
DIVERSITY IN THE URBAN LANDSCAPE:
SEMINAR ON MULTICULTURALISM IN THE UNITED STATES
LSP 200-307
DePaul University Dr. Jesse Mumm
Geography Department email: [email protected]
Spring Quarter 2019 office: Schmitt Academic Center Room 533
Friday 8:30 – 11:30 AM office hours: Friday 4 – 5 PM
Arts & Letters Hall Room 208 office phone: 773-325-4135
How do we make sense of our city – so full of the cultures of the world, yet so divided? This Seminar on Multiculturalism in the United States takes a geographic approach to how ideas of diversity and multiculturalism are imagined, debated and lived through lenses of race, class, gender, sexuality, culture and power. We will consider examples from across the United States but focus on the urban history and present struggles of the City of Chicago. We will think through “geographies of encounter” and experiences of multiculturalism in everyday life, and practice discussion and debate on how we navigate human difference in our city today. We begin by critically questioning the reality and the debate around multiculturalism, then dive into the “City of Neighborhoods” and examine the relationships between geography and power. We devote particular attention to black, Latino and white Chicagos, and then follow the historical upheavals that have rearranged the present urban landscape, as segregation, suburbanization, Urban Renewal, gentrification, privatization, and place-making contend to remake the city. Students will read critical texts assessed through weekly quizzes, write weekly reading reviews, conduct original ethnographic fieldwork in Chicago neighborhoods, and practice writing and presenting cogent arguments and interpretations of what it means to live in a multicultural city.
OBJECTIVES
Achieve fluency in the major debates on multiculturalism in the United States.
Identify patterns, parallels and correlations in racialized urban landscapes.
Practice seminar engagement skills in listening, discussion, presentation and argumentation.
Develop analytical writing, critical thinking, and organizing evidence from multiple sources.
Find your own voice in writing interpretations of changes in multicultural Chicago.
REQUIRED COURSE TEXTS
Urban Life: Readings in the Anthropology of the City,sixth edition, George Gmelch & Petra
Kuppinger, editors, is available at our DePaul University Bookstore.
All the rest of the assigned articles and readings are posted for free online on our
Desire2Learn course site in the form of pdf or Word documents, to be printed at your expense or read in electronic form.
All readings are to be completed before Friday of the week assigned for discussion. Quizzes
are based on all the readings for that particular week only; Reading Reviews encompass two weeks at a time.
COURSE REQUIREMENTS
Reading Reviews: 20% GRADING:
Weekly Quizzes 10% A 90-100%
Presentation 10% B 80-89%
First Paper 25% C 70-79%
.
ENG122 Composition II Research Paper Guidelines P a g e.docxSALU18
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
ENG122 Composition II Research Paper Guidelines P a g e.docxYASHU40
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
Projeto Communicative Approach: a Day in a Supermarket - Parte escritaDenise
This document outlines a lesson plan for teaching 6th grade students English vocabulary and communication skills through roleplaying a shopping trip at a supermarket. The plan involves introducing currency conversion, grocery items, personal care products, and food vocabulary. Students will then simulate shopping in groups at a fictional supermarket set up in the classroom. The goal is for students to practice communicating in English in a real-world context and learn cultural aspects of shopping in America.
This document outlines the syllabus for an introductory mass communication course. The course will provide an overview of the history and development of mass media, investigate new technologies, and consider the impact of social media. Students will learn key concepts and theories, understand media economics and ownership, and explore careers in the field. Assignments include a midterm exam, advertising campaign presentation, research paper, and final exam. The class will cover topics such as newspapers, magazines, photography, radio, television, the internet, and global media systems.
This document provides a course description for a graduate seminar on African-American slave narratives published before the Civil War. The seminar will explore the development of slave narratives as a genre and their relationship to genre theory. Students will analyze early fragmented narratives, the seminal works of Frederick Douglass and Harriet Jacobs, and later postmodern fiction. Requirements include weekly writing fragments, a compiled work with reflection, two in-class presentations, and an expanded conference paper. The goal is to introduce students to genre theory and the literary history of this foundational genre while challenging them to perform original readings of these important works.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce students to key sociological concepts and theories through online materials and assignments, including a group signature project. Students will demonstrate their understanding of sociology and develop skills in critical thinking, problem solving, and sociological analysis. The syllabus emphasizes accountability, academic integrity, and the development of skills needed to thrive in a complex world.
This document outlines the syllabus for a First Year Seminar course at Marshall University. The course, taught by Dr. Harold Blanco, meets MWF and focuses on developing critical thinking skills through discussion, problem solving, writing and reflection. The theme of the course is "Learning to Think, Thinking to Learn" and will examine different domains of critical thinking. Students will complete activities involving attending cultural events on campus, a sporting event, and debates around technology and ethics. They will also write a research paper developing a question and proposal. Grades are determined on a standard A-F scale based on points earned. The attendance policy allows excused absences for university activities, illness, or family emergencies.
How to Get a Perfect 12 on the ACT Writing Essay. ACT Writing Prep: How to Write an Argumentative Essay — The Prepared .... ACT Essay Examples sample, Bookwormlab. The ACT Essay: A Brand New Assignment - Compass Education Group. 012 How To Write The Act Essay Example Sample Structure High Scoring .... Exceptional Act Essay Format ~ Thatsnotus. Act Essay How To Write - Abbyo Essay. 013 Act Essay Sample Essays ~ Thatsnotus. The ACT Writing section (aka the essay) is new for the 2015-2016 school .... What is the ACT Exactly? - Precision Test Prep. New Vision Learning – The ACT Essay: What you Need to Know. How to Write the new ACT Essay - YouTube. 6 Sample ACT Essay Prompts - Google Docs. Act essay examples. ACT Writing Prompts. 2022-11-05.
Syllabus for PWR 91: Farmers, Scientists, and Activists, an advanced writing course centered around service learning and professional writing. Stanford, Winter 2017
This document provides a syllabus for a proposed 400-level course on the globalization of infectious disease. The course would be discussion-based and focus on factors that influence the spread of diseases, such as climate change, political and economic contexts, and social/cultural practices. It would include lectures, case studies, activities, and student-led discussions. Grading would be based on class participation, reading reflections, a midterm exam, and a research paper analyzing an emerging infectious disease. The syllabus outlines weekly topics, assigned readings, and supplemental materials to facilitate understanding of how diseases spread on a global scale.
This document provides information about an online Introduction to Sociology course taught by Linda Vermette at the College of Western Idaho. It outlines the instructor's contact information and availability, course description and objectives, textbook requirements, assignments including a group signature project, and grading policy. Students are expected to be proficient in using the online learning platform Blackboard and relevant software programs for submitting assignments. The course aims to introduce students to key sociological concepts and theories and develop their sociological thinking and analysis of social phenomena.
The excerpt from the short story "Dhowli" by Mahasweta Devi reveals several sociopolitical contexts:
1. It shows the cultural practice of child marriage where the protagonist was married off as a child.
2. It depicts the economic inequality between the rich moneylender and the poor family who had to take a loan and work as laborers to pay it back.
3. From a feminist lens, it portrays the oppression faced by women, especially widows, who were seen merely as laborers and had to work to earn their keep. The protagonist also faced domestic abuse from her husband.
4. The historical context involves the social norms and traditions of the time where women
This document provides an introduction to a module on understanding the nature, goals, and perspectives of anthropology, sociology, and political science. It explains that the module aims to help students make sense of these social science disciplines as the students prepare to enter college or the workforce. The document encourages students to actively engage with the material in order to gain useful insights they can apply to their daily lives.
This syllabus provides an overview of a HIST 1500 course on American history from Reconstruction to the present. The course will examine major political, cultural, economic, and social developments during this period. Students will learn how historians analyze and interpret the past differently than other disciplines. They will move beyond memorizing facts to understand how developments have shaped modern American society. The goals are for students to develop skills in analyzing primary sources and historical arguments, and to cover key content about changes in American politics, culture, economics, and global affairs. Assignments include participating in online discussions of readings, writing essays answering questions, and a final paper analyzing primary sources to support an argument about a transformative aspect of American history.
This document provides information about a history course covering United States history from pre-Columbian cultures through Reconstruction. It outlines course requirements including weekly readings from the textbook, additional online materials, and discussion questions. Students must complete 3 primary source analysis assignments, 2 exams, and participate in weekly online discussions. The course will be online with communication through Blackboard. Grading will be based on exams, discussions, and the primary source analyses. A schedule of chapters and due dates is provided.
Corporal Punishment In School Essay.pdfDebbie White
Informative Essay on Corporal Punishment - PHDessay.com. Should Corporal Punishment be Re-instated in Schools? - A-Level .... Essay on corporal punishment policy followed by the school ....
This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
Political Science 100 Introduction to American GovernmentCOURSE DES.docxLeilaniPoolsy
Political Science 100: Introduction to American GovernmentCOURSE DESCRIPTION AND LEARNING GOALS:
100 American Government (3)
People, their politics, and power; contemporary issues, changing political styles and processes, institution and underlying values of the American political system. Satisfies state requirements in U.S. Constitution and California State and local government. One or more sections offered online.
This course is a college level introduction to American government. Students will begin to develop the body of knowledge necessary for informed civic participation. More specifically, students will learn about democratic principles, the structure and institutions of government, the role that ethnicity, race, gender, class, culture and the economy play in shaping the political landscape in America.
By the end of the course students will have learned:
· what the fundamental characteristics of American government are and how the U.S. Constitution affects the organization of government, the relationship between national and state governments, and the relationship between government and citizens.
· understand human political behavior as it is expressed individually, collectively, and in groups.
· how the executive, legislative and judicial branches are organized and the role they play in the policymaking process.
· the institutions and politics of California.
· how to effectively use this knowledge as thoughtful citizens participating in civil society.
COURSE ASSIGNMENTS/REQUIREMENTS:
Exams. There will be three exams in this class. The two midterm exams are worth 100 points each and will cover distinct units identified on the course schedule below. The final exam will be comprehensive. All exams will include multiple choice and essay questions. Students must bring a blank Scantron form #882-E and a blank Bluebook to each exam (both can be purchased at the bookstore).
Quizzes. There will be weekly quizzes in multiple choice format. Scantron form 882E is required for each of the quizzes.
Students will also be graded on a short newspaper report. The objective of the report is to take something you learned in class and apply it to current events. As such, students will be required to write a 5 page paper on a newspaper article, where students analyze the article and discuss how it applies to or incorporates a key concept covered in the course. A more detailed description of this assignment will be passed out to students later on in the semester.
Attendance and Participation. Learning is an active exercise. Students at all levels of learning and accomplishment benefit when they become actively engaged in class. Therefore, weekly quizzes will be given in order to ensure attendance and to make sure students keep abreast of the readings,
Grading:
Midterm One: 20% of course grade
Midterm Two: 20% of course grade
Weekly Quizzes 20% of course grade
Writing Assignment: 20% of course grade
Final Exam: 20% of course grade
Grading Stand.
COM 315 GRAND CANYON ENTIRE COURSE
Just Click on Below Link To Download This Course:
http://www.tutorialsexperts.us/product/com-315-grand-canyon-entire-course/
COM 315 Grand Canyon Entire Course
COM315
COM 315 Grand Canyon Week 1 Discussion 1
What about the world today demonstrates most obviously the need for intercultural communication? Be detailed in your answer.
