This document discusses ethical issues related to identity exploration among young people in the digital age. It begins by presenting a fictional scenario of a teenage girl named Zoe who creates a fake online identity named "Zee" on MySpace to more openly express aspects of her personality. The document then examines identity exploration both offline and online for young people. While offline exploration is constrained, online spaces provide new venues for creative self-expression, opportunities for self-reflection through crafting online identities, and receiving feedback from broader audiences that can aid identity development. However, online identity play also presents risks if it involves deception or unrealistic portrayals that could damage relationships or self-perception.
Vermette - Transcript - Chapter 4 Socialization and the Life CycleLinda Vermette
This document summarizes key concepts from a chapter on socialization and the life cycle. It discusses how socialization occurs through four main agents - family, schools, peers, and media. It also outlines theories of socialization from thinkers like Mead, Piaget, Freud, and others. The document examines how socialization and roles change through the different stages of life and questions how socialization influences areas like gender roles and violence.
This document is from Chapter 4 of the textbook "You May Ask Yourself: An Introduction to Thinking Like a Sociologist" by Dalton Conley. It discusses several key concepts related to socialization, including:
1) Socialization is the process by which individuals internalize the values, beliefs, and norms of their society and learn to function as members.
2) Theorists like Charles Cooley, George Herbert Mead, and Eric Erikson contributed influential ideas about how the social self develops through interactions with others.
3) Agents of socialization like families, schools, peers and media play important roles in socializing individuals.
4) Social roles, statuses, and the construction of reality are
Vermette - PP - Chapter 4 - Socialization and the life cycleLinda Vermette
This document summarizes key concepts from a chapter on socialization and the life cycle from an introductory sociology textbook. It discusses the main agents of socialization like family, schools, peers and media. It also outlines theories of socialization from Mead, Piaget, Freud and others. The chapter examines socialization processes across the life course from childhood to old age and questions around topics like gender socialization and influence of media remain unanswered. Learning objectives are to understand social reproduction and how socialization contributes to it across different stages of life.
How will both the media we consume, and the collective identities we belong to, change in the future with the rise of Web 2.0 and Participation Culture
The passage criticizes modern perceptions of youth, arguing that stereotypes about disrespectful and lawless young people are nothing new. It notes that the Greek philosopher Plato expressed similar concerns and stereotypes about youth in the 4th century BCE, showing that each generation tends to find fault with the next.
This document discusses social groups and networks. It begins by defining dyads as groups of two and triads as groups of three or more. George Simmel argued that group size affects how people behave in that group. Dyads are the most intimate as they rely on each other, while triads can have politics as a third person is added.
As group size increases, the number of relationships increases which can lead to problems. Networks are sets of relationships between individuals. Strong ties within a social network come from indirect connections, while weak ties provide new opportunities. Organizations are social networks with common purposes that distinguish members from non-members. Organizational culture and structure influence member behaviors and authority.
The document concludes
This document outlines a presentation on gender in the media. It discusses how media constructs and reinforces gender through representations, the gaze, and communication between genders. It also addresses how media depicts differences among women, similarities between genders, and allows for new forms of communication, while also symbolizing and representing traditional gender roles.
The document discusses collective identity and youth culture. It provides background on collective identity, noting that it refers to an individual's sense of belonging to a group. Collective identity shapes part of a person's personal identity through participation in social activities. Youth subcultures allow young people to express opposition to dominant society and challenge mainstream values through style and shared interests. Media representations of youth often reflect adult anxieties and serve to reinforce social norms.
Vermette - Transcript - Chapter 4 Socialization and the Life CycleLinda Vermette
This document summarizes key concepts from a chapter on socialization and the life cycle. It discusses how socialization occurs through four main agents - family, schools, peers, and media. It also outlines theories of socialization from thinkers like Mead, Piaget, Freud, and others. The document examines how socialization and roles change through the different stages of life and questions how socialization influences areas like gender roles and violence.
This document is from Chapter 4 of the textbook "You May Ask Yourself: An Introduction to Thinking Like a Sociologist" by Dalton Conley. It discusses several key concepts related to socialization, including:
1) Socialization is the process by which individuals internalize the values, beliefs, and norms of their society and learn to function as members.
2) Theorists like Charles Cooley, George Herbert Mead, and Eric Erikson contributed influential ideas about how the social self develops through interactions with others.
3) Agents of socialization like families, schools, peers and media play important roles in socializing individuals.
4) Social roles, statuses, and the construction of reality are
Vermette - PP - Chapter 4 - Socialization and the life cycleLinda Vermette
This document summarizes key concepts from a chapter on socialization and the life cycle from an introductory sociology textbook. It discusses the main agents of socialization like family, schools, peers and media. It also outlines theories of socialization from Mead, Piaget, Freud and others. The chapter examines socialization processes across the life course from childhood to old age and questions around topics like gender socialization and influence of media remain unanswered. Learning objectives are to understand social reproduction and how socialization contributes to it across different stages of life.
How will both the media we consume, and the collective identities we belong to, change in the future with the rise of Web 2.0 and Participation Culture
The passage criticizes modern perceptions of youth, arguing that stereotypes about disrespectful and lawless young people are nothing new. It notes that the Greek philosopher Plato expressed similar concerns and stereotypes about youth in the 4th century BCE, showing that each generation tends to find fault with the next.
This document discusses social groups and networks. It begins by defining dyads as groups of two and triads as groups of three or more. George Simmel argued that group size affects how people behave in that group. Dyads are the most intimate as they rely on each other, while triads can have politics as a third person is added.
As group size increases, the number of relationships increases which can lead to problems. Networks are sets of relationships between individuals. Strong ties within a social network come from indirect connections, while weak ties provide new opportunities. Organizations are social networks with common purposes that distinguish members from non-members. Organizational culture and structure influence member behaviors and authority.
The document concludes
This document outlines a presentation on gender in the media. It discusses how media constructs and reinforces gender through representations, the gaze, and communication between genders. It also addresses how media depicts differences among women, similarities between genders, and allows for new forms of communication, while also symbolizing and representing traditional gender roles.
The document discusses collective identity and youth culture. It provides background on collective identity, noting that it refers to an individual's sense of belonging to a group. Collective identity shapes part of a person's personal identity through participation in social activities. Youth subcultures allow young people to express opposition to dominant society and challenge mainstream values through style and shared interests. Media representations of youth often reflect adult anxieties and serve to reinforce social norms.
A2 Media G325 Collective identity in youth Case Study ChartBridie Fry
I devised this chart to help me revise case studies for the G325 Question 2 answer. I have described how the examples represent youth, I've applied different theorist interpretations to this answer, I have highlighted the key points and made links between the examples. Hope this helps
This presentation introduces the Millennial generation born after 1981. It describes Millennials as confident, sheltered, special, and team-oriented. They are also pressured achievers who highly value diversity and service. Millennials require hands-on, experiential learning and are heavily influenced by technology and media in their daily lives.
The document discusses collective identity and youth culture. It defines collective identity as an individual's sense of belonging to a group that shapes part of their personal identity. Collective identity is gained through social activities and interactions that allow individuals to feel a sense of belonging to something larger than themselves. The document then examines how youth subcultures allow young people to express opposition to dominant society and challenge its norms through styles of dress, music, and behaviors.
The actual title of this presentation is, "I See Your Lips Moving, But I Don’t Understand You – The Multi-Generational Classroom" and it is on Multi-Generations, specifically in the classroom.
