Black women/moms are culturally distinctive. Culture plays an important role in how she perceives herself, how she parents, and how she connects with brands.
This is a powerpoint which I have made to finish of my fknmdnkdmndmc fnmffdmnf v fmnfnfd,nf v mfmnfm mf m d f f m g g g g g hdn mv mnfnmnmfndmf f fmnmnfnfm fndfnfdrkrke nfmnfmfknrknr mdkmkfkrmnf fmkffmf fmmog mmfkmk
Not to boast, but you’re a pretty awesome person.
You look after yourself. You’re kind. You’re positive.
You make other people feel good.
So why are you still single?
Why don’t guys even notice you?
Sam Sly and Nic Crosby explain the thinking behind their #IAMchallengingbehaviour campaign and efforts to end institutionalisation and dehumanisation of people with a learning difficulty.
International youth day presentation on depression and higher education guidancePritam Kolge
This is International youth day presentation on depression and higher education guidance........
Now, In 2020, The International Youth Day Celebrated with the theme of "Youth Engagement For Global Action"
In this Presentation, Topic Covered are following-
1)Why Depression Happens
2)Higher EDucation Guidance
In an increasingly feminised society how do brands communicate positively to men? One manifestation of the ‘male crisis’ is the difficulty brands have in connecting with this audience. Men often feel crudely stereotyped in advertising and broader culture. We explore this issue from two points of view – the male audience itself (in all its rich diversity), but also include voice of the ad agency creatives - who actually do the writing.
This is a powerpoint which I have made to finish of my fknmdnkdmndmc fnmffdmnf v fmnfnfd,nf v mfmnfm mf m d f f m g g g g g hdn mv mnfnmnmfndmf f fmnmnfnfm fndfnfdrkrke nfmnfmfknrknr mdkmkfkrmnf fmkffmf fmmog mmfkmk
Not to boast, but you’re a pretty awesome person.
You look after yourself. You’re kind. You’re positive.
You make other people feel good.
So why are you still single?
Why don’t guys even notice you?
Sam Sly and Nic Crosby explain the thinking behind their #IAMchallengingbehaviour campaign and efforts to end institutionalisation and dehumanisation of people with a learning difficulty.
International youth day presentation on depression and higher education guidancePritam Kolge
This is International youth day presentation on depression and higher education guidance........
Now, In 2020, The International Youth Day Celebrated with the theme of "Youth Engagement For Global Action"
In this Presentation, Topic Covered are following-
1)Why Depression Happens
2)Higher EDucation Guidance
In an increasingly feminised society how do brands communicate positively to men? One manifestation of the ‘male crisis’ is the difficulty brands have in connecting with this audience. Men often feel crudely stereotyped in advertising and broader culture. We explore this issue from two points of view – the male audience itself (in all its rich diversity), but also include voice of the ad agency creatives - who actually do the writing.
Black moms are culturally distinctive and different. Culture plays an important role in how she perceives herself, how she parents, and how she connects with brands
Black women/moms are culturally distinctive. Culture plays an important role in how she perceives herself, how she parents, and how she connects with brands
This presentation demonstrates one of the ways in which the Ugly American Stereotype has been formed and skills and tools needed to reduce anti-American sentiment abroad
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo ...
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
Chapter 12 Coping and Support in Late Adulthood I. Coping.docxbartholomeocoombs
Chapter 12 Coping and Support in Late Adulthood
I. Coping Strategies and Aging
A. Non-developmental Models of Coping
1. Late adulthood presents new challenges as adults enter their elderly years
2. One popular and long-standing way of describing cognitive coping strategies is through the use of coping mechanisms.
3. These mechanisms can range from the
a) More deliberately used and adaptive, such as humor, to
b) The more involuntary, immature, and maladaptive, such as extreme denial of a source of stress (Vaillant, 2000).
4. Another way is to divide strategies by focus- Popular non-developmental models of coping
a) Problem-focused category
(1) Aimed at searching for workable solutions or resolutions to the issues creating the stress.
b) Emotion-focused category
(1) Generally used when the target or source of the stress cannot be changed or eliminated.
B. Developmental Regulation
1. Developmental regulation
a) Highlights differences between primary control, which peaks in middle adulthood, and secondary control, which increases in strength and effectiveness throughout adulthood
b) Offers a strategy for maintaining a sense of personal control over our situation, which is likely to contribute to successful aging
c) PRIMARY CONTROL generally involves outward or external actions,
d) SECONDARY CONTROL involves deliberately adjusting our internal sense of self, identity, and motivation to cope with external changes (Heckhausen, 1997).
C. Socioemotional Selectivity Theory
1. Most people maintain the size of their social support network until very late in life.
2. The socioemotional selectivity theory (SST) encourages older adults to cope by regulating their emotional responses, primarily by limiting their social interactions to those that are positive and supportive.