Ecpse 700 foundations of sp ed fall 2012 queens collegeJohn Smith
This document provides information about an introductory special education course at Queens College including:
1) The course description which focuses on developing knowledge of students with disabilities and creating access to the general education curriculum.
2) Five course objectives related to understanding individuals with disabilities, developing social and communication skills, and increasing knowledge of special education practices.
3) Requirements including assigned readings, assignments like a philosophy statement and two papers, fieldwork, group presentations, and a final exam.
4) A schedule listing topics to be covered each class like assessments, inclusion, and specific disability areas to be presented by student groups.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce key sociological concepts and theories through online materials and assignments. Students will complete readings, discussions, exams, and a group project where they apply sociological perspectives. Assessment will include papers, presentations and exams to evaluate students' understanding of sociology.
Cost and benefit analysisWe are doing group presentation.docxvoversbyobersby
Cost and benefit analysis
We are doing group presentation tomorrow but we are struggling to make the
presentation sldies. We need presentation slides.
Could you guys help me? Maximum slides we have to make are 11 pages.
Below are structure of prejesentation we should do.
<>
In your analysis, make sure you take the followings into consideration:
•
the alternative projects ,
•
the groups who benefit and suffer from project,
•
list the physical impact of alternatives,
•
predict monetary value of those impacts (benefit and cost) over the life of project in terms of their present value,
•
conclude which of the alternative project should be selected.
-----------------
Addendum: PT slides
•
1 intro slide that discusses the motivation behind the project and CBA
•
Information about which groups have standing, and how they either benefit or lose from the considered policies
•
Numbers, sources
•
Conclusion
•
1-2 slides on other key information you would need to conduct a thorough analysis
•
1-2 slides at the end with a list of sources
Addendum: PT slides
Do Not Include:
•
Typos and spelling/grammar mistakes.
•
Basic definitions of CBA terms.
•
Too many pictures.
•
Unsubstantiated claims (unless you explicitly states that you had made the judgement call because there was insufficient data)
.
Cosmetics as endocrine disruptors are they a health risk.docxvoversbyobersby
Cosmetics as endocrine disruptors: are they a health risk?
Polyxeni Nicolopoulou-Stamati1 & Luc Hens2 & Annie J. Sasco3
Published online: 29 January 2016
# Springer Science+Business Media New York 2016
Abstract Exposure to chemicals from different sources in
everyday life is widespread; one such source is the wide range
of products listed under the title Bcosmetics^, including the
different types of popular and widely-advertised sunscreens.
Women are encouraged through advertising to buy into the
myth of everlasting youth, and one of the most alarming con-
sequences is in utero exposure to chemicals. The main route of
exposure is the skin, but the main endpoint of exposure is
endocrine disruption. This is due to many substances in cos-
metics and sunscreens that have endocrine active properties
which affect reproductive health but which also have other
endpoints, such as cancer. Reducing the exposure to endocrine
disruptors is framed not only in the context of the reduction of
health risks, but is also significant against the background and
rise of ethical consumerism, and the responsibility of the cos-
metics industry in this respect. Although some plants show
endocrine-disrupting activity, the use of well-selected natural
products might reduce the use of synthetic chemicals.
Instruments dealing with this problem include life-cycle
analysis, eco-design, and green labels; in combination with
the committed use of environmental management systems,
they contribute to Bcorporate social responsibility .̂
Keywords Endocrine active substances . Endocrine
disruptors . Cosmetics . Sunscreens
1 Introduction
Women and men all over the world use large amount of cos-
metic products in pursuit of everlasting youth, ignoring the
probable health risks. The commercial category of Bcosmetic
products^ entails substances or mixtures of substances that are
designed mainly for external use, for instance to improve the
appearance; clean; perfume; and sometimes protect as in the
case of sunscreens [1]. Many cosmetic products such as oils
and lipsticks contain UV filters, even though they are not
marketed under the term Bsunscreens^ or Bsun lotions^.
Cosmetic products contain active substances, preservatives
and also the so-called Bfragrances^ or Bperfumes^, the exact
composition of which remains a secret under the trade secret
standards [2].
Increasing scientific concern exists about the nature and the
safety of the ingredients used by the cosmetics industry re-
garding their endocrine-disrupting effects. Although numer-
ous studies have proved the endocrine-disrupting potential of
many ingredients, such as parabens, phthalates and UV filters,
and also their ability to cause reproductive impairments [3–6],
these substances are still extensively used and characterized as
Bsafe^. The main justification is the fact that manufacturers
keep the concentrations of the suspected chemical substances
low in accordance with the relevant legislation. However, the
possib.
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100 American Government (3)
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COM 315 GRAND CANYON ENTIRE COURSE
Just Click on Below Link To Download This Course:
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COM 315 Grand Canyon Week 1 Discussion 1
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Cost and benefit analysisWe are doing group presentation.docxvoversbyobersby
Cost and benefit analysis
We are doing group presentation tomorrow but we are struggling to make the
presentation sldies. We need presentation slides.
Could you guys help me? Maximum slides we have to make are 11 pages.
Below are structure of prejesentation we should do.
<>
In your analysis, make sure you take the followings into consideration:
•
the alternative projects ,
•
the groups who benefit and suffer from project,
•
list the physical impact of alternatives,
•
predict monetary value of those impacts (benefit and cost) over the life of project in terms of their present value,
•
conclude which of the alternative project should be selected.
-----------------
Addendum: PT slides
•
1 intro slide that discusses the motivation behind the project and CBA
•
Information about which groups have standing, and how they either benefit or lose from the considered policies
•
Numbers, sources
•
Conclusion
•
1-2 slides on other key information you would need to conduct a thorough analysis
•
1-2 slides at the end with a list of sources
Addendum: PT slides
Do Not Include:
•
Typos and spelling/grammar mistakes.
•
Basic definitions of CBA terms.
•
Too many pictures.
•
Unsubstantiated claims (unless you explicitly states that you had made the judgement call because there was insufficient data)
.
Cosmetics as endocrine disruptors are they a health risk.docxvoversbyobersby
Cosmetics as endocrine disruptors: are they a health risk?
Polyxeni Nicolopoulou-Stamati1 & Luc Hens2 & Annie J. Sasco3
Published online: 29 January 2016
# Springer Science+Business Media New York 2016
Abstract Exposure to chemicals from different sources in
everyday life is widespread; one such source is the wide range
of products listed under the title Bcosmetics^, including the
different types of popular and widely-advertised sunscreens.
Women are encouraged through advertising to buy into the
myth of everlasting youth, and one of the most alarming con-
sequences is in utero exposure to chemicals. The main route of
exposure is the skin, but the main endpoint of exposure is
endocrine disruption. This is due to many substances in cos-
metics and sunscreens that have endocrine active properties
which affect reproductive health but which also have other
endpoints, such as cancer. Reducing the exposure to endocrine
disruptors is framed not only in the context of the reduction of
health risks, but is also significant against the background and
rise of ethical consumerism, and the responsibility of the cos-
metics industry in this respect. Although some plants show
endocrine-disrupting activity, the use of well-selected natural
products might reduce the use of synthetic chemicals.
Instruments dealing with this problem include life-cycle
analysis, eco-design, and green labels; in combination with
the committed use of environmental management systems,
they contribute to Bcorporate social responsibility .̂
Keywords Endocrine active substances . Endocrine
disruptors . Cosmetics . Sunscreens
1 Introduction
Women and men all over the world use large amount of cos-
metic products in pursuit of everlasting youth, ignoring the
probable health risks. The commercial category of Bcosmetic
products^ entails substances or mixtures of substances that are
designed mainly for external use, for instance to improve the
appearance; clean; perfume; and sometimes protect as in the
case of sunscreens [1]. Many cosmetic products such as oils
and lipsticks contain UV filters, even though they are not
marketed under the term Bsunscreens^ or Bsun lotions^.
Cosmetic products contain active substances, preservatives
and also the so-called Bfragrances^ or Bperfumes^, the exact
composition of which remains a secret under the trade secret
standards [2].
Increasing scientific concern exists about the nature and the
safety of the ingredients used by the cosmetics industry re-
garding their endocrine-disrupting effects. Although numer-
ous studies have proved the endocrine-disrupting potential of
many ingredients, such as parabens, phthalates and UV filters,
and also their ability to cause reproductive impairments [3–6],
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Bsafe^. The main justification is the fact that manufacturers
keep the concentrations of the suspected chemical substances
low in accordance with the relevant legislation. However, the
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List of Amazon Services: https://aws.amazon.com/products/
List of Amazon services available to AWS Educate: https://s3.amazonaws.com/awseducate-starter-account-
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Submission Details
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(not more than a page)
1. This will be due in week 11
2. Worth 5%, and will provide feedback from your tutor.
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1. Rationale
- The rationale behind this website or cloud construction. More or less a copy
of the pitch in its final form.
2. Cost Estimates
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scales for LOW (1-1000 transactions/day), MEDIUM (1000-1,000,000), and
HIGH (above 1,000,000+ transactions per day) – hese costs all to be
itemised and justified
- Imagine you are a professional quoting for the job
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- A marker should be able to rebuild it him/herself from this
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screen dumps, etc.
.
https://aws.amazon.com/prod.
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Z, T, or Chi-Square Test Study
Background
During th.
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• Develop a complete and accurate disaster recovery plan.
• Assess risks that may impact an organization
• Identify data storage and recovery sites.
• Develop plans, procedures and relationships.
• Develop procedures for special circumstances.
• Test the disaster recovery plan.
• Continue to assess needs, threats, and solutions after testing the disaster recovery
plan.
Job Responsibility:
· Responsible in delivering the complete
Project Plan with total supporting data which included the status Reports, Issues Log, Performance Testing Matrix, detailed Testing Reports, Fine tuning Recommendation reports to both Executive Management & Senior Management
· Responsible to provide Technical and Functional Support to the users, tester and Business System Analysts
· Managing and Preparation of the Test Plan and Test strategy for the various projects
· Liaison with the onsite and offshore teams for testing status and issue resolution
· Tested the data mapping, fixing errors
· Tested staging table for EDI 210 Invoice, Balance Due Invoice, EDI 810 Invoice inbound, 850 Inbound Purchase order
· Tested Web service using SoapUI
· Involved in User acceptance testing (UAT)
· Written standard test scripts for Oracle Financial, Procure to Pay, SOA, web services
· Involved in standard Functionality testing in Phase I Phase II for 3 Instance
· Documented and communicated test results to the test Management and Business Management Team
· Worked closely with Developers team for different issues
· Experience with test automation tools like JIRA
· Worked on the testing of SaaS, Web services, XML and web application.
.
Correctional CounselingRobert HanserScott Mire20111 The .docxvoversbyobersby
This document provides definitions and context for correctional counseling. It begins by defining corrections as the component of the criminal justice system responsible for offenders after conviction. Correctional counseling is then defined as a process where trained counselors help offenders improve behaviors and reduce criminal involvement. The document discusses the origins of counseling in guidance and psychotherapy. It also addresses criticisms of past definitions of correctional counseling and the importance of evaluating it scientifically.