This document discusses representations of youth identity in media. It begins by asking the reader to consider examples of media that represent or are identified with youth from the past five years. It then presents two quotes about youth from different eras to show that concerns about youth behavior are not new. The document outlines five structuring points for examining how media represents youth and how youth use media to form collective identities. It discusses the role of outsiders like media and adults in constructing identities for youth groups and how youth must accept these identities. The document analyzes factors like subculture representation and alienation that are common in media portrayals of youth.
The document discusses collective identity and youth culture. It defines collective identity as an individual's sense of belonging to a group that shapes part of their personal identity. Collective identity is gained through social activities and interactions that allow individuals to feel a sense of belonging to something larger than themselves. The document then examines how youth subcultures allow young people to express opposition to dominant society and challenge its norms through styles of dress, music, and language.
What is youth culture and collective identityCharis Creber
This document discusses collective identity among contemporary British youth and how the media influences this. It provides context on the upcoming exam, which will focus on how the media portrays and influences youth collective identity through representations of teenagers and subcultures. Examples are given of subcultures from the 1970s and how style and music were used to express opposition to dominant culture and influence identity formation among youth.
This document discusses gender differences and similarities in same-sex and cross-sex friendships. It argues that while same-sex friendships appear different for men and women based on gender stereotypes, there are also many similarities in what each gender desires from friendships. Cross-sex friendships face additional complexity due to societal expectations of romantic intent between men and women. Gender plays an influential role in shaping friendship norms but may not reflect the realities of how men and women engage in actual friendships.
This article discusses the issue of bullying from multiple perspectives. It interviews several students and adults about why bullying happens, the effects of bullying, and ways to prevent and stop bullying. It notes that most bullying now occurs online or through cyberbullying. It also discusses how bullying can negatively impact people's self-esteem, grades, and mental health. The article advocates for speaking up against bullying and getting help from trusted adults to prevent future incidents.
The introduction discusses the emergence of participatory culture online, especially among teens, and highlights both promising and concerning examples. It outlines 5 core ethical issues raised by new digital media: identity, privacy, ownership/authorship, credibility, and participation. While these issues are not new, their stakes may be different online. The document seeks to provide an objective analysis of ethical fault lines in new digital media and how supports for ethical participation can help realize its promises.
Sofia, an 18-year-old college freshman, has been keeping a blog on LiveJournal for several years to share her experiences with high school friends. She writes about her dating experiences and struggles adjusting to college life under a pseudonym. However, when a local journalist finds her blog and writes a story about it, many students on her campus begin reading it. Some are able to identify Sofia as the author, angering past romantic partners whose identities were revealed. Sofia feels her privacy has been violated as a much broader audience is now privy to her intimate thoughts and experiences.
Social networking sites have become increasingly popular among teenagers since the 2000s. These sites allow teenagers to create profiles, connect with friends, and engage in online social interaction. While some argue that social media simply provides another venue for existing teenage interests like identity exploration and partner selection, others warn that aspects of online communication like persistence and invisible audiences can intensify risks like bullying. Overall, research suggests that social networking does not fundamentally change teenage behavior but may amplify existing social issues in online spaces.
This document discusses the concept of "good play" in analyzing the ethics of young people's activities in new digital media. It defines good play as online conduct that is both meaningful to the participant and responsible to the community. It explores how young people may have different understandings of ethics and responsibilities in online contexts compared to offline. While technical skills are high, awareness of the implications of online actions can vary greatly among youth. The document considers key issues like identity, privacy, ownership, and participation in the new media.
Social networks provide opportunities for both benefits and risks. The benefits include maintaining social connections, emotional support, meeting new people, job searching, and online education. However, social networks can also enable harassment, over-exposure to inappropriate content, and risky online behavior. Additionally, a lack of nonverbal cues may decrease empathy. While social networks make some issues more visible, the root problems are often long-standing societal issues, not technology itself. Overall social networks reflect both the good and bad aspects of human social interaction.
The chapter concludes that participation in digital media can constitute "serious play" and should not be dismissed or belittled. A model of "good play" is proposed that is defined as meaningful and socially responsible online participation. The model identifies 5 key factors that shape an individual's ethical stances: 1) affordances of the digital media, 2) technical and new media literacies, 3) person-centered factors like cognitive development, 4) peer culture influences, and 5) availability of ethical supports from adults. Empirical research on youth perspectives is needed to refine understandings of ethics in new digital spaces.
Gender and Sexuality (Fall 2021)
Gender and
Sexuality
Angela Barian
Todd Schoepflin, Niagara University
Jessica Brown, Houston Community
College
Gender and Sexuality (Fall 2021)
Page 2
Gender and Sexuality
A N G E L A B A R I A N
T O D D S C H O E P F L I N , N I A G A R A U N I V E R S I T Y
J E S S I C A B R O W N , H O U S T O N C O M M U N I T Y C O L L E G E
SOCIOLOGICAL PERSPECTIVES OF GENDER
Nature, nurture, neither?
Social construction of gender
Intersectional perspectives of gender
INEQUALITIES AND PROGRESS
Feminism
Institutional inequality
Gender and violence
SEXUALITIES
The creation of sexuality
Intersectional sexualities
The social control of sexuality
Gender and Sexuality (Fall 2021)
Page 3
INTRODUCTION
In 2013, retired Army veteran Jamie Shupe changed their legal identity from male to
female (Shupe's preferred pronouns are their and they). Assigned male at birth, Shupe
remembers their mother slapping them as a child for being “a sissy.”1 Shupe was a married
father when they decided they’d had enough: “I was in a deep, dark depression because I
had boxed myself into this male identity that I couldn't stand anymore.”2 Shupe started taking
hormones and for a while lived as a transgender woman. Transgender refers to people whose
gender identity and expression are different from what they were assigned at birth.3 But they
didn’t feel “fully female” either.4 So in 2016, Jamie Shupe petitioned to be the first person in the
history of the United States to be legally recognized as non-binary (that is, not exclusively
masculine or feminine). They won. Following that decision, Shupe’s home state of Oregon
became the first state to officially offer gender-neutral driver’s licenses. As of July 2017,
residents can have an “X” in the gender box on their state-issued ID.5 In court, Shupe said, “I
can’t divorce my male side with my female side. And you’re just going to have to
acknowledge that sex and gender is a spectrum, not two poles.”6
While societies have always seen gender expressions that move beyond the male-
female binary, a recent Time article notes that this gender flexibility has moved from being
marginalized to being more widely accepted.7 A survey from the Gay & Lesbian Alliance
Against Defamation (GLAAD) reports that “20% of millennials identify as something other than
strictly straight and cisgender (someone whose gender matches the sex they were assigned at
birth).”8 This is compared to just 7% of Baby Boomers, the generation born between 1946 and
1964. Social understandings of gender and sexuality continue to evolve in ways that have
profound effects on our daily lives.
You could make a case that gender is the prim ...
This document provides an overview of a research project studying college students' use of social networking sites like MySpace and Facebook for networking and communication. It defines blogs and the most popular social networking sites. Previous research on related topics like self-presentation, relationship formation, and virtual communities is summarized. Issues around free speech and privacy are discussed. The goal is to research whether social networking sites are effective means of interpersonal communication for college students and address a gap in previous research.
The document discusses stereotypical representations of young people and older adults in media. It notes that young people are often represented negatively as immature, stupid, greedy, lazy, etc. while older adults are depicted as grumpy, outdated, slow, unable to use technology, and more. The document then analyzes how these stereotypes can be reinforced or challenged through different types of media representations. It also examines the purpose and potential effects of common stereotypes of both youth and older age in media.
