THE FIGURE OF THE TRANSWOMAN OF COLOR THROUGH THE LENS OF "DOING GENDER"
Author(s): SALVADOR VIDAL-ORTIZ
Source: Gender and Society, Vol. 23, No. 1 (February 2009), pp. 99-103
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/20676756
Accessed: 28-04-2016 05:33 UTC
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THE FIGURE OF THE TRANSWOMAN
OF COLOR THROUGH THE LENS OF
"DOING GENDER"
SALVADOR VIDAL-ORTIZ
American University
Ioften visit my birth family in Manati, a mid-size town in Puerto Rico.
For over 20 years, I have driven on a main road (before the expressway
was built) that connected the West and the North parts of the Island. At the
outskirts of town, there is often a voluptuous woman-with low hips, dark
hair, tight jeans, and more often than not smoking a cigarette. She stands
by the side of the road in what seems to be a small pathway to a house.
She cruises the passing cars, but sometimes just stands there-waiting to
be noticed. Growing up queer in Manati, I have noticed this woman many
times in the last two decades; although I have never spoken to her, I
learned long ago that she is a transwoman. Recently, Mom and I drove by,
and I checked to see if she was still there. With the rise of the AIDS epi
demic since the 1980s, and my (erroneous) assumptions about sex work
and HIV risk, I have wondered if she is still alive. "Oh she is still there,"
says my mom. And I see her. I try to understand why she signifies so much
in my imagination, how she reassures me by being alive, why I need to see
her standing there. This transwoman signifies to me the figure of the
transwoman of color. Who do you imagine her to be? What is your figure
of the transwoman of color?
This vignette illustrates both my assumptions about what the reader
might (not) know, as well as my own position vis-a-vis "trans" people. As
a nontranssexual queer man, I hold a set of readings on gender (West and
Zimmerman 1987) that shape how I view nontranssexual women and
men, and transpeople. As a professor from a U.S. ethno-racial m ...
Journal of Feminist Scholarship Journal of Feminist ScholarshiTatianaMajor22
Journal of Feminist Scholarship Journal of Feminist Scholarship
Volume 17
Issue 17 Fall 2020 Article 4
Fall 2020
Towards a Trans Feminist Disability Studies Towards a Trans Feminist Disability Studies
Niamh Timmons
Oregon State University, [email protected]
Follow this and additional works at: https://digitalcommons.uri.edu/jfs
Part of the Lesbian, Gay, Bisexual, and Transgender Studies Commons, and the Other Feminist,
Gender, and Sexuality Studies Commons
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative
Works 4.0 License.
Recommended Citation Recommended Citation
Timmons, Niamh. 2020. "Towards a Trans Feminist Disability Studies." Journal of Feminist Scholarship 17
(Fall): 46-63. 10.23860/jfs.2020.17.04.
This Special Issue is brought to you for free and open access by [email protected] It has been accepted for
inclusion in Journal of Feminist Scholarship by an authorized editor of [email protected] For more
information, please contact [email protected]
https://digitalcommons.uri.edu/jfs
https://digitalcommons.uri.edu/jfs/vol17
https://digitalcommons.uri.edu/jfs/vol17/iss17
https://digitalcommons.uri.edu/jfs/vol17/iss17/4
https://digitalcommons.uri.edu/jfs?utm_source=digitalcommons.uri.edu%2Fjfs%2Fvol17%2Fiss17%2F4&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/560?utm_source=digitalcommons.uri.edu%2Fjfs%2Fvol17%2Fiss17%2F4&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/562?utm_source=digitalcommons.uri.edu%2Fjfs%2Fvol17%2Fiss17%2F4&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/562?utm_source=digitalcommons.uri.edu%2Fjfs%2Fvol17%2Fiss17%2F4&utm_medium=PDF&utm_campaign=PDFCoverPages
https://creativecommons.org/licenses/by-nc-nd/4.0/
https://creativecommons.org/licenses/by-nc-nd/4.0/
https://creativecommons.org/licenses/by-nc-nd/4.0/
https://creativecommons.org/licenses/by-nc-nd/4.0/
mailto:[email protected]
Towards a Trans Feminist Disability Studies Towards a Trans Feminist Disability Studies
Cover Page Footnote Cover Page Footnote
I would like to thank the editors for their help, Orion Benedict for their support, and Qwo-Li Driskill whose
guidance has greatly shaped this project. I'm also indebted to the activism of Black Trans Women, such
as Tourmaline, who've been doing amazing work revitalizing these histories.
This special issue is available in Journal of Feminist Scholarship: https://digitalcommons.uri.edu/jfs/vol17/iss17/4
https://digitalcommons.uri.edu/jfs/vol17/iss17/4
46
Towards a Trans Feminist Disability Studies
Niamh Timmons
Abstract: In this article, I investigate the ways in which Transfeminism and Trans Women can be more
integrated and entangled within feminist disability studies and Disability Justice, and vice versa. This
would make the field a seemingly rich arena for considering the linkages between Trans Women,
Transfemi ...
Addressing The Vilification Of Women A Functional Theory Of Harm And Implica...Angie Miller
This document presents a functional theory of harm for sex-based vilification and considers implications for law. The author develops a theory that sex-based vilification constitutes discriminatory treatment that systematically subordinates and silences women. Noting that vilifying speech directed at women is widespread yet remains largely unregulated, the author analyzes how such speech can harm women through subordination and silencing. The author then considers how enacting sex-based vilification laws may help mitigate these harms by providing a counter-speech act by the state. Implications for how law could define and address the constitutive and causal harms of vilification are also discussed.
INTRODUCTION 319 too emotional to be good leaders) are a.docxnormanibarber20063
INTRODUCTION | 319
too emotional to be good leaders) are also labeled a s "natural" and unchangeable, making any
attempt to Identify and challenge them almost impossible.
Fortunately, by shedding light on the social construction of gender, the feminist, L G B ,
transgender, and intersex communities have disproven the assumption that biology determines
gender, thereby disentangling it from the notion that gender is "natural" (see vi/ebsite for further
resources). For example, if gender roles were "natural," they would manifest similarly in societies
all over the world, but a global a n a l y s i s reveals a rather diverse understanding and expression
of gender a c r o s s societies (Nanda, 2000). Similarly, if these roles were set and unchangeable
they would be consistent throughout history, and yet within U.S. history alone the notion of what
it m e a n s to be a man or woman has changed over time due to political, economic, and social
influences. A s s u c h , what is perceived a s "real" regarding gender roles is actually a manifestation
of certain rules and expectations put on all of u s by the macro gendered power structure.