Correlate health and safety issues at workplace with ideals. Y.docxvoversbyobersby
Correlate health and safety issues at workplace with ideals.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Hartman, L., DesJardins, J., & MacDonald, C. (2014). 1.
Business ethics: decision making for personal integrity and social responsibility
(3rd ed., pp. 276-283). New York: McGraw-Hill.
No Wiki, Dictionary.com or Plagiarism
.
Correctional Program ShowcaseSubmitted BY Intensive moti.docxvoversbyobersby
Correctional Program Showcase
Submitted BY
Intensive motivational program of alternative correctional treatment (IMPACT)
IMPACT- Two phase program
Mission: to engage and rehabilitate the offenders with sentence of seven years
Goals: To engage the offenders into correction program for their betterment
To help the offenders to live a life with worth with out committing a crime.
Intensive motivational program of alternative correctional treatment (IMPACT) is a program that is based on the two phases, it is continuation shock incarcerations that initially started in the 1987. The mission of the program is to engage the offenders who are sentenced for 7 years into correctional program. Goals of the program is to engage the offender voluntarily in the two phase program and they can quite if they are not willing to continue the program. The offenders ahs to pass through the phases and complete the instructions of the drill instructors. The target population is based on the offender who do not mix in to normal general population. IMPACT is among the top three programs of the state to correct and rehabilitate the offenders (Mackenzie & Shaw, 2006).
2
Intensive motivational program of alternative correctional treatment (IMPACT)
Population : Offenders with sentence of seven years
Effectiveness:
Increased the prosocial behavior in offenders
Decreased the aggression and anxiety
Improvements have been seen in the offenders that lead them towards rehabilitation.
The program is effective for the offenders by send in to the offenders into military boot camps. Offenders who were engage in the IMPACT program were reported as having the high prosocial behaviors anxiety and aggression have been lowered in the offenders who have completed the program. Offender with change are promoted to the next phase of rehabilitation (Mackenzie & Shaw, 2006). It was designed because authorities are aware of that emotional instability is a main reason behind the offenses. Thus this program helped to provide emotional stability and also help in rehabilitation process.
3
Reentry Program
Reentry program is basically developed as a correctional program which is covering different aspects.
Educational paradigm
Health sector
Rehabilitation sector
Job skills and Employment Readiness program
Reentry programs is an effort made by the Louisiana corrections. The mission of the program is to provide the services regarding education, job and employment skills, substance abuse treatment and rehabilitation services are offered by the programs to education the offenders and help them rehabilitate in the society. Reentry program was designed to motivate those offenders who came again after relapse of drugs or crime. This program focus on all areas of life of offenders because it not only provided basic education but also provide job skills to make them productive member of society. Some profit and not for profit organizations help to design and to make it effective by financ.
Corrections in America - please type the answers separateDiscu.docxvoversbyobersby
Corrections in America - please type the answers separate
Discussion Board #2A : Research and discuss the differences between State and Federal Prison Systems. Who goes to Prison in each of these systems? What about Women Offenders? What about Juvenile Offenders?
iscussion Board #2B concerns Racial Issues within Prison Systems. Research and discuss if there is racial disparity as to who is sent to jail/prison. Are all groups sentenced equally? Why is there an issue with fair sentencing? Who is to blame?
.
Correction to be made for my code of ethical plan Inclusion of.docxvoversbyobersby
Correction to be made for my code of ethical plan: Inclusion of a letter from leadership to the reader of the Code of Ethics. This sets the tone and lets the reader know why the Board of Directors and management consider the code of Ethics important.
2. Accetable and unacceptable behavior on the part of employees.
3. Resources for more information and what to do if unethical behavior is seen such as contact information for an Ethics Compliance Officer or if someone needs to report unethical conduct. This includes reporting procedures.
4. Ethics training and awarness program for your company.
5. Consequences of unethical /or illegal behavior
6. The legal regulations of conducting business overseas.
7. The ethical code of conduct for employees and vendors
8. Distingushing between right and wrong in business dealings when the action is legal
9. Identifying the issues surrounding the motivation behind unethical or illegal business operations when the consequences are properly documented.
10. Anything else that you deem important support your ethical code of conduct plan.
11. Your ethical code of conduct plan should demonstrate your understanding of the concepts and ideas covered throughout the course.
1,250--1,500 words and references.
.
Correct the following paragraph. Insert or delete hyphens as nee.docxvoversbyobersby
Correct the following paragraph.
Insert or delete hyphens as needed in the following paragraph:
1
Attending College in New York City can be pretty scary, especially for a small-town girl from Des Moines, Iowa.
2
Since I am studying nursing, I decided to join Scorpions for Smiles, a student-volunteer-group that visits children who spend a-lot of time in the hospital wards for recovery or treatment purposes.
3
It's a great feeling knowing that a sick or hurting child is benefiting from my time and up-beat attitude.
4
The last time I visited, I brought coloring supplies so that Amy, the eight year old patient I usually spend time with, and I could draw pictures for her family.
5
Amy is a very well known patient; she is always playing practical jokes on the nurses and doctors!
6
When I went visited with my student group this past week, Amy wasn't there because she had an X-ray scheduled.
7
I left her a note with some crayons so that she could color after the procedure.
8
Next week is her birth-day.
9
. I won't be visiting that day, but when I do, I'll bring two plain t shirts to decorate with paints and markers.
10
The corner store near my dorm has cake-mix for only ninety nine cents!
11
. I'll bring a cake for Amy and-the-rest of her friends, too!
Step 2
Save and submit your assignment.
.
Correctional AdministratorsPrisons and jails are both clas.docxvoversbyobersby
Correctional Administrators
Prisons and jails are both classified as correctional facilities, however their missions and day-to-day operations can vary significantly. The types of offenders being held and the reasons they are incarcerated are notably different between a state or federal prison and a county jail.
In your initial response,
A)
Compare and contrast the role of a correctional administrator at a prison vs. a jail.
B)
Be sure to highlight the missions of both and how those missions impact the way day-to-day operations are managed by a correctional administrator.
Assignment Instructions:
1) Based on research, and
2) Using professional, scholarly sources, and
3) Submitted in APA 6th ed style, and
4) A minimum of 350 words, excluding the references list.
.
Corporations are making the assumption that everyone uses a sm.docxvoversbyobersby
Corporations are making the assumption that everyone uses a smartphone. How does this perpetuate the negative outcomes created by the “Digital Divide”?
Your rough draft is your work-in-progress version of your final paper (which is due on Sunday). The purpose of the rough draft assignment is to allow me to understand where your team is at, and to be able to provide feedback that you can use for refining your paper.
Your paper should have the following characteristics:
Be in APA format
Have the following sections:
Title page
Abstract (from Friday's assignment - revised according to the feedback that was given (if any).
Rough draft, this should address:
Introduction
Background/Literature Review
Relevant Theory Exploration
Findings/Examples
Lessons Learned
Future Research
References (non-annotated)
Appendix:
.
Corporation M, a calendar year corporation that began doing business.docxvoversbyobersby
Corporation M, a calendar year corporation that began doing business on January 1, 20X1, had accumulated earnings and profits of $30,000 as of January 1, 20X8. On July 2, 20X8, M distributed $22,000 cash to Mrs. C, M's sole shareholder. M had a $20,000 deficit in earnings and profits for 20X8. Mrs. C had an adjusted basis of $14,000 in her stock before the distribution. What is the amount of Mrs. C's basis in the stock after the distribution?
.
CORPORATE TRAINING 1
Running head: APA IS EASY
Paper Title
Student’s Name, Class
University of the Cumberlands
Note the
header &
the page
number.
Also this
the header
is l/2 inch
from the
top (p. 306)
Double spaced,
upper/lower case and
centered on the page.
See pg 41, APA, 6th
edition
Ask your facilitator if
they desire the date/their
name on title page.
APA doesn’t require it.
Running
head is
typically
optional –
ask your
instructor –
used
primarily if
publishing
CORPORATE TRAINING 2
Corporate Training
Today, managers need well-trained employees and are finding they do not exist.
Corporations are, therefore, providing additional training for their employees. One such training
program that is being added to corporate learning environments is an awareness of emotional
intelligence. Business managers are learning that successful managers need high Emotional
Quotient (EQ) or Emotional Intelligence (EI) to work effectively. Emotional intelligence is the
ability to accurately perceive emotions in self and others, to identify different emotional
responses, and to use emotional information to make intelligent decisions (Goleman, 2000). A
leading expert on EQ finds that “people good at managing relationships tend also to be self-
aware, self-regulating, and empathetic” (Goleman, 2000, p. 33). Emotional intelligence is
especially important “at the highest levels of the company, where differences in technical skills
are of little importance. In other words, the higher the rank of the person, the more emotional
intelligence capabilities are needed for decision making effectiveness” (Goleman, 1986, p. 94).
Emotional intelligence is crucial to a successful business career and for effective group
performance (Goleman, 1986). The core competencies required for emotional intelligence are
“the perception of emotions in one’s self and others, the understanding of these emotions, and
the management of emotions” (Feldman, 2001, ¶ 4). Success in the modern workplace requires
teamwork and collaboration. Emotional Intelligence training is essential since most modern
Title of
paper is
centered.
Do not
bold. Do
not cap.
Text is
ragged
edge,
double-
spaced
This is a
direct
quote
complete
with
quotation
marks so
the writer
must
provide
needs to
direct
readers to
direct
This is not
a direct
quote but
para-
phrased
Period after
Citation of
Short
quotes
CORPORATE TRAINING 3
companies rely on teams of employees working together, rather tha.
Corporate TAX homework problems. Need help with solving. email is .docxvoversbyobersby
Corporate TAX homework problems. Need help with solving. email is
[email protected]
Notes
Ch1 corporations
Complete the problems as presented in this document. You may create a new document and/or spreadsheet as needed. Any memo should be no more than 3 pages in length. Please state any assumptions used if problems are not clear.
Problem 1
Your client, a physician, recently purchased a yacht on which he flies a pennant with a medical emblem on it. He recently informed you that he purchased the yacht and flies the pennant to advertise his occupation and thus attract new patients. He has asked you if he may deduct as ordinary and necessary business expenses the costs of insuring and maintaining the yacht. In search of an answer, consult RIA’s CHECKPOINT TAX available on-line through the SNHU Shapiro Library. Explain the steps taken to find your answer.
Problem 2
Stacey Small has a small salon that she has run for a few years as a sole proprietorship. The proprietorship uses the cash method of accounting and the calendar year as its tax year. Stacey needs additional capital for expansion and knows two people who might be interested in investing. One would like to practice hairdressing in the salon. The other would only invest.
Stacey wants to know the tax consequences of incorporating the business. Her business assets include a building, equipment, accounts receivable and cash. Liabilities include a mortgage on the building and a few accounts payable, which are deductible when paid.
Write a memo to Stacey explaining the tax consequences of the incorporation. As part of your memo examine the possibility of having the corporation issue common and preferred stock and debt for the shareholders’ property and money.