How To Write A Good Academic Outline - AckmaCindy Turner
The document provides instructions for requesting academic writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if pleased. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work.
The document summarizes the key findings from the book "Girl Wide Web: Girls, the Internet, and the Negotiation of Identity". The book examines how teenage girls use the internet to explore and develop their identities. It finds that some websites provide safe spaces for girls to discuss issues like sexuality. However, the studies mostly focused on white, middle-class girls and made assumptions without verifying the gender of online users. The book also analyzes how girls engage in online fandom and use instant messaging to experiment with different identities and socialization.
Respect Essay Topics. 005 Essays On Respect Essay Example Adoption ThatsnotusJennifer Johnson
Respect Essay | Best Respect Essay Sample And Writing Tips. Essay About Respect Others - How To Respect Other People With The Essay .... 1 page essay on respect. 013 Respect Essays For Students Thumb Essay To Copy About Writing .... 014 Essays On Respect Essay Example 1864 Mon 52064 1 T1 0382 0000 .... Essay on what respect means to you - frankensteincoursework.x.fc2.com. Essay about respect in the classroom. Speech On Respect | Respect Speech for Students and Children in English .... Respect essay for students - Reliable Essay Writers That Deserve Your Trust. 005 Essays On Respect Essay Example Adoption ~ Thatsnotus. Respect Essay | www.informationsecuritysummit.org. 020 Respect Definition Essay Self Esteem For Paper Example Worth Low .... Essay on Respect | Respect Essay Topics, Essay on Disrespect, Trust .... Essay about respect - presentationbackgrounds.web.fc2.com. 5 Page Essay On Respect Free Essays - StudyMode. Write 10 lines on Respect | Short essay | English - YouTube. essay 2 respect | Classroom | Teachers. Essay About Respecting Others. Essay websites: Respect essay for students to copy. Respect Essay For Kids. Respect essays for students - 24/7 Homework Help.. Give respect take respect essay writing: Deliberation. Best Self Respect Essay Examples Image - Essay. Breathtaking Essays On Respect ~ Thatsnotus. How to Write a Respect Essay: Example and Tips | EssayWriters.us.
English Essay Talk Format. Online assignment writing service.Bridget Dodson
The document provides instructions for using a writing service to get help with assignments. It outlines 5 steps: 1) Create an account; 2) Submit a request with instructions and deadline; 3) Review bids from writers and choose one; 4) Review the completed paper; 5) Request revisions if needed, knowing the service guarantees original work or a refund.
A2 Media G325 Collective identity in youth Case Study ChartBridie Fry
I devised this chart to help me revise case studies for the G325 Question 2 answer. I have described how the examples represent youth, I've applied different theorist interpretations to this answer, I have highlighted the key points and made links between the examples. Hope this helps
This presentation introduces the Millennial generation born after 1981. It describes Millennials as confident, sheltered, special, and team-oriented. They are also pressured achievers who highly value diversity and service. Millennials require hands-on, experiential learning and are heavily influenced by technology and media in their daily lives.
The document discusses collective identity and youth culture. It defines collective identity as an individual's sense of belonging to a group that shapes part of their personal identity. Collective identity is gained through social activities and interactions that allow individuals to feel a sense of belonging to something larger than themselves. The document then examines how youth subcultures allow young people to express opposition to dominant society and challenge its norms through styles of dress, music, and behaviors.
The actual title of this presentation is, "I See Your Lips Moving, But I Don’t Understand You – The Multi-Generational Classroom" and it is on Multi-Generations, specifically in the classroom.
This document discusses representations of youth identity in media. It begins by asking the reader to consider examples of media that represent or are identified with youth from the past five years. It then presents two quotes about youth from different eras to show that concerns about youth behavior are not new. The document outlines five structuring points for examining how media represents youth and how youth use media to form collective identities. It discusses the role of outsiders like media and adults in constructing identities for youth groups and how youth must accept these identities. The document analyzes factors like subculture representation and alienation that are common in media portrayals of youth.
The document discusses collective identity and youth culture. It defines collective identity as an individual's sense of belonging to a group that shapes part of their personal identity. Collective identity is gained through social activities and interactions that allow individuals to feel a sense of belonging to something larger than themselves. The document then examines how youth subcultures allow young people to express opposition to dominant society and challenge its norms through styles of dress, music, and language.
What is youth culture and collective identityCharis Creber
This document discusses collective identity among contemporary British youth and how the media influences this. It provides context on the upcoming exam, which will focus on how the media portrays and influences youth collective identity through representations of teenagers and subcultures. Examples are given of subcultures from the 1970s and how style and music were used to express opposition to dominant culture and influence identity formation among youth.
This document discusses gender differences and similarities in same-sex and cross-sex friendships. It argues that while same-sex friendships appear different for men and women based on gender stereotypes, there are also many similarities in what each gender desires from friendships. Cross-sex friendships face additional complexity due to societal expectations of romantic intent between men and women. Gender plays an influential role in shaping friendship norms but may not reflect the realities of how men and women engage in actual friendships.
This article discusses the issue of bullying from multiple perspectives. It interviews several students and adults about why bullying happens, the effects of bullying, and ways to prevent and stop bullying. It notes that most bullying now occurs online or through cyberbullying. It also discusses how bullying can negatively impact people's self-esteem, grades, and mental health. The article advocates for speaking up against bullying and getting help from trusted adults to prevent future incidents.
The introduction discusses the emergence of participatory culture online, especially among teens, and highlights both promising and concerning examples. It outlines 5 core ethical issues raised by new digital media: identity, privacy, ownership/authorship, credibility, and participation. While these issues are not new, their stakes may be different online. The document seeks to provide an objective analysis of ethical fault lines in new digital media and how supports for ethical participation can help realize its promises.
Sofia, an 18-year-old college freshman, has been keeping a blog on LiveJournal for several years to share her experiences with high school friends. She writes about her dating experiences and struggles adjusting to college life under a pseudonym. However, when a local journalist finds her blog and writes a story about it, many students on her campus begin reading it. Some are able to identify Sofia as the author, angering past romantic partners whose identities were revealed. Sofia feels her privacy has been violated as a much broader audience is now privy to her intimate thoughts and experiences.
Social networking sites have become increasingly popular among teenagers since the 2000s. These sites allow teenagers to create profiles, connect with friends, and engage in online social interaction. While some argue that social media simply provides another venue for existing teenage interests like identity exploration and partner selection, others warn that aspects of online communication like persistence and invisible audiences can intensify risks like bullying. Overall, research suggests that social networking does not fundamentally change teenage behavior but may amplify existing social issues in online spaces.
This document discusses the concept of "good play" in analyzing the ethics of young people's activities in new digital media. It defines good play as online conduct that is both meaningful to the participant and responsible to the community. It explores how young people may have different understandings of ethics and responsibilities in online contexts compared to offline. While technical skills are high, awareness of the implications of online actions can vary greatly among youth. The document considers key issues like identity, privacy, ownership, and participation in the new media.
Social networks provide opportunities for both benefits and risks. The benefits include maintaining social connections, emotional support, meeting new people, job searching, and online education. However, social networks can also enable harassment, over-exposure to inappropriate content, and risky online behavior. Additionally, a lack of nonverbal cues may decrease empathy. While social networks make some issues more visible, the root problems are often long-standing societal issues, not technology itself. Overall social networks reflect both the good and bad aspects of human social interaction.