A s e c o n d core characteristic of gender roles is that they are based on heteronormativity, which
refers to the normalizing of heterosexuality and the pathologizing of being lesbian, gay, bisexual,
or queer. In my c l a s s e s I often conduct an exercise where we divide into groups and develop
lists of what it m e a n s to "act like a ' m a n ' " or "act like a 'lady.'" For the nineteen years I have been
doing this exercise, every element of what it h a s meant to "act like a 'lady'" has been connected
to the heterosexual male g a z e . Looking pretty, acting feminine, knowing how to cook, wanting
children, etc. are not at all problematic of and by themselves, but w h e n analyzed through a lens
of gender critique it is apparent that they are consistently tied to heterosexual relationships and
the need for women to appeal to heterosexual men. T h e connection between heterosexuality
and what it m e a n s to be a real w o m a n implies that lesbians and bisexual women are not actually
w o m e n , are a threat to these gender roles for their lack of compliance, and therefore should
be met with contempt and even violence. S u z a n n e Pharr (1988) suggests that homophobia
is a w e a p o n of s e x i s m precisely b e c a u s e of the relationship between gender role conformity
and what Adrienne Rich (1986) termed "compulsory heterosexuality." T h e powerful connection
between gender roles and homophobia is d i s c u s s e d by Blumenfeld in the next section (selection
77 and Introduction to Section 6 ) .
A third important characteristic of gender roles is that masculine and feminine roles are
diametrically opposed, a s opposites in a binary, and hierarchically positioned, a s superior or
inferior. For every characteristic that students defined a s "masculine," for example being tou.
This document discusses intersectionality and how violence against women of color is shaped by intersecting systems of racism and sexism. It provides examples of how structural intersectionality can increase the vulnerabilities women of color face, such as immigrant women being dependent on their husbands and facing language barriers. It also discusses political intersectionality, noting that women of color have to split their political energies between anti-racism and feminist groups that sometimes have conflicting agendas. The document argues for recognizing and addressing intersectional issues in order to fully understand and combat violence against women of color.
This document discusses intersectionality and provides an example. The author notices similarities and differences in how others describe them. They realize people see them through different lenses based on individual relationships rather than a single identity. This leads them to believe intersectionality shows how humans are shaped by multiple interactions, not just one factor.
This literature review provides background information on the transgender women subculture. It discusses the history and origins of transgender women, noting their existence for thousands of years though referred to by different terms. It also discusses group differentiation within the subculture, noting some seek to blend in while others embrace differences. The review then discusses dress behavior and how clothing is used to express gender identity, and how dress ties transgender women to their group. Lastly, it addresses the origins and common dress patterns of transgender women as a subculture.
AristotleBelow is the second assignment for your assistance. Th.docxhirstcruz
Aristotle
Below is the second assignment for your assistance. Thanks for your help
Directions:
Using your research topic, design a short research proposal for an ethnographic study that answers questions only answerable through qualitative research. Include a discussion of steps 1-6 from Chapter 10, including but not limited to , how you would enter the field, present yourself, how you will build rapport and trust, your level of involvement, the types of questions you will ask etc. Be sure to justify each decision position. There are many ways of doing things, so be purposeful in your decisions.
Format:
Your paper must be at least 1000 words (approx. 4 pages at 12 point, Times New Roman, double spaced)
APA format with a correctly formatted title page
Correctly formatted page numbers
Double spaced
No extra spaces between paragraphs
Include a works cited page and use internal citation with page numbers
This is the book where the attached pages came from:
Neuman, L. W. (2008). Understanding research (1st Edition). Upper Saddle River, New Jersey:
Pearson.
Thanks for all your help!
V/r
AV102
.
Journal of Feminist Scholarship Journal of Feminist ScholarshiTatianaMajor22
Journal of Feminist Scholarship Journal of Feminist Scholarship
Volume 17
Issue 17 Fall 2020 Article 4
Fall 2020
Towards a Trans Feminist Disability Studies Towards a Trans Feminist Disability Studies
Niamh Timmons
Oregon State University, [email protected]
Follow this and additional works at: https://digitalcommons.uri.edu/jfs
Part of the Lesbian, Gay, Bisexual, and Transgender Studies Commons, and the Other Feminist,
Gender, and Sexuality Studies Commons
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative
Works 4.0 License.
Recommended Citation Recommended Citation
Timmons, Niamh. 2020. "Towards a Trans Feminist Disability Studies." Journal of Feminist Scholarship 17
(Fall): 46-63. 10.23860/jfs.2020.17.04.
This Special Issue is brought to you for free and open access by [email protected] It has been accepted for
inclusion in Journal of Feminist Scholarship by an authorized editor of [email protected] For more
information, please contact [email protected]
https://digitalcommons.uri.edu/jfs
https://digitalcommons.uri.edu/jfs/vol17
https://digitalcommons.uri.edu/jfs/vol17/iss17
https://digitalcommons.uri.edu/jfs/vol17/iss17/4
https://digitalcommons.uri.edu/jfs?utm_source=digitalcommons.uri.edu%2Fjfs%2Fvol17%2Fiss17%2F4&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/560?utm_source=digitalcommons.uri.edu%2Fjfs%2Fvol17%2Fiss17%2F4&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/562?utm_source=digitalcommons.uri.edu%2Fjfs%2Fvol17%2Fiss17%2F4&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/562?utm_source=digitalcommons.uri.edu%2Fjfs%2Fvol17%2Fiss17%2F4&utm_medium=PDF&utm_campaign=PDFCoverPages
https://creativecommons.org/licenses/by-nc-nd/4.0/
https://creativecommons.org/licenses/by-nc-nd/4.0/
https://creativecommons.org/licenses/by-nc-nd/4.0/
https://creativecommons.org/licenses/by-nc-nd/4.0/
mailto:[email protected]
Towards a Trans Feminist Disability Studies Towards a Trans Feminist Disability Studies
Cover Page Footnote Cover Page Footnote
I would like to thank the editors for their help, Orion Benedict for their support, and Qwo-Li Driskill whose
guidance has greatly shaped this project. I'm also indebted to the activism of Black Trans Women, such
as Tourmaline, who've been doing amazing work revitalizing these histories.
This special issue is available in Journal of Feminist Scholarship: https://digitalcommons.uri.edu/jfs/vol17/iss17/4
https://digitalcommons.uri.edu/jfs/vol17/iss17/4
46
Towards a Trans Feminist Disability Studies
Niamh Timmons
Abstract: In this article, I investigate the ways in which Transfeminism and Trans Women can be more
integrated and entangled within feminist disability studies and Disability Justice, and vice versa. This
would make the field a seemingly rich arena for considering the linkages between Trans Women,
Transfemi ...
Addressing The Vilification Of Women A Functional Theory Of Harm And Implica...Angie Miller
This document presents a functional theory of harm for sex-based vilification and considers implications for law. The author develops a theory that sex-based vilification constitutes discriminatory treatment that systematically subordinates and silences women. Noting that vilifying speech directed at women is widespread yet remains largely unregulated, the author analyzes how such speech can harm women through subordination and silencing. The author then considers how enacting sex-based vilification laws may help mitigate these harms by providing a counter-speech act by the state. Implications for how law could define and address the constitutive and causal harms of vilification are also discussed.