Problem 3
Five years ago, Lacey, Kaylee, and Doug organized a software corporation, DLK, which develops and sells Online Meetings software for businesses. DLK is a C corporation. Each individual contributed $10,000 to the company in exchange for 1,000 shares of DLK stock (for a total of 3,000 shares). The corporation also borrowed $250,000 from ACME Venture Capital to finance operating costs and capital expenditures.
Because of intense competition, DLK struggled for the first few years of operation and the corporation sustained chronic losses. This year, Lacey, DLK’s president, decided to seek additional funds to finance DLK’s working capital.
CME declined to extend additional funds because of the money already invested in DLK. High Tech Venture Capital Inc. proposed to lend DLK $100,000, but at a 10% premium over the prime rate. (Other software manufacturers in the same market can borrow at a 3% premium.) First Round Capital proposed to invest $50,000 of equity capital into DLK, but on the condition that the investment firm be granted the right to elect five members to DLK’s board of directors. Discouraged by the “high cost” of external borrowing, Lacey decides to approach Kaylee and Doug.
Lac.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Coquitlam CollegeSummer 2019CMNS 223D-3 Advertising as Social.docx
1. Coquitlam CollegeSummer 2019
CMNS 223D-3: Advertising as Social Communication
Instructor: Grace Kim
Email: [email protected]
Classes: Friday 9:00 a.m. - 12:30 p.m. in Room 201.
Office Hours: Friday 1:00 p.m. - 4:00 p.m., or by appointment,
in the English Dept. or Social
Science Dept. offices.
Course Overview:
This course will explore the various critical aspects of
communication through the lens of advertising, which shapes
and reflects our society. How has advertising become such a
dominant part of our society? What are some of the significant
ramifications and benefits of communicating with one another
via advertising? Our consumer culture allows for the extraction
of certain texts and many topics will include: the history and
the industrialization of culture and cultural appropriation;
consumption, ethical consumption, and anti-consumption;
cultural capital, hegemony and ideology; politics, economics,
race, gender, and sexuality in advertising. As such, this course
will consist of lectures, seminars, videos, so please be well
prepared and keep up to date with your readings.
Learning Objectives:
By the end of the semester, students should be able to
understand how advertisements are portrayed in the media as
well as its cultural and economic influence over our society and
individual psyche; analyze advertisements and apply the class
materials; create original content which demonstrates critical
2. thinking abilities by using various mediums.
Reading Material:
Schor, J. B., & Holt, D. B. (Eds.). (2000). The Consumer
Society Reader. New York, NY: The New Press.
Additional materials for this course are posted on C4 and will
predominantly be taken from Turow, J., & Mcallister, M. P.
(Eds.). (2009). The Advertising and Consumer Culture Reader.
New York, NY: Routledge.
In addition to the required readings, the instructor may assign
supplementary reading materials if it is deemed necessary.
Note: students are not required to buy this book, but some
references will be made from the text: Ewen, S. (2001).
Captains of Consciousness: Advertising and the Social Roots of
the Consumer Culture. New York, NY: Basic Books.
Grading:
This course will be evaluated by: one midterm exam, one final
exam, a project, an essay, an advertisement analysis and a
reflection.
The reflection is 1 page and it will provide critical insight into
any of the readings; hand in a hard copy at any time before the
last day of class. Give a brief summary of the article of your
choice and make sure the reflection is: critically thoughtful,
refers to the reading, provides real life example(s), your own
personal conclusion and what you have learned from this
reading; this reflection is worth 5% of your overall grade.
The advertisement analysis is to analyze an advertisement of
your choice using any medium you wish. It shall be completed
individually and the presentation of your analysis should be 5-
10 minutes in length. You will be marked according to your
ability to underpin your analysis to at least one of the concepts
3. you have learned in class and be explicit with your explanation
to demonstrate your understanding. The presentation dates are
on May 31st; this is worth 15% of your overall grade. No matter
your medium, hand in your analysis on May 30th at midnight on
C4.
The midterm exam will consist of an in-class essay and multiple
choice questions based on the materials from the course; this is
worth 15% of your overall grade.
The final exam will be comprehensive in nature and will consist
of multiple choice questions, true/false, and short answers; this
is worth 30% of your overall grade.
The final essay is worth 20% of your overall grade. Since you
are making a claim, this argumentative research paper can be
about any of the themes you have learned in class or in another
area related to communications; however, your thesis must
connect to the concepts discussed this semester in order for you
to demonstrate your understanding of the course materials.
Your essay must be a hard copy, 7 pages long, double spaced,
Times New Roman, 12-point font, and use APA formatting. In
addition, you must use at least five scholarly sources from the
course material when you submit your essay. Please see me any
time before you begin your essay-do not begin the essay until
you have discussed the paper with your instructor. When you
see the instructor about your essay, you must have a rough
outline and be prepared to discuss your concepts.
A well written essay is formal in nature, will critically engage
with the concepts and provide adequate examples and
explanation of the topic with concrete details. Your paper will
be marked according to: a clear thesis; the correct use of
relevant concepts; the comprehensive nature of your examples
and context; clear meaning; logical organization of ideas; and
your own voice.
This may be handed in at any time before the end of the
4. semester, but the final due date is on July 5th at the end of
class.
The project will be to create a product or service and present an
original advertisement (videos, digital posters, or songs) which
demonstrates and connects your product(s) and idea(s) to any of
the concepts you have learned in class thus far-no product or
service should be an existing one. If you wish to go in a
different direction, I am open to suggestions but please see me
before you begin your project. This project may be done
individually, in pairs, or as a group of three. This assignment is
worth 15% of your grade and the date for the presentation of
your advertisement will be on July 12th. The due date for your
advertisement is on July 11th at midnight on C4.
Grades are as follows:
A+ (100-91%), A (90-86%), A- (85-80%)
B+ (79-77%), B (76-73%), B- (72-70%)
C+ (69-65%), C (64-60%), C- (59-55%)
P (Pass is 54-50%)
F (49-0%)
As per the policy of the college, students may not be able to
write the final exam if they are absent for 50% of their
attendance so come to class on time. Be warned, if you are late
for more than 15 minutes, it constitutes an “absence” on your
attendance record.
Academic Integrity
Please be aware of Coquitlam College's rules on plagiarism and
cheating; it is the student’s responsibility to follow the school
policies. Please ensure that you cite properly and give credit
where credit is due when presenting your work or your work
will result in a fail. Please do not cheat during exams or you
will fail this course and other severe penalties will follow. No
5. consideration will be given to any student wishing to write the
final exam at any other time than that assigned.
Note: during the course of the semester, I will understand if
extenuating circumstances arise, if there are religious
observances, etc. Please see me right away (not after events are
finished) and communicate with me so I may help you; make
sure you have valid documentation and I will be able to
consider your circumstances.
Readings
Please be aware of the holidays and come to class accordingly.
Week 1 May 3 Syllabus and introductions.
Week 2 May 10 The importance of consumption: Taylor, B.,
& Tilford, D. Why Consumption Matters. The
Consumer Society Reader.
Ideology in advertising: Williams, R.
Advertising. The Advertising and Consumer Culture
Reader.
Jackson, P. (1999). Commodity Cultures: The Traffic in Things.
Transactions of the Institutions of British Geographers, 24(1),
95-108.
Week 3 May 17 Culture: Adorno, T. W. & Horkheimer, M.
The culture industry. The Consumer Society
Reader.
Ewen, S. …Images with bottom… The Consumer Society
Reader.
6. Consumer inequalities: Veblen, T.
Conspicuous Consumption. The Consumer Society
Reader.
Kelly, A., Lawlor, K., & O’Donohoe, S. Encoding
advertisements. The
Advertising and Consumer Culture
Reader.
Week 4 May 24 Consumer society: Frank, T. C. (1997).
Advertising as cultural criticism. The Consumer
Society Reader.
History of consumption: Strasser, S. The Alien
Past. The Advertising and Consumer
Culture Reader.
Consumer society: Richards, J. I., & Murphy II, J. H. Economic
censorship and free
speech. The Advertising and
Consumer Culture Reader.
Week 5 May 31 Advertisement analysis presentations
Week 6 June 7 Midterms
Week 7 June 14 Culture and capital: Holt, D. B. Does
cultural capital structure American
consumption? The Consumer
Society Reader.
Schor, J. B. Towards a new politics of consumption. The
Consumer
Society Reader.
7. Week 8 June 21 Popular culture: Gladwell, M. The
coolhunt. The Consumer Society Reader.
Kotlowitz, A. False connections.
The Consumer Society Reader.
Hegemony and semiotics: Goldman, R., &
Papson, S. Advertising in the age of
accelerated meaning. The
Consumer Society Reader.
Week 9 June 28 Consumption and resistance: Lasn, K.
Culture jamming. The Consumer Society Reader.
Consuming race: hooks, b. Eating the other:
Desire and resistance. The Consumer
Society Reader.
Watts, E. K., & Orbe, M. P. The
spectacular consumption of “true”
African American culture. The
Advertising and Consumer
Culture Reader.
Week 10 July 5 Papers due
Week 11 July 12 Present advertisement project
Bonus: in class reflections
Finals TBA
8. Wiley and Royal Geographical Society (with the Institute of
British Geographers) are collaborating with JSTOR to
digitize, preserve and extend access to Transactions of the
Institute of British Geographers.
http://www.jstor.org
Commodity Cultures: The Traffic in Things
Author(s): Peter Jackson
Source: Transactions of the Institute of British Geographers,
Vol. 24, No. 1 (1999), pp. 95-108
Published by: Royal Geographical Society (with the Institute of
British Geographers)
Stable URL: http://www.jstor.org/stable/623343
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Commodity cultures: the traffic in things
Peter Jackson
Focusing on the commodification of various forms of cultural
difference, this paper
reviews recent work within the 'globalization' and 'creolization'
paradigms,
outlining an agenda for future research. Rather than condemning
commodification
as an unwarranted threat to the 'authenticity' of local cultures,
the paper argues for
a more complex understanding of people's relationship with the
world of goods.
Using a variety of examples, it is argued that the 'traffic in
things' is associated with
a wide range of meanings and a diversity of responses. Informed
by recent debates
in anthropology and material culture studies, it is suggested that
geographical
metaphors (such as distance and displacement) provide a more
productive way of
engaging with contemporary commodity cultures than do visual
metaphors (such as
unveiling or unmasking). Other means of transcending the
distinction between
cultural and economic geographies are also discussed.
key words commodification consumption material culture
cultural politics
Department of Geography, University of Sheffield, Sheffield
10. S10 2TN
email: [email protected]
revised manuscript received 28 May 1998
Introduction
The globalization of production systems and the
growing international movement of people, goods
and services is increasingly acknowledged as hav-
ing complex, geographically uneven and socially
differentiated effects, rather than being seen in
terms of an inevitable process of cultural homog-
enization, flattening out the distinctiveness of 'local
cultures' (compare Featherstone 1990; King 1991;
Massey and Jess 1995). The emergence of new
cultural forms through processes of creolization or
hybridization denies any simple equation between
globalization and homogenization. According to
Appadurai, for example, 'as rapidly as forces from
various metropolises are brought into new societies
they tend to become indigenized' (1996, 32).1
Significantly for my subsequent argument,
Appadurai talks of this process in terms of a
language of 'deterritorialization', 'displacement'
and 'repatriation'.