The chapter concludes that participation in digital media can constitute "serious play" and should not be dismissed or belittled. A model of "good play" is proposed that is defined as meaningful and socially responsible online participation. The model identifies 5 key factors that shape an individual's ethical stances: 1) affordances of the digital media, 2) technical and new media literacies, 3) person-centered factors like cognitive development, 4) peer culture influences, and 5) availability of ethical supports from adults. Empirical research on youth perspectives is needed to refine understandings of ethics in new digital spaces.
Gender and Sexuality (Fall 2021)
Gender and
Sexuality
Angela Barian
Todd Schoepflin, Niagara University
Jessica Brown, Houston Community
College
Gender and Sexuality (Fall 2021)
Page 2
Gender and Sexuality
A N G E L A B A R I A N
T O D D S C H O E P F L I N , N I A G A R A U N I V E R S I T Y
J E S S I C A B R O W N , H O U S T O N C O M M U N I T Y C O L L E G E
SOCIOLOGICAL PERSPECTIVES OF GENDER
Nature, nurture, neither?
Social construction of gender
Intersectional perspectives of gender
INEQUALITIES AND PROGRESS
Feminism
Institutional inequality
Gender and violence
SEXUALITIES
The creation of sexuality
Intersectional sexualities
The social control of sexuality
Gender and Sexuality (Fall 2021)
Page 3
INTRODUCTION
In 2013, retired Army veteran Jamie Shupe changed their legal identity from male to
female (Shupe's preferred pronouns are their and they). Assigned male at birth, Shupe
remembers their mother slapping them as a child for being “a sissy.”1 Shupe was a married
father when they decided they’d had enough: “I was in a deep, dark depression because I
had boxed myself into this male identity that I couldn't stand anymore.”2 Shupe started taking
hormones and for a while lived as a transgender woman. Transgender refers to people whose
gender identity and expression are different from what they were assigned at birth.3 But they
didn’t feel “fully female” either.4 So in 2016, Jamie Shupe petitioned to be the first person in the
history of the United States to be legally recognized as non-binary (that is, not exclusively
masculine or feminine). They won. Following that decision, Shupe’s home state of Oregon
became the first state to officially offer gender-neutral driver’s licenses. As of July 2017,
residents can have an “X” in the gender box on their state-issued ID.5 In court, Shupe said, “I
can’t divorce my male side with my female side. And you’re just going to have to
acknowledge that sex and gender is a spectrum, not two poles.”6
While societies have always seen gender expressions that move beyond the male-
female binary, a recent Time article notes that this gender flexibility has moved from being
marginalized to being more widely accepted.7 A survey from the Gay & Lesbian Alliance
Against Defamation (GLAAD) reports that “20% of millennials identify as something other than
strictly straight and cisgender (someone whose gender matches the sex they were assigned at
birth).”8 This is compared to just 7% of Baby Boomers, the generation born between 1946 and
1964. Social understandings of gender and sexuality continue to evolve in ways that have
profound effects on our daily lives.
You could make a case that gender is the prim ...
This document provides an overview of a research project studying college students' use of social networking sites like MySpace and Facebook for networking and communication. It defines blogs and the most popular social networking sites. Previous research on related topics like self-presentation, relationship formation, and virtual communities is summarized. Issues around free speech and privacy are discussed. The goal is to research whether social networking sites are effective means of interpersonal communication for college students and address a gap in previous research.
The document discusses stereotypical representations of young people and older adults in media. It notes that young people are often represented negatively as immature, stupid, greedy, lazy, etc. while older adults are depicted as grumpy, outdated, slow, unable to use technology, and more. The document then analyzes how these stereotypes can be reinforced or challenged through different types of media representations. It also examines the purpose and potential effects of common stereotypes of both youth and older age in media.
How To Write A Good Academic Outline - AckmaCindy Turner
The document provides instructions for requesting academic writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if pleased. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work.
The document summarizes the key findings from the book "Girl Wide Web: Girls, the Internet, and the Negotiation of Identity". The book examines how teenage girls use the internet to explore and develop their identities. It finds that some websites provide safe spaces for girls to discuss issues like sexuality. However, the studies mostly focused on white, middle-class girls and made assumptions without verifying the gender of online users. The book also analyzes how girls engage in online fandom and use instant messaging to experiment with different identities and socialization.
Respect Essay Topics. 005 Essays On Respect Essay Example Adoption ThatsnotusJennifer Johnson
Respect Essay | Best Respect Essay Sample And Writing Tips. Essay About Respect Others - How To Respect Other People With The Essay .... 1 page essay on respect. 013 Respect Essays For Students Thumb Essay To Copy About Writing .... 014 Essays On Respect Essay Example 1864 Mon 52064 1 T1 0382 0000 .... Essay on what respect means to you - frankensteincoursework.x.fc2.com. Essay about respect in the classroom. Speech On Respect | Respect Speech for Students and Children in English .... Respect essay for students - Reliable Essay Writers That Deserve Your Trust. 005 Essays On Respect Essay Example Adoption ~ Thatsnotus. Respect Essay | www.informationsecuritysummit.org. 020 Respect Definition Essay Self Esteem For Paper Example Worth Low .... Essay on Respect | Respect Essay Topics, Essay on Disrespect, Trust .... Essay about respect - presentationbackgrounds.web.fc2.com. 5 Page Essay On Respect Free Essays - StudyMode. Write 10 lines on Respect | Short essay | English - YouTube. essay 2 respect | Classroom | Teachers. Essay About Respecting Others. Essay websites: Respect essay for students to copy. Respect Essay For Kids. Respect essays for students - 24/7 Homework Help.. Give respect take respect essay writing: Deliberation. Best Self Respect Essay Examples Image - Essay. Breathtaking Essays On Respect ~ Thatsnotus. How to Write a Respect Essay: Example and Tips | EssayWriters.us.
English Essay Talk Format. Online assignment writing service.Bridget Dodson
The document provides instructions for using a writing service to get help with assignments. It outlines 5 steps: 1) Create an account; 2) Submit a request with instructions and deadline; 3) Review bids from writers and choose one; 4) Review the completed paper; 5) Request revisions if needed, knowing the service guarantees original work or a refund.
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ការប្រឈមនែការចំណាកស្រុករបស់ពលករខ្មែរទៅប្រទេសថៃ - Immigration of Cambodian to Thailand for working Research Paper - Royal University of Laws and Economics Master Degree
The 7 habits highly effective teens slide presentation for PUC studentChormvirak Moulsem
Stephen R. Covey's book, The 7 Habits of Highly Effective People®, has been a top-seller for the simple reason that it ignores trends and pop psychology for proven principles of fairness, integrity, honesty, and human dignity. Celebrating its fifteenth year of helping people solve personal and professional problems, this special anniversary edition includes a new foreword and afterword written by Covey exploring the question of whether the 7 Habits are still relevant and answering some of the most common questions he has received over the past 15 years.
The Company and its subsidiaries focus on operating its business taking into account the ethics and Good Corporate Governance,
including transparency and a commitment to promoting the interests of the economics, community and the environment through
its Corporate Social Responsibility (CSR) policies. As part of its CSR policies, the Company and its subsidiaries organize charitable
events encouraging its employees to participate in various activities, including environmental conservation, supporting sporting
events as well as supporting religious and cultural traditions to sustainably strengthen the society and community.