INTRODUCTION 319 too emotional to be good leaders) are a.docxnormanibarber20063
INTRODUCTION | 319
too emotional to be good leaders) are also labeled a s "natural" and unchangeable, making any
attempt to Identify and challenge them almost impossible.
Fortunately, by shedding light on the social construction of gender, the feminist, L G B ,
transgender, and intersex communities have disproven the assumption that biology determines
gender, thereby disentangling it from the notion that gender is "natural" (see vi/ebsite for further
resources). For example, if gender roles were "natural," they would manifest similarly in societies
all over the world, but a global a n a l y s i s reveals a rather diverse understanding and expression
of gender a c r o s s societies (Nanda, 2000). Similarly, if these roles were set and unchangeable
they would be consistent throughout history, and yet within U.S. history alone the notion of what
it m e a n s to be a man or woman has changed over time due to political, economic, and social
influences. A s s u c h , what is perceived a s "real" regarding gender roles is actually a manifestation
of certain rules and expectations put on all of u s by the macro gendered power structure.
A s e c o n d core characteristic of gender roles is that they are based on heteronormativity, which
refers to the normalizing of heterosexuality and the pathologizing of being lesbian, gay, bisexual,
or queer. In my c l a s s e s I often conduct an exercise where we divide into groups and develop
lists of what it m e a n s to "act like a ' m a n ' " or "act like a 'lady.'" For the nineteen years I have been
doing this exercise, every element of what it h a s meant to "act like a 'lady'" has been connected
to the heterosexual male g a z e . Looking pretty, acting feminine, knowing how to cook, wanting
children, etc. are not at all problematic of and by themselves, but w h e n analyzed through a lens
of gender critique it is apparent that they are consistently tied to heterosexual relationships and
the need for women to appeal to heterosexual men. T h e connection between heterosexuality
and what it m e a n s to be a real w o m a n implies that lesbians and bisexual women are not actually
w o m e n , are a threat to these gender roles for their lack of compliance, and therefore should
be met with contempt and even violence. S u z a n n e Pharr (1988) suggests that homophobia
is a w e a p o n of s e x i s m precisely b e c a u s e of the relationship between gender role conformity
and what Adrienne Rich (1986) termed "compulsory heterosexuality." T h e powerful connection
between gender roles and homophobia is d i s c u s s e d by Blumenfeld in the next section (selection
77 and Introduction to Section 6 ) .
A third important characteristic of gender roles is that masculine and feminine roles are
diametrically opposed, a s opposites in a binary, and hierarchically positioned, a s superior or
inferior. For every characteristic that students defined a s "masculine," for example being tou.
This document discusses intersectionality and how violence against women of color is shaped by intersecting systems of racism and sexism. It provides examples of how structural intersectionality can increase the vulnerabilities women of color face, such as immigrant women being dependent on their husbands and facing language barriers. It also discusses political intersectionality, noting that women of color have to split their political energies between anti-racism and feminist groups that sometimes have conflicting agendas. The document argues for recognizing and addressing intersectional issues in order to fully understand and combat violence against women of color.
This document discusses intersectionality and provides an example. The author notices similarities and differences in how others describe them. They realize people see them through different lenses based on individual relationships rather than a single identity. This leads them to believe intersectionality shows how humans are shaped by multiple interactions, not just one factor.
This literature review provides background information on the transgender women subculture. It discusses the history and origins of transgender women, noting their existence for thousands of years though referred to by different terms. It also discusses group differentiation within the subculture, noting some seek to blend in while others embrace differences. The review then discusses dress behavior and how clothing is used to express gender identity, and how dress ties transgender women to their group. Lastly, it addresses the origins and common dress patterns of transgender women as a subculture.
AristotleBelow is the second assignment for your assistance. Th.docxhirstcruz
Aristotle
Below is the second assignment for your assistance. Thanks for your help
Directions:
Using your research topic, design a short research proposal for an ethnographic study that answers questions only answerable through qualitative research. Include a discussion of steps 1-6 from Chapter 10, including but not limited to , how you would enter the field, present yourself, how you will build rapport and trust, your level of involvement, the types of questions you will ask etc. Be sure to justify each decision position. There are many ways of doing things, so be purposeful in your decisions.
Format:
Your paper must be at least 1000 words (approx. 4 pages at 12 point, Times New Roman, double spaced)
APA format with a correctly formatted title page
Correctly formatted page numbers
Double spaced
No extra spaces between paragraphs
Include a works cited page and use internal citation with page numbers
This is the book where the attached pages came from:
Neuman, L. W. (2008). Understanding research (1st Edition). Upper Saddle River, New Jersey:
Pearson.
Thanks for all your help!
V/r
AV102
.
Argument and Persuasion is a somewhat more challenging rhetorica.docxhirstcruz
Argument and Persuasion is a somewhat more challenging rhetorical mode to employ (than description or cause and effect) because it has to function successfully on three levels simultaneously. These are called the three “Levels of Appeal.” The levels are:
Logical/rational
Moral/ethical
Emotional
Other rhetorical modes only operate on the logical/rational level. As you study READ3, notice and think about how Jefferson, Lincoln, King, and Hughes use Argumentation and Persuasion while satisfying the three “Levels of Appeal.” Then, in the discussion board
Discuss the issues you find in these writers that you feel are most important today.
.
Argumentative Synthesis AssignmentThis assignment creates an opp.docxhirstcruz
Argumentative Synthesis Assignment
This assignment creates an opportunity for you to practice research and demonstrate the writing skills you have developed this semester while engaging with important issues.
Your task is to write a 5-to-5.25-page argument concerning surveillance, privacy, and digital identity. You may wish to consider these questions or others that you formulate: What are the benefits of surveillance and for who? What is the value of privacy? What is the importance of digital identity? Use your anecdotal experience, assigned readings, and independent research to make sense of these topics. Your essay should have a clear point/explanation/thesis and be organized with great care. Use MLA conventions to format your paper. Use at least 5 external sources. 250 points.
Suggested Readings or Source Material:
*
Journalism:
No Place to Hide
by Glenn Greenwald
*
Journalism Focused on Surveillance and Privacy Issues:
https://firstlook.org/theintercept/
*
Academic/Theoretical Excerpt
:
http://foucault.info/documents/disciplineandpunish/foucault.disciplineandpunish.panopticism.html
*
Novel:
1984
by George Orwell
*
Novel:
Brave New World
by Aldous Huxley
*
Novel:
Neuromancer
by William Gibson
*
Lecture:
https://www.ted.com/talks/hubertus_knabe_the_dark_secrets_of_a_surveillance_state?language=en
*
Speech
:
http://www.ted.com/talks/glenn_greenwald_why_privacy_matters?language=en
*
Documentary:
http://www.pbs.org/wgbh/pages/frontline/united-states-of-secrets/
*
Civil Liberties Organization:
https://www.eff.org/
*
Film:
Rear Window
*
Film:
Minority Report
*
Film and Graphic Novel
:
V for Vendetta
*
Documentary in Theaters:
Citizenfour
.