In a similar fashion, recent research on the
geographies of consumption (summarized in
Jackson and Thrift 1995) has insisted on the
creativity of 'ordinary consumers' in actively shap-
ing the meanings of the goods they consume in
various local settings. With consumption duly
'acknowledged' (Miller 1995a), however, the bal-
ance is now in danger of tipping the other way,
divorcing consumption from other elements of the
11. 'circuit of culture' (Mackay 1997). The problem has
been exacerbated by a tendency to equate culture
with consumption, and the economic with produc-
tion, despite several recent studies that demon-
strate the merits of taking a more 'economic'
approach to consumption and a more 'cultural'
approach to the workplace geographies of produc-
tion (eg du Gay 1996; Peck 1996; McDowell 1997).
Existing work on the geographies of commodi-
fication has tended to focus on a limited range of
commodities (particularly food and other retail
goods) and to restrict analysis to a very literal
definition of the commodity form.2 Moreover, pre-
vious studies (of 'exotic' food and 'ethnic' cultures,
for example) have tended to treat commodification
as a dirty word, implying that once such cultures
have been commodified, they have inevitably
been devalued and degraded. Constance Classen's
Trans Inst Br Geogr NS 24 95-108 1999
ISSN 0020-2754 ? Royal Geographical Society (with The
Institute of British Geographers) 1999
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96 Peter Jackson
(1996) study of consumption in the Argentine
Northwest presents one such (by no means
extreme) example. Using biographical evidence
from her own and her family's experience, she
12. examines 'the influx of foreign consumer goods
into the region' (39). Her examples include some of
the classic indicators of the 'globalization' of con-
sumption, such as Coca-Cola, the commodification
of Christmas and the introduction of North
American-style shopping malls. Her discussion of
the transformation of 'local culture' is couched in a
language of disapproval and nostalgic regret, as
when 'A local fruit [avocado] disappears from the
landscape and reappears ... as a packaged health
food for diet-conscious consumers' or when 'Tradi-
tion is transformed into fast food' (49). While she
admits in her conclusion that 'imported goods,
images and terms are often reinvented within the
context of their new cultural location to suit local
sensibilities' (53), the bulk of her argument is much
less nuanced, arguing that 'cultural imperialism'
and 'Northern-style materialism' render 'The
home-made, the traditional and the local...
debased and undesirable' (52).
While there is much to criticize about contempo-
rary commodity cultures, the complexities and
contradictions of commodification are easily
missed by those who adopt a rhetoric of moral
outrage and blanket disapproval. This paper uses a
variety of examples to demonstrate the range of
meanings and diversity of responses associated
with the 'traffic in things'. It aims to outline a more
subtle response to the cultural complexities of
commodification, challenging the shrill language
and simplistic assumptions that underlie such
accounts, and unsettling some of their apparent
certainties. Having defined its terms and critiqued
some of the conventional narratives, the paper
attempts to expand our understanding of commod-
13. ity cultures to encompass the commodification of
various kinds of cultural difference, as well as the
commodification of specific goods and services. It
challenges the received wisdom (on the Left, at
least) that commodification is, always and every-
where, a 'bad thing'. Instead, the paper argues that
most of us, most of the time (in modern Western
societies), have a much more complex relationship
with the world of goods than can be captured by a
simple renunciation of 'consumerism' or by simple
acts of resistance to the power of 'the market'.
Rather than assuming that such issues can be
settled in an arbitrary or a priori way, reference
is made in each case to appropriate empirical
evidence.
Commodities and commodification
For some authors, 'commodities' are simply objects
of economic value (though this only refers the
question back to what is meant by value). Others
prefer a narrower definition, confining the mean-
ing of commodities to products that are intended
for exchange. Some would restrict its meaning still
further, to exchange within particular (specifically
capitalist) modes of production. Here, the inevi-
table starting point is Marx, who placed his
critique of the commodity form at the beginning of
the first volume of Capital. Arguing that 'a com-
modity appears at first sight an extremely obvious,
trivial thing' (1867, 163), Marx went on to explore
the ramifications of 'commodity fetishism' within
capitalist forms of exchange.3 Marx showed how
commodification involved the conversion of use
values into exchange values (often via monetary
14. exchange) as, for example, when goods are pro-
duced for sale rather than for purely personal use.4
Paraphrasing Marx, Don Slater outlines how the
commodification of labour power contributes
further to the process of alienation:
Commodified labour produces commodities, things
that are produced for sale and therefore for consump-
tion by someone other than the person whose labour
produced it. Instead of being organically and transpar-
ently linked within praxis, the relation between pro-
duction and consumption is indirect and mediated
through markets, money, prices, competition and
profit - the whole apparatus of commodity exchange.
(1997, 107)
'Commodification' refers, literally, to the extension
of the commodity form to goods and services that
were not previously commodified. Such a process
was particularly characteristic of Britain in the
second half of the nineteenth century, when, as
Thomas Richards has argued, the commodity
became and has since remained 'the one subject of
mass culture, the centrepiece of everyday life, the
focal point of all representation, the dead center of
the modern world' (1991, 1). More recently, the
Thatcherite celebration of 'enterprise culture', the
'free market' and 'consumer choice' led to an
extension of the ideology of the market into
areas that were previously regarded as relatively
uncommodified, including education, healthcare,
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Commodity cultures: the traffic in things 97
broadcasting and the arts. The process generated a
heated debate about morality as well as economics,
a point that is developed below (see also Keat
forthcoming). While many critics have regarded
commodification as inherently 'bad', reducing
human relations to an economic logic where every-
thing has its price, others are more ambivalent
about its consequences. Such ambivalence about
the effects of commodification can even be detected
in Marx's writings. As Andrew Sayer (1997, 23)
argues, quoting from the Communist manifesto, the
levelling effects of the market and the power of
money to transgress cultural boundaries (as 'the
heavy artillery of cheap commodities breaks down
all Chinese walls') may be counterbalanced by
the tendency of the market to dispel narrow-
mindedness and parochialism ('the idiocy of rural
life'), leading to a process of cultural enrichment.
Recently, John Frow (1997) has questioned
whether the commodity form is 'necessarily and
always less humanly beneficial than non-
commodified use values' and whether its historical
extension is 'necessarily and under all circum-
stances a change for the worse' (136). According
to Frow,
the commodity form has the potential to be enabling
and productive as well as to be limiting and destruc-
tive. Historically it has almost always been both of
these things at the same time, and the balance of gain
16. and loss has rarely been easy to draw. (1997, 138)
Following Frow, this paper seeks to trace the par-
ticular benefits and disbenefits associated with
specific kinds of commodification, rather than
assuming that they can be mapped in some
abstract and a priori fashion.5
Unsettling conventional accounts
Previous studies of the globalization of consump-
tion were often framed within a simple narrative,
whereby a monolithic global capitalism was held
responsible for overwhelming local experience,
contributing to 'the destruction of regional cul-
tures' (Peet 1986). Though often regarded as the
dominant paradigm and referred to variously as a
process of 'Coca-colonization' (Hannerz 1992) or
'McDonaldization' (Ritzer 1993), such an approach
is actually increasingly rare. The diffusion of
'global' products and their local 'reception' is
now generally acknowledged to be much more
complex. While products such as Coca-Cola or
McDonald's may strive for an increasingly global
reach, their local consumption is mediated by mar-
keting strategies that are carefully tailored for
specific national markets. So, for example, the basic
format of Coca-Cola's 'General Assembly' adver-
tisement was originally recorded in Liverpool in
1987, where a suitably multicultural cast could be
easily assembled. A new version was filmed locally
for broadcast in the Philippines, and the advert
was reshot with an entirely Spanish cast assembled
at Machu Picchu for broadcast in Peru. Similarly,
slogans such as 'Can't Beat the Feeling' and 'Coke
17. is It' were found to translate badly when exported
to various overseas markets and were replaced
with 'The Feeling of Life' in Chile, 'Unique
Sensation' in Italy and 'I Feel Coke' in Japan
(Pendergrast 1994, 368).
Moreover, as Miller and others have pointed out,
the 'globalization' of production frequently
involves complex local arrangements of franchis-
ing and subcontracting. In Trinidad, for example,
Miller (1997) suggests that companies include
'local globals' - overseas-based transnationals
represented in Trinidad by a local office - and
'global locals' - where local offices of global trans-
nationals are increasingly dwarfed by home-grown
Trinidadian companies, originating locally but sub-
sequently emerging as transnationals in their own
right (1997, 60). Miller insists that 'local' factors
(such as the role of the state and questions of
ethnic identity) have an increasingly important
bearing even on the Trinidadian branches of truly
transnational companies.
If the 'global homogenization' thesis is flawed
with respect to the complexities of localized pro-
duction, it can also be challenged in relation to the
geography of consumption. In what Howes (1996)
refers to as the 'creolization paradigm', numerous
studies have emphasized how the meaning of
goods has been transformed in accordance with the
values of the 'receiving' culture.6 An outstanding
example is provided by Marie Gillespie's (1995)
ethnographic study of Southall, which shows that,
for young Punjabi Londoners, products such as
Coca-Cola and McDonald's hamburgers have very
specific meanings that may be quite different from
18. those that are 'intended' by their producers.7
Rather than standing as some undifferentiated
model of 'Americanization', Gillespie shows that
the consumption of these commodities is mediated
by local definitions of what it means to be a Punjabi
teenager in Britain, subject to various cultural
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98 Peter Jackson
restrictions on eating meat and other forms of
'Westernization', while simultaneously defining
themselves as distinct from parental notions of
culturally appropriate behaviour. Miller's work in
Trinidad also shows how the local popularity of
American soap operas such as The young and the
restless cannot be reduced to any simple under-
standing of the 'Americanization' of Caribbean
culture. Instead, he shows how their meaning is
inflected by specifically Trinidadian idioms, pro-
viding a convenient resource with which to reflect
on the dynamics of interpersonal relationships and
other 'local' concerns (Miller 1992).8
These studies place a welcome emphasis on
the 'localization' of global products. But the com-
plexities of commodification can be taken further,
as a parallel process of globalization has begun to
affect a range of products that were previously dis-
tinguished by their specific geographical origins.
Carol Hendrickson's (1996) study of the marketing
19. of a range of Guatemalan artefacts in the US
(through various mail-order catalogues) provides a
good example. Described as 'Mayan' (or some-
times as 'Indian' or simply 'traditional'), the
products are typically identified as having been
'hand-made' (or 'crafted'), as originating from
'high above the Guatemalan rainforests' and as
'unique' or 'one of a kind'. Without discussing
how these catalogues are actually read or how
such products are used by actual consumers,
Hendrickson reaches a pessimistic conclusion
about 'the creative capacities of advertisements'
and their 'power over consumers' (1996, 111).