Walmart Save the Day - Management of-change-presentationChormvirak Moulsem
In most countries, supermarket chains create and manage well-oiled supply chains to offer consumers lower prices and dampen inflationary trends. Inflation in India is touching decade-highs. But then it’s a fallacy that in India it is always about low price’. Companies like Tata, Birla and Reliance have all attempted to enter food-and-grocery retailing in India with mixed success. Will Wal-Mart’s supply chain work in India
Kulen Mineral Water - NOW, EVERY CAMBODIAN CAN DRINK HEALTHY, NATURAL MINERAL...Chormvirak Moulsem
In the context of my studies, I had to do a three months internship in a foreign country. So I was looking for a good internship and a good country. I’m very interested by the wine business and the wine in general. So I wanted to do my internship in this sector to learn more about the marketing tools, strategies and habits of this market. Then, I was very attracted by the Asia, not by a special place but I really wanted to discover this continent.
By my network, I knew that a French businessman has created his own company in Cambodia. A marketing company which offer to communicate for big wine’s producers all around the world. I’ve heard that at this time, the company got one head office in Singapore, one operative unit in China and a representative office in Cambodia. So it sounds very interesting for me and in May 2013, I decided to apply to get an internship in the head office of Singapore.
Unfortunately, the company was not able to offer me an internship of three months in the head office because they don’t use to offer less than 6 months internship and also because they were already full in Singapore. But after one month, the CEO, M. Olivry emails me again to offer me an internship of three months in Cambodia mainly focused on the a mineral water local brand called “Kulara Water”. So, even if it was not what I expected first, after consideration, I accepted the offer. Mainly because all I’ve heard and ridden about Cambodia was very interesting and also because the mineral water is a very interesting product and market to develop in Cambodia.
To summarize, I prepared my first trip Alone, in Asia, during Three months. I think these are the main difficulties I’ve found in my internship. First, I had to change my way of think, understand a new culture and adapt myself to this country. This, I had to do it alone, with no parents here to take care, no friends etc… And of course, it’s not holidays in a five stars hotel during three weeks, no. Three months of living in the Khmer1 lifestyle.
20 liters per person per day from a source within 1 kilometer of the household is deemed sufficient for adequate drinking and personal hygiene.
Rural areas lag far behind cities in access to water with more than 653 million people using an unimproved water source or ground water.
In Siem Reap, it’s estimated that 4.6 million water bottles are generated by the tourism industry alone. That’s not including local consumption. That figure is based on the average visitor stay and daily consumption, and number of visitors per year.
Fisheries provides food security to the majority of the countries population in terms of protein and essential minerals and Vitamins as rice and fish constitute the stable diet of most Cambodians.
Comparative of Judaism’s Fasting and Islamic’s Fasting. Religion is the key that we well-known as the way to teach people live in an exceptional life. When people committed to different religious traditions come together to discuss common themes, they often find their own practices and understandings enriched and enlightened. Religion plays the importance role in human’s life in the loving-kindness way and global destiny as well as animal living. In the world’s history there are 3 main monotheistic religion which existed since the first world civilization born such as Judaism, Islamic and Christianity. These three main religion seem very similar to each other because they believe in only one god, they believe their religion’s bible which mean the Judaism believe in Torah while Islamic believe in Quran and Christianity believe in The new and the old testament yet the history of the bible has shown that they came from the same resource in Israel. In addition, Fasting is one of the most ritual in these religion notably Fasting between Judaism and Islamic.
Comparative religion - Comparative of Judaism’s Fasting and Islamic’s FastingChormvirak Moulsem
This document compares fasting practices in Judaism and Islam. Judaism observes fasting on Yom Kippur, fasting for 24-25 hours from sunset to darkness. Strict fasting means not eating, drinking, bathing or sexual activity. Islam observes fasting during Ramadan for 29-30 days from dawn to sunset, except for children, the elderly, sick and pregnant women. The purpose of fasting in both religions is to feel empathy for the poor and have one's sins forgiven in Judaism. While the practices differ, with Judaism fasting being more strict, the overall goal of fasting is to go without food or drink for a period of time.
Tum teav-story-part-3-to-part - Comparative Tum Teav PresentationChormvirak Moulsem
Romeo and Juliet is a classic literature which written by William Shakespare in the Renaissance period. The story was about the love argument of a couple because of their family feud. In the story we see two character which came from the royal family and have high rank in the city like The Prince and Mercutio. Even thought, they were the kin men but Mercutio and The Prince are completely different of their appearance or attitude, character trait as well as their action in the story.
In the plot of the story, we can see that Mercutio was a young boy who is temperamental and brave. He sometimes funny and like to play a lot with his friends like Romeo. Mercutio also a helpful man who can assist as advise and never betrayed his friends. In contrast, The Prince Escalus was a mature old man who represent of the law in the story. Not like Mercutio The Prince can control his anger and can solve the problem peacefully. His work in the story was very rigorous and justice.
Interesting topics for research proposal on motivation without wasting time o...Chormvirak Moulsem
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
15 interesting dissertation topics on employee motivationChormvirak Moulsem
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
Staff motivation - Employee motivation - A study on employees work motivation...Chormvirak Moulsem
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
Bachelor thesis employee motivation and performance - Staff motivation and pe...Chormvirak Moulsem
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
Employee motivation and performance - Staff motivation Chormvirak Moulsem
This document provides a summary of a bachelor's thesis titled "Employee Motivation and Performance" by Akah Ndang William from Ultimate Companion Limited in Douala-Cameroon. The thesis examines how employees can be motivated to achieve high performance. It analyzes four motivation theories and performance management. An empirical study at Ultimate Companion used interviews and questionnaires to understand employee and management views on motivation and performance. The thesis compares the findings to theories and discusses critical issues in motivation and performance.
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
Culture - Cham People in Cambodia , Cham Culture Presentation.Chormvirak Moulsem
The document summarizes aspects of Cham Muslim culture in Cambodia, including their living situations, clothing, language, foods, religious practices, holidays, marriage customs, and the five pillars of Islam. It describes how most Cham Muslims live similar lives to Khmer people through farming and other work, but have distinct cultural traditions from Khmer people in areas like dress, diet, and religion. The Cham language uses its own script as well as Arabic script, and Cham Muslims primarily worship at mosques and follow the teachings of the Quran and Prophet Muhammad.
CHAM:
Syncretic Islamic
Communities
in Vietnam
and Cambodia
January 20 – March 28, 2010
East-West Center Gallery, Honolulu, Hawai‘i
The Cham of Vietnam and Cambodia
are one of the most fascinating
communities in Southeast Asia today.
The Cham, descendents of the
Kingdom of Champa that once ruled
much of southern Vietnam developed
a vibrant civilization. Their achievements
were manifest in the building
of unique Cham temples (bimong)
that can still be found scattered
throughout the southern Vietnam.
Originally a Hindu empire, themajority
of Cham people converted to various
forms of Islam over
the centuries. Both
Hinduism and Islam
greatly influenced
Cham political,
religious, and
cultural life.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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 to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. CHAPTER CONTENTS
3 Ethical Fault Lines in the
New Digital Media
3.1 Identity
3.2 Privacy
3.3 Ownership & Authorship
3.4 Credibility
3.5 Participation
4. 3 Ethical Fault Lines
in the New Digital Media
O Are youth defining identity,
privacy, ownership, credibility,
and participation as they
engage with the New Digital
Media?
O If so, how, why, and with what
consequences? (Carrie James et
al., 2009, p. 20)
5. Ethical Fault Lines
in the New Digital Media
O Drawing on insights from interviews
and relevant literatures, we address
these 5 issues below.
O For each issue, we begin with a
fictionalized vignette (short story or
small picture) that highlights the key
ethical fault lines that we believe are
at play. (Carrie James et al., 2009,
p. 20)
6. Ethical Fault Lines
in the New Digital Media
O We then compare traditional (offline)
conceptions of each issue with evidence of
new (online) conceptions of the issue and
explore the distinct promises and perils of
online conceptions.