Argumentative Essay
This writing assignment involves writing your Argumentative essay. Once you draft your essay and
revise, you may submit it for feedback. The feedback will help you revise the draft so you can submit it
as a final. The final version will be graded.
Option #1: Your Position on Pirated Movies
Develop a
thesis statement
on the topic of pirated movies (piracy hurts the economy by…, society can
prevent movie piracy by…, etc.) and write an argumentative essay. Strive for
at least three strong
arguments
in addition to a
counterargument and refutation
(see counterargument and refutation
details in the Top Ten Tips section). Using
argumentative topic sentences
that include your opinion for
each section can help ensure the majority of your essay is argumentative. Beginning of a sample topic
sentence: “The first way movie piracy hurts the economy is….” Then be sure to support that claim with
researched data.
Conclude each paragraph
with a sentence that summarizes the paragraph’s main
ideas.
Sample Thesis Statement:
Ideally, a thesis would include the major assignment objectives for the essay, which in this case would
be your claim/opinion, reasons why you have that opinion, and the counter-argument: “Movie piracy is
unethical because (add argument 1), (add argument 2), and (add argument 3), even though (add
counterargument focus).”
Note that a thorough thesis statement will include the
counterargument
in addition to your own
arguments.
See Top Ten Tips section for more thesis statement assistance.
Use
at least three
credible sources
(the author should be considered an expert on the topic in which he
or she writes; try Google Scholar to search), such as books, articles, and websites, to support your thesis.
Include a mix of
cited paraphrases, summaries, and quotes
in your argumentative research paper. Use
MLA format to create proper parenthetical citations as well as a
Works Cited
page at the end of your
essay. For additional Works Cited assistance visit
http://owl.english.purdue.edu/owl/resource/747/08/
and use the left navigation menu to locate the type of reference you need.
Option #2: Your Position on Electronic Policing
Develop a
thesis statement
on the topic of electronic policing and anti-plagiarism software and write an
argumentative essay. Your chosen topic needs to be specific and might address a question like the ones
you see in these examples:
•
Should student writers be subject to having their work checked by anti-plagiarism software?
Why or why not?
•
Is anti-plagiarism software an effective deterrent to stealing published work? Why or why not?
•
You may choose another topic regarding electronic policing as well; just be sure that your main
thesis addresses the topic of
electronic policing
.
If the assignment does not address one of the .
Are we civilizing these nations, or making them conform to our belie.docxhirstcruz
Are we civilizing these nations, or making them conform to our beliefs? Has any nation appointed America as guardians or rulers over political structures throughout the world? How are we justified in our actions?
Use one of these countries as a foundation for your opinion:
Syria
Iraq
Libya
Korea
Vietnam
China
Your paper needs to be a minimum of 500 words.
.
Are humans experiencing microevolution due to natural selection I.docxhirstcruz
Are humans experiencing microevolution due to natural selection? If yes, propose an example. If no, explain why not. Cite your source(s) at the end of your post.
What is the distinction between micro and macroevolution?
Can one accept one idea and not the other? Explain your answer and cite your source(s).
If we maintain a strict biological definition of “species”, H. sapiens and H. neanderthalensis were NOT separate species as they successfully interbred.
What impact might this information have on assigning a date to the origin of humans?
Are there any other implications?
Cite your source(s) at the end of your post.
Throughout the past seven modules you have been presented with an introduction to evolutionary theory and some lines of evidence for its validity. There are many websites that purport to illustrate the falsity of evolution. Go online and research a single argument that one of these sites makes against evolution. Select one that you find interesting or support or find most plausible.
Make a post with the following components:
A) Explain the specific argument against evolutionary theory.
B) Evaluate the argument. Support or Refute it. Use citations from trusted sources to support your work.
.
Appraise the effectiveness of the Integrated Marketing Communication.docxhirstcruz
Appraise the effectiveness of the Integrated Marketing Communications planning process as part of managing the advertising for a brand. Illustrate two to four techniques for using the different elements of Integrated Marketing Communications to manage the image of the brand. Support your response with an example.
.
Apply the reading on the MyArtsLab Closer Look at Édouard Manet, .docxhirstcruz
Apply the reading on the MyArtsLab Closer Look at “Édouard Manet,
Olympia
,” The image of Manet's "Olympia" may at first appear to be nothing more than another painting like so many using many images and symbols to depict some element of higher culture. But if one were to take the time and look at Titian's "Venus of Urbino", you would realize Manet's work is making specific reference to this painting with a strong social commentary about the morals and values of the times and the way in which poverty have taken its toll on the poor in Paris.
Art continues to be a powerful force in drawing attention to social issues. For your discussion topic, briefly identify one instance in present-day culture where an individual communicated a social message in the form of a painting, film, commercial, billboard, poster, or any other visual mode of communication. Analyze your selection and describe the visual message represented.
.
APPLY THE CONCEPTS LIFO inventory calculationClick here to re.docxhirstcruz
APPLY THE CONCEPTS: LIFO inventory calculation
Click here
to review an illustrated example of the LIFO calculation. The steps illustrated in the example are recapped below.
1. Start with beginning inventory.
2. Add inventory layers as purchases are made.
3. Compute the cost of merchandise sold as sales occur. Use only the cost of merchandise available for sale as of the sales date.
4. Update the inventory balance after each transaction. (Be sure you do not use an amount more than once.)
5. Determine the ending inventory for the period.
Below is the data for the month of January, 2011.
1/1 Beg. Inv.
150 Units @ $10
1/8 Purchase
120 Units @ $12
1/14 Sale
84 Units
1/22 Purchase
100 Units @ $8
1/25 Sale
124 Units
Compute the LIFO layers amounts for the cost of merchandise available for sale after each purchase and sale.
After 1/8 Purchase
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
After 1/14 Sale
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
After 1/22 Purchase
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 3
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
After 1/25 Sale
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Based on your answers above, complete the worksheet below.
LIFO Inventory Worksheet
Transaction
Purchases
Cost of Merchandise Sold
Inventory balance
1/1 Beg. Inv.
150 Units @ $10
$1,500
1/8 Purchase
120 Units @ $12
$
[removed]
$
[removed]
1/14 Sale
84 Units
$
[removed]
$
[removed]
1/22 Purchase
100 Units @ $8
$
[removed]
$
[removed]
1/25 Sale
124 Units
$
[removed]
$
[removed]
Total
$
[removed]
$
[removed]
$
[removed]
Hide
APPLY THE CONCEPTS: Recording changes in inventory under LIFO valuation
Under the perpetual system, two journal entries are are required to record sales; one to record the sale and one to record the cost of merchandise sold. Click on the links below to review the journal entries for purchases and sales transactions.
Purchase
Sales
After a purchase or sale occurs, the transaction must be recorded or journalized. In the following journal, record the purchases and sales for the month, assuming that all inventory purchases were made with cash and all sales were made on account at a fixed unit price of $22 per unit. Several facts to remember: (1) All inventory
purchases
are made with cash and cash only; (2) All
sales
are made on account and on account only; and (3) when recording sales, Schiphol wants .