While the 'creolization' paradigm has involved a
renewed emphasis on consumer creativity, most
accounts, especially on the Left, retain an emphasis
on the powerlessness and passivity of the con-
sumer. David Harvey provides a much-quoted
example: asking readers to reflect on the world of
social labour that is involved in the preparation of
a typical meal, he argues that:
we can in practice consume our meal without the
slightest knowledge of the intricate geography of pro-
duction and the myriad social relationships embedded
in the system that puts it upon our table. (1990, 422)
The job of social scientists, Harvey concludes, is
to 'lift the veil on this geographical and social
ignorance' (423). While Harvey's analysis may
lead to desirable consequences in terms of the
development of more ethical forms of consump-
tion, a disquieting aspect of the argument is the
implication that academics have a uniquely critical
20. insight into the social relations and conditions of
production that escape the notice of 'ordinary
consumers'. An alternative way forward might be
to explore a range of different metaphors besides
Harvey's insistence on 'unveiling' ('exposing' or
'unmasking') what was previously hidden. For
example, in this next instance, Sarah Whatmore
follows Harvey's analysis, but substitutes a geo-
graphical metaphor (of 'distancing') for his visual
one (of 'unveiling'):
Food is a basic condition of human life, but for most
people in the advanced industrial countries of Western
Europe, North America and Australasia today, it has
become a taken-for-granted facet of daily consumption.
Stacking a trolley in the supermarket is an everyday
chore; getting a take-away, a commonplace conven-
ience; eating out, an integral part of many business and
leisure routines. (1995, 36)
Yet, she continues:
These consumer experiences of food are quite pro-
foundly distanced from the social and economic
organization of agriculture and the contemporary pro-
cesses of food production. Milk may still come from
cows and apples grow on trees (don't they?) but how
does farming, the anchor of common-sense under-
standings of food production, fit into the creation of
oven-ready meals; genetically engineered plants and
animals; or synthetic foodstuffs? The prevalent repre-
sentation of such experiences as the mark of 'consumer
choice' belies a diminished understanding of, and con-
trol over, what it is we are eating and the social
conditions under which it is produced. (36)
21. It is the idea of 'distance' that opens out the
analysis to other interpretations besides those that
cast consumers in an entirely passive role vis-a-vis
the (increasingly centralized and powerful) forces
and relations of production. The idea of distance
also recalls Simmel's (1907) work, where he argued
that the value of commodities cannot be reduced to
an intrinsic property of objects, but exists in the
space or distance between our desires and our
enjoyment of those objects. There is, then, for
Simmel as for Marx, an inherent spatiality to the
commodity form, though Simmel reverses Marx's
logic to argue that it is demand that endows objects
with value, and not, as Marx argued, the labour
power involved in their production.
Other metaphors of distance and space have
been taken up enthusiastically by several contem-
porary cultural critics. In his work on the diaspora
cultures of the 'Black Atlantic', for example, Gilroy
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Commodity cultures: the traffic in things 99
(1993) insists that geographical origins are of lim-
ited relevance to cultural creativity. He goes on
to substitute the geographical metaphor of routes
for the biological one of roots, tracing the active
production of meaning in various processes of
'creolization'. The 'routes' metaphor has also been
22. employed by Doreen Massey in her search for a
more progressive sense of place than that implied
in traditional arguments about stable, inward-
looking communities with impenetrable bound-
aries and a nostalgic concern for an idealized past.
While traditional studies of a sense of place were
tainted by their yearning for a lost authenticity,
an exaggerated emphasis on memory, stasis and
nostalgia, in Massey's reconceptualization places
are constituted through a distinctive articulation of
interconnections at a variety of scales from the
global to the local. Significantly, too, her example of
Kilburn High Road makes reference to several
commodities of diverse origin:
It is a pretty ordinary place, north-west of the centre of
London. Under the railway bridge the newspaper
stand sells papers from every county of what my
neighbours, many of whom come from there, still often
call the Irish Free State ... Thread your way through
the often almost stationary traffic diagonally across the
road from the newsstand and there's a shop which as
long as I can remember has displayed saris in the
window. Four life-sized models of Indian women, and
reams of cloth ... (1994, 152-3)
In their recent work on the 'geographical knowl-
edges' that are traded along with specific com-
modities (such as 'exotic' fruits and 'ethnic' food),
Ian Cook and Philip Crang also use a highly
spatialized language. Arguing that consumption is
a geographically constituted process, Crang (1996)
employs the metaphor of 'displacement' to explore
the juxtapositions and connections that exist
between displaced commodities and their associ-
ated knowledges, a line of argument that is
23. pursued in his work with Ian Cook on culinary
cultures (Cook and Crang 1996).9 Using another
geographical metaphor, Crang (1996) argues that
consumers make all sorts of 'inhabitations' of com-
modity systems that result not in a simple sense of
alienation but in a series of mutual 'entanglements'
between consumers and consumption systems (cf
Thomas 1991). Such arguments offer an attractive
alternative to simple metaphors of 'unmasking' or
'unveiling', which seek to reveal the hidden social
relations of production that are 'disguised' in the
commodity form.
Morality and the market
Those who criticize commodification on moral
grounds frequently do so by contrasting the deper-
sonalized and anonymous commodity, at one pole,
with the inalienable singularity of human beings,
at the other pole. The fact that people have been
treated as commodities at various points in human
history -bought and sold as slaves, for example,
either literally or in the form of 'wage slavery' -
reinforces the moral conviction of this position.
But, as Igor Kopytoff (1986, 75-6) and others have
argued, even slavery had a range of effects for
those who were subject to its dehumanizing econ-
omic logic. So too, in other contexts, we might
wish to inquire why such moral opprobrium
attaches to certain kinds of commodification (of
sexual services or human genes, for example)
rather than to other kinds (such as the sale of food
or animals).
The condemnation of all forms of commodifi-
cation as immoral frequently rests on a contrast
24. between commodities and culture. Proponents of
this view argue that, whereas commodification
homogenizes value, culture values difference.
Baudrillard's condemnation of 'consumer society'
relies on a distinction whereby the daily dealings
of human beings are described as being 'not so
much with their fellow men [sic], but rather ...
with the reception and manipulation of goods and
messages' (1998, 25). For Baudrillard, consumers
experience material objects through advertising in
a thoroughly uncritical way, as a 'miracle' of mis-
recognition. Such distinctions are, however, easily
overplayed. For, as Bourdieu (1984) demonstrates,
cultural or aesthetic judgements are rarely disinter-
ested, frequently serving to sustain social inequali-
ties, while various forms of cultural difference are
readily commodifiable. Thus, in Victorian Britain,
the extension of overseas trade was justified by
a culture (described by McClintock (1995) as a
process of 'commodity racism') that associated
whiteness with cleanliness and purity at home, in
contrast to the associations of blackness with dirt
and pollution abroad. The resulting entanglements
between ideologies of domesticity and imperialism
underline the artificiality involved in making
any clear distinction between 'culture' and the
commodity form.
By treating commodities as complex cultural
forms, the morality of commodification remains an
open question, subject to empirical investigation
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100 Peter Jackson
rather than a question that can be settled a priori.10
Taking a number of examples, the remainder of
this paper seeks to trace the geography of specific
processes of commodification. Despite the inherent
spatiality of commodity exchange (as outlined
above), the geographical constitution of exchange
systems has frequently been neglected, or treated
in a purely metaphorical way. Apart from the
exceptions already noted, some insightful studies
of the 'commodity chains' that are associated
with the internationalization of food production
(Friedland et al 1981; Goodman and Redclift 1991),
Glennie and Thrift's (1992) work on the emergence
of modern consumption and the extended reach of
commodities facilitated by new media technolo-
gies, and the influential 'systems of provision'
approach associated with the work of Fine and
Leopold (1993), there is relatively little work on the
geography of commodification.11 This is particu-
larly true of the commodification of various forms
of cultural difference, to which we now turn.
Commodifying cultural difference
While there may be nothing intrinsically wrong
with the commodification of cultural difference, it
is clear that the ability to commodify other cultures
is not evenly distributed in society or space. For
those with the necessary economic and cultural
capital, it is increasingly easy to enjoy 'a little taste
of something more exotic' (May 1996a), while those
with fewer resources are more likely to be on the
26. receiving end of such processes. Jon May's research
in Stoke Newington, a gentrifying district of inner
North London, shows that the ability to com-
modify cultural difference has become a central
feature of the 'lifestyle' choices of members of
the area's 'new cultural class' (artists, designers
and other media professionals). Such residents
exercise a taste for exotic food as a way of marking
out social and cultural distinctions from the
area's other (working-class and ethnic minority)
residents. As one of May's informants enthuses,
I just love it. I love it because it's different - a little taste
of something more exotic ... Most days I might have
an Indian meal, or a Thai meal or a Chinese meal, or a
vegetarian take-away, or pasta. I never just have a
cheese omelette, never, it's boring ... (May 1996a, 61)
The African-American cultural critic bell hooks
refers disparagingly to this process as 'eating the
Other' (hooks 1992), whereby commodity culture
provides an opportunity to consume the products
of various different ethnicities in a highly contrived
and controlled way, strictly on the consumer's own
terms. Through 'eating the Other', hooks suggests,
consumers assert their power and privilege over
those whose cultures are consumed. May goes on
to show that this desire for difference is powerfully
aestheticized, as demonstrated in this extract from
an interview with 'Alex' (a graphic designer in his
mid-30s who moved to Stoke Newington about ten
years ago):
Coming through Church Street you've got that glorious
27. shot of church spires and the trees and the park, and all
that ... it's a real sort of postcardy thing. The only
thing that's missing is the cricket pitch ... It's very sort
of Englishy ... And, er, I mean I'm English and I do like
England's Englishness I suppose ... So, whilst I accept,
you know, multi-cultural society and stuff like that, I
probably wouldn't if Stoke Newington became sort of
radically Muslim in its feel - then I probably wouldn't
feel that comfortable living here anymore, you know?
(May 1996b, 203)
As Alex's references to 'Englishness' and 'radically
Muslim' suggest, such a visual aesthetic quickly
spills over into racialized forms of social exclusion.
For other residents, such as 'Dorian' (another
graphic designer in her 30s), part of the area's
appeal is its ethnic diversity, which makes it feel
'kind of sharp':
It has a feeling of variety, of variety in class and colour
and therefore a slight feeling of alternativeness,
because there are lots of little cultures - lots of gay little
cultures - which feel fairly safe in terms of violence ...
I like the fact that there are lots of races - as long as
they don't make too much noise ... [it's] slightly
bohemian, slightly off beat, and I like that very much.