O The order in which we address these 5
issues is deliberate: we begin with the self
and then move outward to the self’s
relationships with objects, with other
persons, and with society. (Carrie James
et al., 2009, p. 20)
7. Ethical Fault Lines
in the New Digital Media
O We explore identity (the ego itself and how
one’s self is represented and managed
online), privacy (one’s choices about
disclosure of personal information in the
digital public), ownership & authorship
(one’s relation to objects, including
intellectual property), credibility (one’s
trustworthiness and assessment of others
online), and participation (one’s social
relations, conduct, and membership in
broader communities). (Carrie James et
al., 2009, p. 20)
8. 3.1 Identity
Identity Play on MySpace
O Zoe is a 16-year-old high-school
honors student who is shy but has a
small circle of good friends.
O Like many teens, Zoe has a MySpace
page.
O When she first joins MySpace, her
parents expressed concern about
stories that they had read about adult
predators and reckless online conduct
by youth. (Carrie James et al., 2009,
p. 21)
9. Identity
O After some debate, Zoe persuaded
them to allow her to remain on
MySpace but had to grant them
access to her page.
O After a few months, this
arrangement began to feel stiffing,
and so, without telling her parents,
Zoe created a 2nd MySpace identity
named Zee, age 18. (Carrie James
et al., 2009, p. 21)
10. Identity
O Zoe uses her Zee page to write more
openly about her feelings and
experiences and to explore alternative
identities.
O In designing her Zee profile, Zoe posts
pictures of “herself” that are actually
photos of a long-time friend from
summer camp whom she considers to
be more attractive and older looking
than she is. [Ethical issue] (Carrie
James et al., 2009, p. 21)
11. Identity
O After all, she figures, her Zee profile
is more of a play space, and the
odds that her friend will find out are
slim, especially because they are in
touch only rarely.
O Zee makes a number of new, online
friends, including Dominick, whose
profile states that he is 20 years old
and lives in a nearby town. (Carrie
James et al., 2009, p. 21)
12. Identity
O Zoe begins an online relationship
with Dominick as Zee, who behaves
more flirtatiously than Zoe.
O She finds her interactions with
Dominick thrilling and enjoys the
opportunity to perform as a more
assertive identity.
O After several weeks of flirtation,
Dominick proposes that they meet
offline. (Carrie James et al., 2009, p.
21)
13. Identity
O Zoe is flattered but wonders how he
will react when he meets her and
learns that the photos on her page
are not of herself.
O Questions raised: How can online
self-expression and exploration
play a positive role in a young
person’s identity formation?
(Carrie James et al., 2009, p. 21)
14. Identity
O Under what circumstances does
identity play become deception?
O What do young people gain when
they deliberately and strategically
perform their identities in a public
space?
O What are the potential costs to
both themselves and others?
(Carrie James et al., 2009, p. 22)
15. Identity
Identity Play, Offline & Online
O Theorists of human development have
described identity formation as the
major task of adolescence, at least in
modern Western societies (Erikson
1968).
O During this period in their lives,
individuals begin to reconsider their
conceptions of themselves as they
become increasingly aware of the
broader society, including its values,
norms, and expectations.
16. Identity
O Psychologists have identified
exploration as the key mechanism
through which adolescents can try on
different identities and experience how
they are received by society thus
described adolescence as a “psycho-
social moratorium,” a “time out” that
allows youth to experiment freely with
their identities in a low-stakes
environment (Carrie James et al.,
2009, p. 22).
17. Identity
O Ideally, this experimentation results
in an identity that makes sense to
both the individual and to society.
O As Erikson notes, identity formation
“is dependent on the process by
which a society identifies the
young individual,” a process that
begins in adolescence but recurs
throughout an individual’s life time
(Carrie James et al., 2009, p. 22).
18. Identity
O The social nature of identity is
further understood by symbolic
interactionists who argue that the
self develops and is continually
enacted and reshaped in a social
context (Mead 1934).
O Identity exploration and formation
are facilitated by self-expression,
self-reflection, and feedback from
others.
19. Identity: Offline Young People
O Offline young people explore their
identities in a variety of ways.
O They may experiment with clothing
and hairstyles, adopt the attitudes
of music or other subcultures, or
become involved in extracurricular
activities that develop a talent, a
passion, or an ideology. (Carrie
James et al., 2009, p. 23)
20. Identity: Offline Young People
O They can engage in self-reflection
through solitary journaling (alone or
lonely journaling) and can elicit
(receive information or reaction)
feedback in face-to-face
interactions with friends, known
peers, and adults.
O However, offline identity
explorations are constrained in a
number of ways. (Carrie James et
al., 2009, p. 23)
21. Identity: Offline Young People
O For instance, individuals cannot easily
change the shape or size of their
bodies.
O Youth are also limited by the opportunities
and social roles that are made available to
them.
O A boy will have difficulty trying on the role
of dancer if there are no dance classes in
his neighborhood or if his family and
friends believe that men should not be
dancers. (Carrie James et al., 2009, p.
23)
22. Identity: Offline Young People
O Similarly, a girl may feel that she
cannot reveal her assertive side if the
adults in her life value female
submissiveness.
O As these examples suggest, feedback
from others is a critically important
source of validation (or, in theses
cases, repudiation (rejection; disclaim;
discreditation; refusal)) of one’s identity
experiments. (Carrie James et al.,
2009, p. 23)
23. Identity: Offline Young People
O Offline, feedback is typically
received from close relations,
including friends, peers, and
family, which can be limiting.
O Not only are young people limited by
the types of identities that they can
explore offline, but the spaces and
times that are available to them for
exploration may be disappearing.
(Carrie James et al., 2009, p. 23)
24. Identity: Online Young People
O Adolescence today involves more
pressures—related to schoolwork,
extracurricular activities, and
college admissions—than it did
when Erikson first described the
adolescent moratorium
(postponement for a period of time)
or when Hall (1904) first wrote about
adolescence a century ago (Carrie
James et al., 2009, pp. 23-24).
25. Identity: Online Young People
O According to Turkle (1999), the
moratorium (putting on hold for a
moment) is being cut short by the high-
stakes pressures that today’s youth
face.
O Adolescents have decreasing amounts
of time and space in which explore
their identities.
O At the same time, the new media are
providing adolescents with new spaces
for identity exploration. (Carrie James
et al., 2009, p. 24)
26. Identity: Online Young People
O Freed from the psychological, social, and
economic constraints of real life, she
(Turkle) argues, individuals can experiment
with multiple identities in an environment
that is perceived to be “low-stakes” (Carrie
James et al., 2009, p. 24). [Is this
ethical? Ex. of Moral decline: Business
& Divorce]
O Turkle’s pioneering book (1995) described
how individuals engage in identity play on
the Internet by adopting different names,
writing styles, and personas for their
digital “selves” (ibid.).
27. Identity: Online Young People
O More than a decade later, the
number and types of digital spaces
have expanded, making it possible
for many more forms of self-
expression and spaces for self-
reflection to emerge.
O Young people can thus elicit
feedback on their identity
experiments from broader, more
diverse audiences than they can
offline. (Carrie James et al., 2009, p.
24)
28. Identity: Online Young People
O Although opportunities to adopt
radically different identities exist
in many online spaces,
researchers are finding that
youth’s online self-expressions
tend to reflect aspects of their
offline selves (Huffaker 2006,
Valentine and Holloway 2003)
(Carrie James et al., 2009, p. 24).