Apply a sociological perspective to the social world.Analyze conte.docxhirstcruz
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Recognize and define social structure and social interaction
Explain the reciprocal relationship in the influence between societal and structural factors, individual behavior and the self’s development
Develop written communication skills and critical thinking skills.
.
Applied social psychology is a field unto itself and provides rese.docxhirstcruz
Applied social psychology
is a field unto itself and provides researchers with a direct connection between academic social psychology and their desire to have an impact on social change. Social psychology is a highly applicable field, and social psychological research influences such areas as: consumer behavior, immigration, cultural diversity, education, the environment, organizational functioning, health/mental health, and politics, to name a few (Steg, Buunk, & Rothengatter, 2008).
For this Discussion, review this week’s Learning Resources. Think about how you might use applied social psychology in your field of interest and ways in which to have an impact on social change.
With these thoughts in mind:
Post by Day 3
a brief definition of applied social psychology. Then explain how you might apply one element of applied social psychology in your field of interest. Finally, explain one way using applied social psychology in your field of interest may affect social change.
Book Excerpt:
Steg, L., & Rothengatter, T. (2008).
Introduction to applied social psychology
. In Steg, L., Buunk, A. P., & Rothengatter, T. (Eds.),
Applied social psychology: Understanding and managing social problems
(pp. 1–27). Cambridge, UK: Cambridge University Press.
Copyright 2008 by Cambridge University Press - US - Books. Reprinted by permission of Cambridge University Press - US - Books via the Copyright Clearance Center.
Book Excerpt:
Van Der Zee, K., & Paulus, P. (2008).
Social psychology and modern organizations: Balancing between innovativeness and comfort
. In Steg, L., Buunk, A. P., & Rothengatter, T. (Eds.),
Applied social psychology: Understanding and managing social problems
(pp. 271–290). Cambridge, UK: Cambridge University Press.
Copyright 2008 by Cambridge University Press - US - Books. Reprinted by permission of Cambridge University Press - US - Books via the Copyright Clearance Center.
Article:
Lent, R. W., & Brown, S. D. (2008). Social cognitive career theory and subjective well-being in the context of work.
Journal of Career Assessment, 16
(1), 6–21.
Retrieved from the Walden Library databases.
Article:
Verbruggen, M. & Sels, L. (2010). Social-cognitive factors affecting clients’ career and life satisfaction after counseling.
Journal of Career Assessment, 18
(1), 3–15.
Retrieved from the Walden library databases
.
ApplicationVolunteers Roles and RelationshipsBoard Governanc.docxhirstcruz
Application:
Volunteers: Roles and Relationships
Board Governance & Volunteer Management
ASSIGNMENT DUE SUNDAY 3/15/20 8:00 pm NEW YORK TIME
APA format 1-3 pages within the references and in paper citations
Many nonprofit organizations cannot afford to employ staff for all the work that must be done to achieve organizational goals. Volunteers, then, are often integral contributors to organizational success. In order to ensure high volunteer retention, special care must be taken to design volunteer positions that are both interesting and meaningful to the volunteer and important to the organization.
Paid staff members are usually responsible for designing and delegating work to volunteers, so the relationship between the two groups is important. Volunteers need to know they are valued and appreciated for their contribution to the overall mission of the organization. Tensions arise when paid staff regard volunteers as somehow "less than" the staff or as an impediment to their getting their work done. The goal is for there to be a working relationship that satisfies the needs and desires of both groups.
To prepare for this assignment:
Review
Chapter 4 in the course text,
Volunteer Managemen
t
. Think about how you might include nongoverning volunteers in an organization.
Consider what positions might foster an active and highly-motivated commitment to the mission of an organization.
Review
Chapter 13 in the course text,
Volunteer Management
. Pay close attention to the importance of staff–volunteer relationships and how integration and support of the two groups might enhance the mission of an organization.
Consider how volunteer and staff diversity might influence an organization and what strategies you might use to foster positive attitudes and relationships within your organization.
The assignment (1-3 pages):
Briefly describe a volunteer position in an organization with which you are familiar (your Final Project organization or another).
Explain the roles and tasks of this volunteer position based on the four "game characteristics" described in Chapter 4 of
Volunteer Management
.
Based on the position you selected and the roles and tasks associated with it, predict what might be required of a supervising staff member to ensuOr will will will contact with the part of the
Month after the
id staff and a nongoverning volunteer in this position.
Describe how you might address each issue.
Explain how you would address diversity issues among staff members and nongoverning volunteers.
.
ApplicationIncorporating a Nonprofit OrganizationIntroduction.docxhirstcruz
Application:
Incorporating a Nonprofit Organization
Introduction to the Nonprofit Sector
ASSIGNMENT DUE SUNDAY 3/15/20 8:00 pm NEW YORK TIME
APA format 1-2 pages use uploaded resources within the references and in paper citations
Passion for the mission of a proposed organization is not enough to make it a reality. In order to operate legally and obtain tax-deductible donations or grant funding, individuals must incorporate an NPO and apply for tax-exempt status. In the U.S., resources are published that help individuals create new NPOs and guide their operations. These resources include directions on how to incorporate an NPO and apply for tax-exempt status. In this Application Assignment, you will review the requirements for incorporation of an NPO and identify resources to help you fulfill them.
To prepare for this assignment:
Review Chapter 14 in
The Complete Guide to Nonprofit Management
, focusing on the incorporation process.
Examine the guidelines and resources for creating a nonprofit organization in your location.
Select two NPO incorporation requirements that you think might be the most challenging. Think in terms of the NPO you will be creating for your Final Project.
Identify support agencies or officials who understand the nonprofit incorporation process and might be a resource for you. Make a list of these support systems.
The assignment: (1—2 pages)
Describe the two incorporation requirements you selected.
Explain why these incorporation requirements would pose challenges and how you would address the challenges. Provide specific examples.
Describe and evaluate at least one local resource that might guide or help you through the incorporation process.
.
ApplicationKnowing When to Make a ReferralSupporting the develo.docxhirstcruz
Application:
Knowing When to Make a Referral
Supporting the development and learning of young children and their families often requires taking into consideration rapidly changing needs, as well as carefully considering the ongoing impact of environment, culture, and community.
As a child development professional, you may grapple with when to refer a young child and his or her family to infant mental health services. For this Application Assignment, you will develop a checklist and information sheet highlighting factors that need to be considered when determining whether to make a referral to infant mental health services. To prepare for this assignment, review pages 18–22 of
Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers
, starting with the section "When to Consider Referring a Child for Infant Mental Health Services." Also draw on resources you have read previously in the course when developing your checklist.