(May 1996b, 208)
Dorian implies that other cultures can be com-
modified and safely consumed, provided that the
threat of violence is contained and the different
'races' don't get out of hand.12
Studies of this kind raise the thorny question of
'authenticity', defined by Celia Lury as the desire
28. for cultures that are relatively untouched by pro-
cesses of commodification (1996, 179). The topic
has been most fully explored in relation to tourism
(Cohen 1988; May 1996c), where, it has been
argued, tourists seek an 'authentic' experience of
other places, even when they know such authen-
ticity to have been 'staged' specifically for their
benefit (MacCannell 1989), or where a new gener-
ation of 'post-tourists' may actually delight in
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Commodity cultures: the traffic in things 101
inauthenticity, willingly suspending disbelief for
the temporary enjoyment of the 'exotic' (Urry 1990;
1995).13
Here, we propose to abandon the search for
'authenticity' and to examine the more tractable
question of 'authentification' (identifying those
who make claims for authenticity and the interests
that such claims serve). Mary Crain (1996) provides
a useful example from her ethnographic study
of the incorporation of 'native' women into the
Ecuadorean tourist industry. Recruited initially for
domestic work in aristocratic households in Quito,
'native' women from the highland community of
Quimsa were able to secure work in one of the
capital city's luxury hotels. They were obliged to
dress in a purified and aestheticized version of
29. 'native costume', including a starched white apron,
signifying compliant servitude. Though undoubt-
edly 'artificial' and shaped by relations of extreme
inequality, such performative constructions of
gender, class and ethnicity allowed these women
access to an employment niche that would not
otherwise have been open to them. By engaging in
a calculated enactment of an essentialized 'native'
identity involving the strategic performance of
'native' identity and the staging of 'authenticity',
they demonstrated their (limited) power to reshape
the hierarchical and exploitative relations in which
they were placed to their relative economic advan-
tage. While the commodification of difference
was clearly part of the hotel's marketing strategy,
offering tourists a sanitized version of 'native'
hospitality through the visual appropriation of
'Indianness' (specifically via the display of the
'native' female body), the benefits were not entirely
one-sided.
Debates about authenticity often imply a shrill
reading of the effects of globalization (as discussed
above) rather than a more subtle reading of the
cultural politics of such 'transnational connections'
(Hannerz 1996). The shrill reading can be criticized
from various perspectives.
First, it exaggerates, romanticizes and reifies the
extent to which any 'culture' is isolated from other
cultures, implying the existence of a 'pure' cultural
essence, from which any departure is a debase-
ment. Instead, we might insist that all cultures are
'commodity cultures' to varying degrees.14 As
James Carrier's (1994) historical survey confirms, a
clear distinction between commodified products
30. and the exchange of other kinds of goods (such
as gift-giving) is, and always has been, highly
problematic. A more complex view of commodifi-
cation acknowledges the many ways in which
objects become 'entangled' in a web of wider social
relations and meanings (Thomas 1991), emphasiz-
ing what Appadurai (1986) calls the 'social life of
things'.
Second, the search for untainted 'authentic' local
cultures implies a dangerous curtailment of the
principle of cultural relativity. As Daniel Miller
argues,
Central Africans in suits, Indonesian soap operas, and
South Asian brands are no longer [to be regarded as]
inauthentic copies by people who have lost their cul-
ture after being swamped by things that only North
Americans and Europeans 'should' possess. Rather
there is the equality of genuine relativism that makes
none of us a model of real consumption and all of us
creative variants of social processes based around the
possession and use of commodities. (1995b, 144)
Two further examples of the commodification of
cultural difference help to illustrate the value of a
more complex cultural politics of consumption.
The first concerns the development of an inter-
national market for so-called primitive art; the
second examines the production and consumption
of so-called 'black music'.
The commodification of Aboriginal art
Howard Morphy's (1995) analysis of two major
international exhibitions of Aboriginal art, Dream-
31. ings and Aratjara, highlights the complex links
between claims for 'authenticity' and the process of
commodification as 'Aboriginal art' has moved out
of the category of 'primitive art' into the 'main-
stream' international art market. The process has
been beset with contradictions (Michaels 1993).
Traditionally, Morphy argues, Aboriginal art was
communally owned and integral to the passing of
intergenerational knowledge. Access to such work
was restricted to men of a certain status. According
to his analysis, the production of work for sale on
the international art market (for display to un-
known audiences) was a direct result of European
colonization. Initially at least, the cultural and
economic value of such work lay in its lack of
external 'contamination'. Works that reached the
international art market were almost by definition
of questionable authenticity, since the artist
would have been 'tainted' by the process of com-
modification. Aboriginal artists were therefore
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102 Peter Jackson uLADAa-ante-WIMP X?& el? swifty PTS V
IFW OWN A)O PIPN i L-IKE ABORIGINJAL AR r
't*- r por M otstrod LL SOo Lc~T lAL 4 [cv~zLO10MSCAE C
V60k~m- r. pPA o O GAICVUCAIX? cciff mevl~t-/ oWHIT
BITH! ili
Figure 1 Ambiguous attitudes towards Aboriginal art
Source: Time Out (4-11 August 1993); reproduced by kind
32. permission of Kipper Williams and Time Out
disadvantaged in selling their work overseas by
European definitions of the 'primitive'.
Aboriginal art later came to play a significant
role in the battle for Aboriginal land rights, further
delegitimizing its status as art in the minds of
conservative critics (who sought to maintain a dis-
tinction between culture and politics). Aboriginal
art has also played a significant role in the move-
ment of Australian nationalism away from its
European roots. In this context, cultural criticism
has gradually moved away from an emphasis on
the work's ethnographic authenticity - stressing its
religious significance and continuity with earlier
traditions - towards a reclassification as 'art', with
greater emphasis on the agency of individual art-
ists. European notions of the 'primitive' have also
been questioned by the intellectual climate of post-
colonialism, as well as by a growing insistence
on the diversity of Aboriginal art and artists. The
process has been further contested by those
who have sought to police the boundaries of
Aboriginality, raising doubts about the work of
so-called 'urban Aborigines', for example. Morphy
concludes with qualified optimism:
In Australia the changing position of Aboriginal art has
resulted in its incorporation in discourse on Australian
art in general. It tends now to be collected by the same
institutions, exhibited within the same gallery struc-
ture, written about in the same journals as other
Australian art. And in many respects this has come
about because, over many years, Aboriginal people
have been struggling to make Aboriginal art part of the
33. agenda of Australian society. It could be interpreted
as the appropriation of Aboriginal art by a white
Australian institutional structure; the reality has been a
much more equal relationship. (1995, 233-4)
Indeed, European exhibitions of Aboriginal art
now provoke diverse reactions, ranging from
those, such as the Spectator's art critic Giles Auty,
who argued that Aboriginal art has declined in
quality 'in direct proportion ... to the amount of
interested input from non-Aboriginals' (1993,
quoted in Morphy 1995, 230) to more self-
conscious and ironic expressions of ambiguity,
verging on embarrassment, towards the whole
genre (see Figure 1).
Aboriginal artists have themselves responded to
the dilemmas of 'authenticity' in some creative
ways as evidenced by Jane Jacobs' (1995; 1996)
subtle analyses of the community arts project at J C
Slaughter Falls in Brisbane. In 1993, Brisbane City
Council commissioned Laurie Nilsen and Marshall
Bell of the Aboriginal visual arts company
Campfire Consultancy to produce a work to com-
memorate the International Year of Indigenous
People. The walking tour they designed encom-
passed a number of painted images that were
self-conscious copies of artworks to be found at
precontact sites throughout Queensland. Far from
emphasizing the 'authenticity' of their work, how-
ever, the artists chose deliberately to unsettle
conventional notions of Aboriginal authority.
The project was executed and ratified by local
Aborigines, but incorporated 'traditional' designs
from Aboriginal groups from areas well outside
34. Brisbane. The site was not previously of special
significance to local Aboriginal groups, but the
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Commodity cultures: the traffic in things 103
City Council made a gesture towards 'authentifi-
cation' by seeking permission from the Brisbane
Aboriginal Council of Elders and making a 'copy-
right' payment. The artists also ensured that their
work became a long-term community project by
using materials that required regular repainting,
contrasting its intended ephemerality with the
'timeless' qualities attributed to Aboriginal art in
less self-critical accounts of 'authenticity'.
The commodification of 'black' music
The commodification of 'black' music presents
equally complex issues for anyone interested in the
'traffic in things' and their associated meanings.
Here, the evidence is taken from Susan Smith's
recent work on the cultural politics of music, par-
ticularly her discussion of 'race', space and civil
rights in Black America (1997, 515-23). Despite
being set within a concern for the 'social and
economic construction ... of ideas about race dif-
ference' (515), the topic is fraught with difficulties.
The terminology for such a discussion is immedi-
ately problematic - whether one writes of black,
'black' or Black music, for example (and similarly
35. of white, 'white' or White audiences). Further
difficulties arise when one tries to convey the
significance of the material conditions in which
particular forms of music were produced without
essentializing the social relations of production
or denying the individual creativity of particular
artists. Such difficulties recur in discussions of the
content and form of different musical styles (where
words such as syncopation, rhythm and harmony
are scarcely adequate for conveying the nuances of
the music as it is performed). Many of the issues
are highlighted in debates about how the music is
'heard' by different audiences.
Smith recognizes at the outset that 'black music'
is a contested terrain, 'which gives rise to all kinds
of dubious arguments about authenticity, essential-
ism and appropriation' (1997, 515), yet she contin-
ues to emphasize the very characteristics of 'black'
music that give rise to such arguments. Having
discussed the way that music has provided 'a
potent voice for oppressed peoples', she identifies
some 'common elements' that allegedly unite all of
the various forms of 'black' music she discusses,
from ragtime and jazz to soul and rap, all of which,
she asserts,
attach importance to the skill of improvisation, empha-
sizing performance rather than composition, creation
rather than interpretation, and spontaneity rather than
formality. (1997, 516)
Focusing on the 'expressivity' of 'black' music and
on its political significance (see Gilroy 1993, 75)
plays into the hands of those who regard 'black'
36. music as being less intellectually demanding and
less 'pure' an art form than so-called 'white' music
(the 'whiteness' of which is rarely discussed).
What, for example, is implied about the creativity
of individual artists by insisting that 'black' music
must always be related to the material conditions
in which it was produced? Though critics such as
Clarence Lusane may be correct in asserting that,
'From slave town to motown, from Bebop to Hip
Hop, black music has been shaped by the material
conditions of black life' (1993, 42), this is surely no
more true for 'black' music than for any other kind.
Describing the content and form of 'black' music
is no less fraught. What, for example, is implied by
the assertion that 'Black music tells it like it is'
(Smith 1997, 517)? Is 'black' music to be under-
stood as a simple 'reflection' of the conditions of
black people's material existence, documenting
'the social crisis engulfing Black America in ways
that are more obvious and immediate than most
government reports and scholarly texts' (517)? Or
should it be approached, like other cultural forms,
as a creative reworking, a complex representation
of those conditions?
Similar arguments apply to the consumption of
'black' music where, as work by Paul Gilroy (1987)
and Les Back (1996) confirms, there is a world of
difference between listening to music performed
live in a communal setting and listening to
recorded music in the privacy of one's home. Such
diverse contexts of consumption highlight the
problem of what Allinson (1992, 447) calls 'market-
ing ghetto authenticity'. Debates about musical
'authenticity' have often focused on the alleged
37. distance between particular artists and the condi-
tions with which their work may once have been
associated (such as the ghetto environments with
which even the most commercially successful rap
artists still seem keen to associate themselves). But
these debates are further complicated by contexts
of consumption, which include 'white' middle-
class teenagers listening to 'black' music in the
comfort of their suburban bedrooms.