29. Identity: Online Young People
O Youth use their MySpace pages,
Facebook profiles, and blogs to
express their values and cultural
tastes, sexual identities,
personalities, and feelings about
their relationships and
experiences.
O These online expressions are
necessarily more deliberate than
offline ones. (Carrie James et al.,
2009, p. 24)
30. Identity: Online Young People
O As Boyd (2007) points out, Online
Youth have to write themselves into
being.
O The real development task of identity
formation is increasingly happening in
virtual spaces.
O It is therefore critical to consider the
implications of these new social
contexts for the kinds of identities
that are explored and formed and their
effects on others. (Carrie James et
al., 2009, pp. 24-25)
31. Identity: Ethics
O Again, identity formation is
undertaken by individuals, but it both
affects and is affected by
relationships with others, pushing
it squarely into ethical terrain
(Carrie James et al., 2009, p. 25).
O Also, actions to the self can be
considered ethical or unethical if
the self is understood as a role that
one assumes (ibid.).
32. Identity: Ethics
O In this section (and in the next Privacy
section), we consider identity’s play
ethical promises and perils with respect
to the self and mainly interpersonal
relationships.
O In the sections that follow, identity play
resurfaces as we consider broader
opportunities and risks online, such as
those related to ownership and
authorship, credibility, and participation
in communities. (Carrie James et al.,
2009, p. 25)
33. Identity
The Promises of Virtual Identity Play
O Virtual identity play can aid the identity-
formation process by providing new tools
and diverse spaces for self-expression,
self-reflection, and feedback from others.
O First, online spaces offer multiple venues
for creative self-expression or identity play.
(Carrie James et al., 2009, p. 25) [But
always morally, ethically, & responsibly]
34. Identity
O Zoe can customized her MySpace page by
choosing certain colors, design motifs, and
music; by posting pictures, poetry, and
song lyrics; and by making lists of her
favorite bands, movies, and books.
O On her Zee page and blog, Zoe expresses
her feelings and the aspects of her
personality (such as assertiveness, candor,
and sexuality) that her shyness prevents
her from conveying to others in the
physical world. (Carrie James et al., 2009,
p. 25)
35. Identity
O Indeed, Zee’s expressions and
the ways that she interacts with
others may be authentic
representations of Zoe’s self or of
a “possible self” that Zoe is
consciously forming and aspires
to achieve in the real world
(Carrie James et al., 2009, pp.
25-26).
36. Identity
O Because the stakes may be
perceived to be low, online spaces
(especially anonymous or
semianonymous ones) may be
treated as “safe” places to explore
identities, work through personal
issues, or even “act out” unresolved
conflicts with others (Carrie James
et al., 2009, p. 26).
37. Identity
O Zoe could even extend her identity
experimentation further by constructing an
avatar in Second Life and exploring
sexual flirtations with women in a more
anonymous way (Carrie James et al.,
2009, p. 26). [What a world & morality?]
O Such opportunities to “take the role of the
other” (Mead 1934) can help Zoe figure
out both who she is and wants to be and
may engender greater appreciation of the
perspectives of others, possibly increasing
social tolerance and respect (ibid.).
38. Identity
O Second, the need to write one’s
online identity into existence can
encourage self-reflection, and
reflection can nurture greater
awareness of one’s roles and
responsibilities to oneself, to
others, and to one’s community
(Carrie James et al., 2009, p. 26).
39. Identity
O To reconcile one’s childhood roles with the
roles that are made available and valued
by society, an individual must engage in a
certain amount of self-reflection.
O Stern (2007) suggests that the deliberate
nature of online self-representations
facilitates identity formation by forcing
individuals to articulate who they are now,
who they want to become, and what beliefs
and values guide them in their personal
growth. (Carrie James et al., 2009, p. 26)
40. Identity
O At the most concrete level, Zoe
defines her online self through the
pictures that she posts, the lists of
favorites (bands, movies, and books)
that she creates, and the personal
information (such as name, age, and
geographic location) that she
chooses to share. (Carrie James et
al., 2009, pp. 26-27) [Big Lies]
41. Identity
O On a more abstract level, Zoe has the
opportunity, through her blog entries, to
reflect on how her experiences and
interactions relate to each other and have
meaning for her and others.
O Through her identity experiments, Zoe may
be pushed to consider consciously what
kinds of responsibilities are implied by
enacting a given identity and whether an
identity is aligned with her
responsibilities to her self. (Carrie
James et al., 2009, p. 27)
42. Identity
O Moreover, Zoe may also consider
whether her expressions align with
the experience of others and her
responsibilities to them.
O Self-reflection is an important
personal skill that facilitates broader
social and ethical skills and can help
engender credibility and socially
responsible participation.
43. Identity
O Finally, online spaces provide youth
with unique and important
opportunities to gain validating
feedback from others.
O Human development occurs in a
social context and is aided by
feedback that helps individuals
reconcile their self-conceptions with
society’s appraisals of them.
44. Identity
O Stern (2007) describes the value to
adolescents of the feedback that they
receive online.
O She observes that online spaces offer
adolescents an opportunity to have a voice,
and opportunity that may be rare offline.
O Moreover, youth can test and receive
feedback on different versions of
themselves, such as their sexuality or
unexplored aspects of their personality.
[Exploring sexuality? Khmer girls?]
45. Identity
O If the feedback that they receive is
positive, then they feel more confident
about integrating these versions into
their offline identities. [Who give
the feedback?]
O If the feedback is negative, then they
have the chance to revise their
identities as many times as they wish
without embarrassment or disgrace
offline—provided that their online
experiments are undetected by others.
46. Identity
O In Zoe’s case, she gained
confidence from the positive
feedback that she received when
she adopted a more assertive and
flirtatious identity on her MySpace
page.
O Moreover, as their own selves are
validated, youth may be better
poised to extend themselves to and
validate others.
47. Identity
O Social validation, which is
increasingly attained
online, may prevent social
alienation and disaffection
and social harms such as
bullying, hate speech, and
violence.
48. Identity
The Perils of Virtual Identity Play
O Although identity play through the
New Digital Media can be
beneficial, the forms of self-
expression, self-reflection, and
feedback that are conducted
online may undermine, rather
than enhance, and individual’s
identity formation.
49. Identity
O Young people who fail to develop a
coherent, autonomous sense of self
are evading an important obligation to
themselves.
O They may struggle in myriad ways and
be incapable of assuming important
social roles and fulfilling
responsibilities.
O After all, as noted before, identity
formation is a social process: its
successes and failures affect others,
sometimes in negative ways.
50. Identity
O Social harms can result when identity
experimentation crosses over to
deception and when explicitly harmful
identities are explored.
O Additional perils to the self and more
indirect harms to others arise when
youth’s identities become deeply
fragmented, when self-reflection is
overshadowed by self-promotion, or
when youth become overly dependent
on feedback from others. (Carrie James
et al., 2009, p. 28)
51. Identity
O Our focus here is mainly on the self
and known others, yet identity
lapses can have broader
consequences online, at times
harming numerous unknown and
distant others (Sliverstone 2007)
(Carrie James et al., 2009, pp. 28-
29).
O In relationship with others, identity
play can easily cross over to
deception (Carrie James et al.,
2009, p. 29).
52. Identity
O Online friends & strangers can be
misled about the nature of a
person’s offline identity.
O Even in contexts such as Second
Life, where identity experimentation
is expected and promoted, avatars
can develop online relationships
and misled others about
characteristics of their offline selves
(such as their sex, age, or
sexuality). (Carrie James et al., 2009,
p. 29).
53. Identity
O The extent to which such information is
deceptive or merely part of the play
depends on the expectations of the
individuals involved, and those
expectations are rarely explicit.