Develop a checklist that includes the following:
Factors that need to be considered prior to making a referral with regard to each of the following categories:
Child factors
Environmental factors
Family factors
An overview of processes you would use to gather information prior to making a referral
Then, create an information sheet that includes general guidelines with regard to the following:
Any special considerations (such as culture, ability, linguistics) that should be taken into account when determining if a referral should be made
Strategies that can be utilized to support the family through the referral process
Assignment length:
1–2 pages
.
Application Special Needs From a Variety of PerspectivesThroughou.docxhirstcruz
Application: Special Needs From a Variety of Perspectives
Throughout this course, you will be studying many topics related to children with special needs. The readings, content reviews, and Discussions will help you gain a valuable base of information. To expand your knowledge, the course Applications will offer ways to explore areas of special needs in more depth and increase your awareness of what it is like to teach and to parent a child with special needs, or to be someone who has been identified with a special need.
Before you begin the Week 1 Application, review the outline below in order to plan effectively.
Week 1: Write a Brochure on Early Intervention Services.
You will imagine yourself in the role of a Child Development Community Liaison for a nonprofit organization that provides programs related to infant/toddler healthy development. Your job is to create a brochure for infant/toddler program directors and caregivers informing them about your services.
Week 2: Interview with a Teacher or Caregiver.
You will have a choice of interviewing a teacher whose expertise is special education and who works with children ages 3–8, or a teacher or caregiver who has a child or children in his/her setting who have been identified with special needs.
Week 3: Research and Information Exchange, Part 1.
You will research a category of special needs that is of interest to you in order to gain a greater depth of knowledge.
Week 4: Research and Information Exchange, Part 2.
You will share, review, and reflect on fellow students' research on different categories of special needs.
Week 5: Interview with a Parent of a Child with Special Needs or with a Student or Adult with Special Needs.
You will have a choice of interviewing a parent or other close adult family member of a child with special needs, or a person with special needs who would like to share his or her experiences and perspectives.
Week 1: Write a Brochure on Early Intervention Services
As you have learned this week, early intervention services can include programs for infants and toddlers who may be at risk from biological or environmental issues that could lead to developmental delays or other special needs. One challenge to early intervention service providers is to ensure that they reach out and connect with families. All of the various types of infant and toddler programs in a community, including family day care homes, Early Start, faith-based programs, community organizations, can play an important role in connecting families to available early intervention services.
For your Application Assignment this week, imagine that you have been hired as a Child Development Community Liaison for a community organization called The Guidance Center Inc. In reality, this respected, not-for-profit organization serves the communities of Cambridge and Somerville in Massachusetts. As part of The Guidance Center's Early Childhood Services for ages 0–6 , their Infant-Toddler Services include four p.
Application Theoretical FrameworksEarlier weeks have focused on t.docxhirstcruz
Application: Theoretical Frameworks
Earlier weeks have focused on the importance of identifying and evaluating relevant scholarly literature, and then creating a synthesis that forms the literature review. In designing studies on social problems and in policy arenas, researchers build on these findings from earlier studies, often with new topics in the same or a related field, or with new populations, research design, or research methods.
This is described in your research text in the context of identifying elements to study, together with their relevance and relationships, as “investigators integrate their ideas, the observations of others, the research literature, and their own research” (O’Sullivan, Rassel, & Berner, 2008, p. 7). Just as scholarly researchers base their study designs on related research literature, so, too, must they investigate and apply various theories. Theories, in both researchers’ own and related disciplines, are built on and developed from earlier theories. In order to understand and be able to apply theories to research in public policy and administration, one must “appreciate the historical contexts through which it has developed and the cultural milieus during which important contributions were made to its body of ideas and knowledge” (Shafritz, Ott, & Jang, 2016, p. 2).
An illustration of the networks, connections, and processes among three theories in a theoretical framework will provide the visual that may help to stimulate your thinking about your work on a theoretical framework, and its relationship to your literature synthesis .
Examine the literature in your readings and search peer-reviewed journal articles, to analyze how the theoretical frameworks you are considering using have been used in other research. In 1–2 pages, justify your selection of the two theoretical frameworks you identified in this week’s Discussion. In what way are the theoretical frameworks applicable to your proposed research? Provide examples from the literature. Explain the appropriateness to public policy and administration.
Support your Application Assignment with specific references to all resources used in its preparation
.
Application The Civil Service SystemHow do public adminis.docxhirstcruz
Application: The Civil Service System
How do public administrators become public administrators? Who recruits, selects, and hires them? How are they paid, promoted, and evaluated? The civil service system is similar to the human resources (HR) department at a private organization. That is, it is concerned with all of the issues and tasks related to employment within the organization. Since the "organization" in this case is the government, there also are many differences between the civil service system and the human resources practices at most private companies. Government organizations have very specific, rigid processes for recruitment, selection, promotion, and appraisal of employees. Many of these processes have been in place since the 19th century. For example, prospective civil servants must pass exams before even being considered for a government position. This is part of the merit system, which is one of the foundational principles of the civil service system. The merit system is based on the idea that the most qualified person should fill each position, rather than a person who simply has the "right" political connections. In addition, government positions all are given a specific classification, which determines the rate of pay. Although these rules sound logical in theory, in practice they often become extremely complicated, leading to dishonesty and inefficiency. As a result, efforts at civil service reform are common and span throughout history, from the Pendleton Act of 1881, to President George W. Bush's push for competitive sourcing in 2001. In this assignment, you examine what the civil service system comprises, as well as how it might be improved.
The assignment (2–3 pages):
Due Thursday 6/11/2015
In your own words, define the civil service system.
Explain the major components of the civil service system.
Explain one way in which you might improve the civil service system.
Explain why you would choose to implement this improvement and what its positive results might be.
Application Assignments must be in
APA style and format
.
Application Public Versus Private AdministratorsReflect o.docxhirstcruz
Application: Public Versus Private Administrators
Reflect on your past experiences within the private sector, whether as a manager, an employee, and/or an observer (e.g., customer, client, patron, etc.). In light of knowledge gained from the Learning Resources, consider how the roles that private administrators play in their professional lives are both similar to and different from the roles that public administrators play.
The assignment (2–3 pages):
Submit your assignment by Sunday June 7, 2015.
Explain at least two specific similarities between the roles that public administrators and private administrators play in their professional lives.
Explain at least two specific differences between the roles of public and private administrators.
Explain at least one insight you have or conclusion you can draw about public administrators as a result of this comparison.
Application Assignments must be in
APA style and format
.
Application Health Promotion organizations, non-profits, and agenci.docxhirstcruz
Application: Health Promotion organizations, non-profits, and agencies
our
University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they may transform society.
—The University Mission
The university mission is a key component of the Walden experience, and throughout your program of study you will be asked to consider how you might apply what you have learned toward the "greater good" of your community.
The Application Assignment for this week is intended to focus on the mission and to encourage you to consider personal or community action you could take in order to affect meaningful change in the health of individuals in your community.