Claims to 'authenticity' are a crucial aspect of
such music's commercial appeal, suggesting that,
in terms of consumption if not production, 'black'
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104 Peter Jackson
music has largely failed in its attempts to establish
'a space of creativity which whites could not
occupy' (Smith 1997, 518). It is exactly this paradox
that the commodification of (at least some forms
of) 'black' music seeks to exploit. Those who
promote such music emphasize the 'authenticity'
of its conditions of production, while seeking to
make the 'product' commercially available for con-
sumption by audiences who may be located in
very different conditions, but who at the same time
are drawn by the music's (actively promoted)
claims to 'authenticity'. Controversies over 'offen-
sive' lyrics, the attachment of 'parental guidance'
labels and debates about the alleged misogyny and
38. homophobia of rap music all need to be interpreted
in these wider contexts (see hooks 1994; Skelton
1995), rather than in simplistic terms of 'authen-
ticity' and 'appropriation'. As Smith (1997, 519)
concludes: 'black' music contains crucial clues
about the social construction (and I would add,
the commodification) of difference. Its cultural
politics involve:
the complex intertwinings of dirt-poor roots and
middle-class dreams, aesthetic ambitions and social
strivings, the anarchic impulse and the business ethic.
(Guralnick 1986, quoted in Smith 1997, 522)
Conclusion
Rather than approaching commodification in an
arbitrary and a priori way, adopting a language of
moral outrage or blanket condemnation, this paper
has attempted to engage with commodification in
more complex ways, weighing appropriate empiri-
cal evidence in each specific case. Taking material
culture seriously involves going beyond the indi-
vidual interpretation of commodities, and reinstat-
ing the importance of social relations with all of
their associated inequalities (Gregson 1995). It also
requires an examination of the social relations of
production and consumption (through empirical
work with actual consumers 'on the ground'), as
well as a critique of the ideologies and discourses
through which such relations and material arte-
facts are represented. From such a perspective, the
distinction between practices and discourses
begins to dissolve as particular things (specific
commodities) are used to objectify social relation-
ships, serving as a kind of commentary on our
39. social experience.
As geographers, we might take a lead from the
work of Arjun Appadurai, who sought to trace the
meaning of commodities as they are inscribed in
their forms, uses and trajectories. As Appadurai
argues: 'it is things-in-motion that illuminate their
human and social context' (1986, 5). Extending
Appadurai's analogy, we might begin to trace the
social geography of things as they move in and out of
the commodity state, with different forms of com-
modification having variable effects on specific
social groups in different places. As Appadurai
(1986, 17) insists: 'the commodity is not one kind of
thing rather than another, but one phase in the life
of some things'.15 As commodification extends its
reach into an ever-widening range of domains, the
commodity form has become increasingly univer-
sal. But the significance that is attached to specific
commodities differs markedly from one place to
another according to their contexts of production
and consumption:
Where societies differ is in the way commoditization as
a special expression of exchange is structured and
related to the social system, in the factors that encour-
age or contain it, in the long-term tendencies for it to
expand or stabilize, and in the cultural and ideological
premises that suffuse its working. (Kopytoff 1986, 68)
Where, then, should we look for future directions
in geographical research on commodification? One
possibility is provided by the revival of 'material
culture' studies that is currently taking place in
anthropology and archaeology. Such studies insist
on taking 'the material' in material culture seri-
40. ously, locating the shifting meaning of things in the
context of consumers' everyday lives via empiri-
cally grounded ethnographic work (Miller 1998;
du Gay et al 1997). Cook and Crang's (1996) recent
work on 'commodity circuits' takes a similar
approach, following the physical movement of
particular culinary goods and their associated 'geo-
graphical knowledges' through the chains of mean-
ing that link their production and consumption.
Such an approach eschews a search for historical
and geographical 'origins', seeking instead to map
the juxtapositions and displacements through
which particular goods acquire their specific mean-
ings (Crang 1996). It is an approach that we hope
to extend through future research on the trans-
national flows of food and clothing as part of the
construction of 'diasporic identities'.16
A second possibility seeks to challenge the
distinction between people and things, based on
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Commodity cultures: the traffic in things 105
recent developments in the sociology of science
and technology. Contrary to conventional studies
of the social impact of technology, approaches
informed by actor-network theory emphasize the
web of relations through which a variety of human
and non-human actors are interlinked. Such
41. approaches seek to transcend conventional dual-
isms, exploring how actions are embedded in
materials and extended through time and place
(Murdoch 1997). Tracing such networks, according
to Nigel Thrift (1996), offers a key means of blur-
ring economic and non-economic boundaries.
Actor-network theory's language of '(quasi-)
objects' and 'immutable mobiles' has already been
applied in geographical studies of 'cyberspace' (eg
Bingham 1996). Its potential for understanding the
geographies of other aspects of material culture
and contemporary consumption remains largely
untapped.17
As outlined above, future work might also seek
to extend our understanding of the process of
commodification beyond the classic definition of
particular kinds of manufactured goods and serv-
ices. When reading an advertisement, for example,
a variety of meanings are being consumed, only
some of which are directly connected to the com-
modity, and which may or may not lead to the
consumption of the product itself (Jackson and
Taylor 1996). Such meanings are, of course, fre-
quently coded in terms of various forms of social
difference. A geographical understanding of com-
42. modity cultures should therefore involve both an
exploration of the physical movement of goods
and services (the 'traffic in things') and an appre-
ciation of the commodification of cultural differ-
ence. This is undeniably a broad agenda, but it
provides ample scope for bringing together the
geographies of production and consumption, and
maybe ultimately transcending the unhelpful dis-
tinction between 'the cultural' and 'the economic'.
Notes
1 Such arguments have a long pedigree within cul-
tural studies, dating back to Dick Hebdige's (1979)
pioneering studies of the appropriation and transfor-
mation of meaning in various subcultural styles,
recalling Paul Willis's (1978; 1990) arguments about
the 'objective possibilities' of cultural items to express
the profane creativity of common cultures.
2 The term 'commodification' is preferred to the more
common American usage 'commoditization' because
of the latter's implication of a society-wide historical
transformation, akin to other processes such as
urbanization or modernization.
3 Much could be said about the language in which
commodification is commonly discussed. Consider,
for example, the implications of describing a culture
as having been 'swamped' by commodities, or of the
commodity 'invading' or 'penetrating' a particular
43. society. On Marx's use of anthropocentric metaphors
such as the 'commodity fetish', see Baudrillard (1981).
4 As Carrier's (1994) work has shown, the (essentialist)
distinction between commodities (produced for sale)
and gifts (produced for exchange) can be exagger-
ated. The model of social transformation it implies,
from the 'reciprocal dependence' of social agents
transacting the inalienable objects of a highly person-
alized gift economy, to the 'reciprocal independence'
of agents transacting wholly alienable objects in an
impersonal economy of commodities, is also highly
questionable (compare Gregory 1982).
5 Frow's examples focus on the commodification of
information and the person, including studies of the
market in DNA, the trade in human organs and
property rights in 'personality'.
6 Even the language of 'reception' now seems an inad-
equate recognition of the agency of consumers in
actively transforming the meaning of goods as they
incorporate them into their lives. As research by
Burgess (1990) and others has shown, the production
and consumption of environmental meanings is far
more complex than earlier studies of the 'mass media'
implied.
7 The idea that a product has an 'intended' meaning
that may be 'subverted' or 'resisted' by consumers is
a contested one. The intentionality of the producer
can often only be inferred, and consumer creativity is
such that a product's range of meanings will always
exceed the attempt to impose a single reading. Miller
(1987, 112) suggests that 'a system of categorization is
an inherent attribute' of every artefact and that 'some
44. notion of intention is also usually attributed to their
creation'. While some ambiguity of meaning will
always be present (used deliberately in some cases to
entice consumers), all systems of representation
require some degree of shared meaning or 'system of
recognition' (cf Hall 1997).
8 Miller's work on the Caribbean consumption of
Coca-Cola reaches a similar conclusion, asserting the
importance of local context (where it is generally
drunk in combination with rum) in defining the
product's cultural specificity. In this context, Miller
(1998) insists, Coca-Cola should be thought of as 'a
black sweet drink from Trinidad' rather than as
unambiguous evidence of the 'globalization' of taste.
9 Appadurai (1986) makes a similar argument about
transcultural flows of commodities and the unstable
distribution of knowledge on which they rest. He
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106 Peter Jackson
concludes that, 'Commodities represent very complex
social forms and distributions of knowledge' (41).
10 Compare Miller's argument that:
the remainder of the 1990s will probably see a
movement beyond any simple moralizing of com-
moditization and mass consumption as either
destructive or liberating, concentrating instead on
45. examining how these processes often differ from
the assumptions made in dominant models of
modernization. (1995b, 147)
11 Most of the exceptions are provided by anthropol-
ogists rather than geographers. See, for example,
the work reviewed in Ferguson (1988), Gupta and
Ferguson (1992) and Miller (1995b).
12 This argument is developed at greater length in
Crang and Jackson (forthcoming) where the case of
Stoke Newington is compared with two other neigh-
bourhoods in North London (Brent Cross and Wood
Green). See also Miller et al (1998) for ethnographic
material in support of this argument.
13 Glennie and Thrift (1992, 436) suggest that such
'aesthetic reflexivity' is a distinguishing characteristic
of modern consumption, where consumers exhibit
new attitudes to authenticity, which are more bound
up with aesthetic illusions than with a quest for the
real or the deeply spiritual.
14 Compare Appadurai's (1986, 16) insistence that
'the capitalist mode of commoditization [interacts]
with myriad other indigenous social forms of
commoditization'.
15 Appadurai is paraphrasing Igor Kopytoff's (1986)
argument about the 'cultural biography of things'
(though the notion of 'biography' as a scripted narra-
tive is itself problematic).
16 The proposed research by Philip Crang, Claire Dwyer
and myself is funded by ESRC as part of their current
Transnational Communities programme (award
46. number L214252031).
17 Current ESRC-funded postgraduate research by Paul
Stallard at Sheffield is attempting to use actor-
network theory and related approaches to explore the
cultural geographies of books and book-buying.
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Contentsp. [95]p. 96p. 97p. 98p. 99p. 100p. 101p. 102p. 103p.
104p. 105p. 106p. 107p. 108Issue Table of
ContentsTransactions of the Institute of British Geographers,
55. Vol. 24, No. 1 (1999) pp. 1-128Front Matter [pp. 1-
10]Editorial: A New Look for a New Era [pp. 3-4]Editorial:
Where Have All the Physical Geographers Gone? [pp. 5-
9]Enterprise Discourse and Executive Talk: Stories That
Destabilize the Company [pp. 11-22]The Paris Sewers and the
Rationalization of Urban Space [pp. 23-44]How New Is the New
Local Governance? Lessons from the United Kingdom [pp. 45-
63]Mann and Men in a Medieval State: The Geographies of
Power in the Middle Ages [pp. 65-78]Pastoral Power,
Governmentality and Cultures of Order in Nineteenth-Century
British Columbia [pp. 79-93]Commodity Cultures: The Traffic
in Things [pp. 95-108]Symbolic Places of National History and
Revival: A Study in Zionist Mythical Geography [pp. 109-
123]Book ReviewsReview: untitled [pp. 124-125]Review:
untitled [pp. 125-126]Review: untitled [pp. 126-127]Review:
untitled [pp. 127-128]Back Matter