O When Zoe (as Zee) began an online
flirtation with Dominick, she did not expect
that the relationship would have an offline
dimension, so she did not feel compelled to
say that Zee’s photos were part of the play
and not of her true self. (Carrie James et
al., 2009, p. 29). [Ethical issue]
54. Identity
O In certain cases, offline friends who
know about a young person’s online
life can become concerned and
confused by a growing disjuncture
between online and offline personas.
O For example, morose poetry or song
lyrics that are posted on a young
person’s MySpace page can signal
underlying struggles on the part of a
young person and an earnest attempt
to reach out to others.
55. Identity
O At worst, a LiveJournal blog can be a
deceptive performance that is aimed at
garnering attention, as in the fake deaths
that have been concocted by troubled
youth online.
O Related to this, spaces such as Second
Life and massively multiplayer online
games (MMOGs) may permit youth to
explore harmful identities, such as rapist,
murderer, or misogynist, although for the
perpetrator, the potential real-world effects
of engaging in online rape and hate speech
are contested.
56. Identity
O For those who are the focus of
aggressive or even violent writings,
virtual acts can create offline
feelings of intimidation and fear, yet
little consensus exists among adults
about what is appropriate decorum.
O Many online communities, such as
fan cultures, have entrenched
Codes of ethics that are supported
by strong ties between participants.
57. Identity
O However, new comers to these
communities and other online
spaces may find that the proper
limits of identity play are less clear,
making young people vulnerable to
aggression and unintentional
lapses.
O Evidence collected to date suggests
that most young people’s online
identities reflect key elements of their
offline identities.
58. Identity
O However, concerns have been
raised about youth who experiment
with radically different identities.
O Turkle notes that “without any
principle of coherence, the self spins
in all directions. Multiplicity is not
viable if it means shifting among
personalities that cannot
communicate” (1995, p. 5, Carrie
James et al., 2009, p. 30).
59. Identity
O Placing this risk in the context of Zoe’s
vignette, her Zoe MySpace identity
could become increasingly unrelated to
her offline self.
O If at school Zoe remains a somewhat
shy but easygoing and friendly person
and online she expresses the more
assertive and sexual aspects of
herself, she may feel increasingly
frustrated if she cannot connect her
online and offline selves. (1995, p.
5, Carrie James et al., 2009, p. 30).
60. Identity
O According to Erikson (1968), the
ultimate goal of an adolescent’s
identity exploration is a coherent,
unitary sense of self, not a series of
fragmented identities.
O At this point, the long-term effects of
online identity play are unclear, and
researchers need to explore how it
facilitates positive exploration and
poses obstacles to establishing a
healthy sense of self.
61. Identity
O Ultimately, though, Erikson’s
conception of a healthy self may
need to be reconsidered in light
of the new opportunities for
identity development that are
provided by the New Digital
Media (Carrie James et al., 2009,
p. 31).
62. Identity
O Another possible peril of online
identity play lies in its
performative quality.
O The self-reflection that digital
spaces afford can be undermined
when presenting to an audience
becomes more valued and urgent
than turning inward to engage in
self-examination.
63. Identity
O Goffman (1959) uses the metaphor
of a theater to describe the ways in
which people relate to one another
as actors in a staged play, and the
performative element of self
presentation may be magnified
online.
O For example, Stern (2007)
interviewed teens who constructed
their personal homepages and blogs
in a deliberate and strategic way.
64. Identity
O Using cultural artifacts, they crafted their
online identities with an eye toward
attracting and entertaining a public
audience.
O They omitted the parts of themselves that
did not fit their desired performance and
augmented the parts that did.
O On her Zee page, Zoe selected certain
photos (in this case, not her own), colors,
and music to present a specific identity to
her online audience. (Carrie James et al.,
2009, p. 31) [Deceiving?]
65. Identity
O Her performance may be personally
meaningful, but it is nevertheless
directed outward and shaped by
external cultural symbols.
O It seems reasonable to question the
degree to which one can engage in
deep and genuine self-reflection
while spending a great deal of
energy performing a specific self to
others.
66. Identity
O The performance also risks
becoming more important than
the truth.
O The blogger who chronicles his
sexual exploits can exaggerate for
the sake of creating a compelling
story and in so doing might depict
friends, peers, colleagues, and
others in a negative light, which
raises privacy issues. (Carrie
James et al., 2009, p. 32)
67. Identity
O Finally, although online spaces allow
adiolescents’ ideas, self-
expressions, and confessions to be
shared with others, the feedback
that they seek and receive can be
problematic.
O Opportunities for disclosure can set
the stage for an overreliance on
feedback, which can undercut
autonomy and create fragile
identities.
68. Identity
O The recent case of Megan Meier, a
13-year-old girl who committed
suicide after an online “friend”
began to taunt her, is an extreme
example of this peril.
O Turkle (2008) uses the term
“tethering” to describe the nearly
constant connectivity to others and
sharing of information that is
permitted, indeed encouraged, in the
digital media.
69. Identity
O Mobile technologies and “status”
modules on instant message
programs and social networking
sites are commonly used by young
people to signal their current
locations, activities, and even moods
to their online networks.
O Feedback is encouraged and even
expected from others.
70. Identity
O When young people are encouraged to
maintain continuous connections with
others and to express and reflect in a
fully or semi-public space, the benefits
of autonomous self-reflection—indeed,
of “being alone”—come to be
undervalued.
O Young people may be developing an
unhealthy reliance on feedback from
others as autonomous decision
making (Moser 2007, Zaslow 2007,
Carrie James et al., 2009, p. 32).
71. Identity
O In turn, a strong desire for
positive feedback and praise
from others might interfere
with a young person’s capacity
for reflecting in as abstract,
disinterested way about the
ethical implications of her/his
conduct (Carrie James et al.,
2009, pp. 32-33).
72. Identity
The Ethics of Online Identities
O Virtual identity play may
provide youth with unique
opportunities to develop
healthy identities, but this
outcome is by no means
guaranteed (Carrie James et al.,
2009, p. 33).
73. Identity
O Under the best of circumstances,
young people are able to express
different aspects of themselves in
a supportive environment, engage
in self-reflection, and elicit
constructive feedback from
others (Carrie James et al., 2009, p.
33). [Really? Who is on the other
side? What are their motives of
connectivity?]
74. Identity
O However, the new media can also
pose significant risks to a young
person’s sense of self, including
risks related to identity deception,
opportunities to assume (or be
attacked by) harmful virtual
identities, and an unhealthy
reliance on feedback and
connectivity to others (Carrie
James et al., 2009, p. 33).
75. References
Geertz, Clifford. (1972). Interpretation of Culture.
New
York: Basic Books.
Hall, G. S. (1904). Adolescence: Its Psychology
and Its
Relations to Psychology, Anthropology,
Sociology, Sex, Crime, Religion and
Education. New York: Appleton.
James, Carrie, Davis, Katie, Flores,
Andrea, Francis, John, Pettingill, Linsay,
Rundle,
Margaret, and Gardner, Howard. (2009).
Young People, Ethics, and the New Digital
Media. Cambridge, MA: The MIT Press.
76. References
Mead, G. H. (1934). Mind, Self,
and
Society, from the Standpoint of
a Social Behaviorist. Chicago:
University of Chicago Press.
77. Document File Location
O File:
ETHICS_JOURNALISM/YEM_ethical_fault_lines_IDENTITY_(L7).pptx
O Date: December 27, 2013
O Course: Journalistic Principles and Ethics (ENGL 34M)