To prepare
for this Application Assignment, locate at least four organizations that contribute to the health of your own community. For each, consider how you might participate in any of their activities—how you could make a difference personally. Examples of ways that you could personally foster a change in your community include:
Buying locally grown produce
Donating food to community organizations
Building homes for the underprivileged
Volunteering at an after-school program
To complete
this Application Assignment, write a
1- to 2-page paper
that includes the following:
A list of the four organizations you located. Describe the mission or purpose of each. (Some examples or organizations and non-profits are listed in the website area).
Select one of the organizations for which you might like to volunteer or make some kind of contribution. Then describe the type(s) of personal actions you could take, with the support of the organization, to contribute to your community. Explain why you chose these particular actions and how this involvement aligns with Walden’s mission.
If you are already involved in community service activities, name and describe the organization with which you work. Also explain how you contribute to the organization’s activities.
Note
: The purpose of this Application is to encourage you to begin thinking about what you might do to contribute to your community. You are not required to volunteer or take part in any activities. The objective is to begin thinking about ways you could apply the Walden mission.
Be sure to support your work with specific citations from this week's Learning Resources and additional scholarly sources as appropriate. Refer to the
Essential Guide to APA Style for Walden Students
to ensure that your in-text citations and reference list are correct.
Learning Resources
Required Resources
Media
Video:
Laureate Education, Inc. (Executive Producer). (2009).
Concepts of health promotion:
Health promotion and prevention in practice.
Baltimore, MD: Author.
Note:
The approximate length of this media piece is 18 minutes.
Dr. Beilenson begins this media program by describing the types of prevention that are normally used in maintaining health or avoiding disease. Dr. Jeffery Levi pr.
Application Emergency Preparedness and Disaster ResponseIn thi.docxhirstcruz
Application
Emergency Preparedness and Disaster Response
In this week's readings media program, Ms. Marren discussed how the nurses in New York responded during the 9/11 crisis. Ms. Marren also discussed how the Visiting Nurse Services emergency preparedness/disaster response plan has changed since 9/11. In addition, Dr. Guerra and Dr. DiFerdinando both discussed disaster response
activities and strategies. Finally, the readings this week discussed the role of the nurse in bioterrorism and disaster management.
Select a disaster that could happen in your community. Then, write a 3 pages paper outlining the following:
The disaster
How the professional nurse would use clinical judgment and decision-making skills to provide appropriate nursing care
Other health care professionals that may be involved in a response
Suggest strategies for improving your community's response to your identified disaster
READING RESOURCES/TEXTBOOK:
Video: Laureate Education, Inc. (Executive Producer). (2009).
Family, community and population-based care: Emergency preparedness and disaster response in community health nursing
. Baltimore: Author.
Note:
The approximate length of this media piece is 13 minutes.
In this week's media, Ms. Joan Marren, Dr. George DiFerdinando, and Dr. Guerra discuss finding ways to ensure the delivery of nursing care during disasters through emergency preparedness and disaster response. Ms. Marren shares her experiences of providing care to 1,400 patients immediately following 9/11, Dr. Guerra discusses how San Antonio responded when faced with evacuees from Hurricane Katrina, and Dr. DiFerdinando shares his experiences as the Acting Commissioner of Health in New Jersey during the Anthrax emergency
.
Application Collective Action for Social MovementsFor every histo.docxhirstcruz
Application: Collective Action for Social Movements
For every historical figure known for making significant, if not revolutionary, shifts in society, there were many people working in support of addressing the same social issue. It is a disservice to the person and his or her peer activists to ignore the many individual contributions that result in and depend on social change. Having a good understanding of the history of social movements is essential to creating social change today. For this assignment, you explore an example of social change from history and consider the individual and collective roles involved.
To prepare for this Assignment:
Read Loeb’s reflection on Rosa Parks (2010, p. 1) in the Learning Resources for an example of individual versus collective efforts to promote social change.
Use the Walden Library to research and locate an article on one of the following social movements: African American civil rights, Chicano movement, American Indian or ”Red Power” movement, women’s rights, LGBT (lesbian, gay, bisexual, and transgender) rights, or disability rights.
As you review selected resources, look for both direct and indirect references to the human resources required to transform this issue into a movement.
The Assignment:
Write a 2-page analysis responding to the following questions:
What did the collective effort accomplish that an individual could not?
In what ways does group involvement cause these movements to be sustainable or have long-lasting impact?
Include one reference from your selected resources on a social movement and two references from this week’s Learning Resources using proper APA citation
.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Argument and Persuasion is a somewhat more challenging rhetorica.docxhirstcruz
Argument and Persuasion is a somewhat more challenging rhetorical mode to employ (than description or cause and effect) because it has to function successfully on three levels simultaneously. These are called the three “Levels of Appeal.” The levels are:
Logical/rational
Moral/ethical
Emotional
Other rhetorical modes only operate on the logical/rational level. As you study READ3, notice and think about how Jefferson, Lincoln, King, and Hughes use Argumentation and Persuasion while satisfying the three “Levels of Appeal.” Then, in the discussion board
Discuss the issues you find in these writers that you feel are most important today.
.
Argumentative Synthesis AssignmentThis assignment creates an opp.docxhirstcruz
Argumentative Synthesis Assignment
This assignment creates an opportunity for you to practice research and demonstrate the writing skills you have developed this semester while engaging with important issues.
Your task is to write a 5-to-5.25-page argument concerning surveillance, privacy, and digital identity. You may wish to consider these questions or others that you formulate: What are the benefits of surveillance and for who? What is the value of privacy? What is the importance of digital identity? Use your anecdotal experience, assigned readings, and independent research to make sense of these topics. Your essay should have a clear point/explanation/thesis and be organized with great care. Use MLA conventions to format your paper. Use at least 5 external sources. 250 points.
Suggested Readings or Source Material:
*
Journalism:
No Place to Hide
by Glenn Greenwald
*
Journalism Focused on Surveillance and Privacy Issues:
https://firstlook.org/theintercept/
*
Academic/Theoretical Excerpt
:
http://foucault.info/documents/disciplineandpunish/foucault.disciplineandpunish.panopticism.html
*
Novel:
1984
by George Orwell
*
Novel:
Brave New World
by Aldous Huxley
*
Novel:
Neuromancer
by William Gibson
*
Lecture:
https://www.ted.com/talks/hubertus_knabe_the_dark_secrets_of_a_surveillance_state?language=en
*
Speech
:
http://www.ted.com/talks/glenn_greenwald_why_privacy_matters?language=en
*
Documentary:
http://www.pbs.org/wgbh/pages/frontline/united-states-of-secrets/
*
Civil Liberties Organization:
https://www.eff.org/
*
Film:
Rear Window
*
Film:
Minority Report
*
Film and Graphic Novel
:
V for Vendetta
*
Documentary in Theaters:
Citizenfour
.
Argumentative Essay
This writing assignment involves writing your Argumentative essay. Once you draft your essay and
revise, you may submit it for feedback. The feedback will help you revise the draft so you can submit it
as a final. The final version will be graded.