D. Selection, Optimization, and Compensation
1. The Selection, Optimization, and Compensation SOC model encourages older adults to
a) Survey their resources and select reasonable goals and priorities
b) Optimize their resources with a focus on achieving those goals
c) Use their resources to compensate for losses.
2. While considered a meta-theory and applied to many areas of life, the SOC model is well suited as a coping strategy for older adults who are adjusting to limited resources and abilities.
II. Coping by Accepting Social Support
A. Social Relationships and Support
1. A helpful way to cope with the challenges of aging is to turn to trustworthy family members, friends, and neighbors.
2. Social networks generally get smaller with age, but they will increase as an older adult experiences more disability and when a crisis oc.
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2. 2
Define. Explore. Disco
For whatever reason, ver. Engage.
• Creative/interesting premise: Half truths/
whole truths that women tell marketers
3. 3
Define. Explore. Disco
For whatever reason, ver. Engage.
One Marketer’s
Worldview
Marketers often like to focus more on women’s
differences, preferring fine-toothed
segmentation and consumer algorithms that
split hairs instead of commonalities that can
actually be marketed to. We think they’re
missing the forest for the trees.
- Mary Lou Quinlan
what she’s not telling you
4. 4
Define. Explore. Discover. Engage.
Mary Lou and many marketers
believe it is forward thinking to
see beyond ethnicity and
culture.
It is not.
Why Mary Lou
missed the
trees
5. What Mary Lou Doesn’t Tell You
5
Black women are culturally
distinctive:
• Culture plays an important
role in how she perceives
herself, how she parents, and
how she connects with
brands.
• To reach her, it’s critical to
understand what matters
and what doesn’t with
respect to identity and Black
culture.
6. What Mary Lou Doesn’t Tell You
6
71% of all
Black births are
to single
moms*
Struggles with
“Black mom”
stigmas and
stereotypes
Believes White
moms have
more support
from society
and White men
Believes
White moms
have the
option to
work or stay
home
*newsone.com May 9, 2010
8. Engage Her"
1. Get Black Culture
2. Know who you are really talking to
3. Flip the script from negative to positive imagery
4. Direct her toward better health
5. Re-think advertising
6. Connect with her across multiple media
platforms
7. Invest in relevant research
8
9. 1. Get Black
Culture
9
African-American moms place a
value on being respected.
Gain permission to talk to her
by demonstrating respect and
understanding Black Culture.
10. Respect and Black Culture
Black moms are more likely than
mainstream moms to use corporal
punishment.
Children are also taught not to
question adults or authority
figures (50% vs. 33% for non-
Hispanic Whites).*
Children are expected to address
non-relative adults as “Mr. Miller”
or “Miss Jackie” rather than by
their first names.
Many Black moms want children
to have Black role models**
Extend an invitation. Welcome her.
Speak to her. Aknowledge her
presence. She’s not invisible.
Don’t talk down to her. She has
value.
Don’t stereotype her. She’s so much
more.
Don’t judge her. Walk in her shoes.
Understanding Respect
Showing Respect
*Yankelovich Multicultural Monitor 2007-2008
**Black America Study 2008
10
11. 2. Understand who you are really talking to
All Black moms are not the same
11
Black is Better
Mean Age: 42
Stretched Black Straddlers
Mean Age: 27
Faith Fulfills
Mean Age: 48
New Middle Class
Mean Age: 36
blackamericastudy.com 2008
12. 3. Flip the Script…
.
…from negative stigmas
(i.e. welfare queens,
devaluing Black men,
raising unruly children)
to more positive
imagery.)
…to positive “good
mom” themes
1
2
13. 4. Direct her toward better health
Explore Black attitudes and
behavior toward health and
wellness
13
2010 Nielsen Media Research
14. 5. Re-think Advertising
Include Black men/fathers.
(not target them)
Consider aspirational
messages/programs around
parenting and co-parenting.
14
15. 6. Connect with her across multiple media"
platforms
Print TV Radio
Digital/
Mobile
Experiential
15
16. 7. Invest in Relevant Research
Change the environment
Invest in “real”
ethnographies
Use Black experts
16
17. Final Thoughts
“There is great value in targeting consumers from a cultural
perspective rooted in ethnicity, heritage, race-related influences
and the like.
Don’t “see beyond” these things. See them.
What is important for our collective futures is to acknowledge
race, ethnicity and culture and stop judging it”.
--Rochelle Newman-Carrasco
17
18. 18
18
Thank You!
Pepper Miller
President
The Hunter-Miller Group, Inc.
6745 S. Wabash Avenue, Suite 2
Chicago, IL 60637-3922
P: (773) 602-1620
F: (773) 483-9101
pepper@huntermillergroup.com
www.huntermillergroup.com
BLOG: adage.com/bigtent
Twitter: twitter.com/nsightguru
18
Pepper’s Second Book
Coming Soon!