Option #1: Your Position on Pirated Movies
Develop a
thesis statement
on the topic of pirated movies (piracy hurts the economy by…, society can
prevent movie piracy by…, etc.) and write an argumentative essay. Strive for
at least three strong
arguments
in addition to a
counterargument and refutation
(see counterargument and refutation
details in the Top Ten Tips section). Using
argumentative topic sentences
that include your opinion for
each section can help ensure the majority of your essay is argumentative. Beginning of a sample topic
sentence: “The first way movie piracy hurts the economy is….” Then be sure to support that claim with
researched data.
Conclude each paragraph
with a sentence that summarizes the paragraph’s main
ideas.
Sample Thesis Statement:
Ideally, a thesis would include the major assignment objectives for the essay, which in this case would
be your claim/opinion, reasons why you have that opinion, and the counter-argument: “Movie piracy is
unethical because (add argument 1), (add argument 2), and (add argument 3), even though (add
counterargument focus).”
Note that a thorough thesis statement will include the
counterargument
in addition to your own
arguments.
See Top Ten Tips section for more thesis statement assistance.
Use
at least three
credible sources
(the author should be considered an expert on the topic in which he
or she writes; try Google Scholar to search), such as books, articles, and websites, to support your thesis.
Include a mix of
cited paraphrases, summaries, and quotes
in your argumentative research paper. Use
MLA format to create proper parenthetical citations as well as a
Works Cited
page at the end of your
essay. For additional Works Cited assistance visit
http://owl.english.purdue.edu/owl/resource/747/08/
and use the left navigation menu to locate the type of reference you need.
Option #2: Your Position on Electronic Policing
Develop a
thesis statement
on the topic of electronic policing and anti-plagiarism software and write an
argumentative essay. Your chosen topic needs to be specific and might address a question like the ones
you see in these examples:
•
Should student writers be subject to having their work checked by anti-plagiarism software?
Why or why not?
•
Is anti-plagiarism software an effective deterrent to stealing published work? Why or why not?
•
You may choose another topic regarding electronic policing as well; just be sure that your main
thesis addresses the topic of
electronic policing
.
If the assignment does not address one of the .
Are we civilizing these nations, or making them conform to our belie.docxhirstcruz
Are we civilizing these nations, or making them conform to our beliefs? Has any nation appointed America as guardians or rulers over political structures throughout the world? How are we justified in our actions?
Use one of these countries as a foundation for your opinion:
Syria
Iraq
Libya
Korea
Vietnam
China
Your paper needs to be a minimum of 500 words.
.
Are humans experiencing microevolution due to natural selection I.docxhirstcruz
Are humans experiencing microevolution due to natural selection? If yes, propose an example. If no, explain why not. Cite your source(s) at the end of your post.
What is the distinction between micro and macroevolution?
Can one accept one idea and not the other? Explain your answer and cite your source(s).
If we maintain a strict biological definition of “species”, H. sapiens and H. neanderthalensis were NOT separate species as they successfully interbred.
What impact might this information have on assigning a date to the origin of humans?
Are there any other implications?
Cite your source(s) at the end of your post.
Throughout the past seven modules you have been presented with an introduction to evolutionary theory and some lines of evidence for its validity. There are many websites that purport to illustrate the falsity of evolution. Go online and research a single argument that one of these sites makes against evolution. Select one that you find interesting or support or find most plausible.
Make a post with the following components:
A) Explain the specific argument against evolutionary theory.
B) Evaluate the argument. Support or Refute it. Use citations from trusted sources to support your work.
.
Appraise the effectiveness of the Integrated Marketing Communication.docxhirstcruz
Appraise the effectiveness of the Integrated Marketing Communications planning process as part of managing the advertising for a brand. Illustrate two to four techniques for using the different elements of Integrated Marketing Communications to manage the image of the brand. Support your response with an example.
.
Apply the reading on the MyArtsLab Closer Look at Édouard Manet, .docxhirstcruz
Apply the reading on the MyArtsLab Closer Look at “Édouard Manet,
Olympia
,” The image of Manet's "Olympia" may at first appear to be nothing more than another painting like so many using many images and symbols to depict some element of higher culture. But if one were to take the time and look at Titian's "Venus of Urbino", you would realize Manet's work is making specific reference to this painting with a strong social commentary about the morals and values of the times and the way in which poverty have taken its toll on the poor in Paris.
Art continues to be a powerful force in drawing attention to social issues. For your discussion topic, briefly identify one instance in present-day culture where an individual communicated a social message in the form of a painting, film, commercial, billboard, poster, or any other visual mode of communication. Analyze your selection and describe the visual message represented.
.
APPLY THE CONCEPTS LIFO inventory calculationClick here to re.docxhirstcruz
APPLY THE CONCEPTS: LIFO inventory calculation
Click here
to review an illustrated example of the LIFO calculation. The steps illustrated in the example are recapped below.
1. Start with beginning inventory.
2. Add inventory layers as purchases are made.
3. Compute the cost of merchandise sold as sales occur. Use only the cost of merchandise available for sale as of the sales date.
4. Update the inventory balance after each transaction. (Be sure you do not use an amount more than once.)
5. Determine the ending inventory for the period.
Below is the data for the month of January, 2011.
1/1 Beg. Inv.
150 Units @ $10
1/8 Purchase
120 Units @ $12
1/14 Sale
84 Units
1/22 Purchase
100 Units @ $8
1/25 Sale
124 Units
Compute the LIFO layers amounts for the cost of merchandise available for sale after each purchase and sale.
After 1/8 Purchase
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
After 1/14 Sale
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
After 1/22 Purchase
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 3
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
After 1/25 Sale
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Based on your answers above, complete the worksheet below.
LIFO Inventory Worksheet
Transaction
Purchases
Cost of Merchandise Sold
Inventory balance
1/1 Beg. Inv.
150 Units @ $10
$1,500
1/8 Purchase
120 Units @ $12
$
[removed]
$
[removed]
1/14 Sale
84 Units
$
[removed]
$
[removed]
1/22 Purchase
100 Units @ $8
$
[removed]
$
[removed]
1/25 Sale
124 Units
$
[removed]
$
[removed]
Total
$
[removed]
$
[removed]
$
[removed]
Hide
APPLY THE CONCEPTS: Recording changes in inventory under LIFO valuation
Under the perpetual system, two journal entries are are required to record sales; one to record the sale and one to record the cost of merchandise sold. Click on the links below to review the journal entries for purchases and sales transactions.
Purchase
Sales
After a purchase or sale occurs, the transaction must be recorded or journalized. In the following journal, record the purchases and sales for the month, assuming that all inventory purchases were made with cash and all sales were made on account at a fixed unit price of $22 per unit. Several facts to remember: (1) All inventory
purchases
are made with cash and cash only; (2) All
sales
are made on account and on account only; and (3) when recording sales, Schiphol wants .
Apply a sociological perspective to the social world.Analyze conte.docxhirstcruz
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Recognize and define social structure and social interaction
Explain the reciprocal relationship in the influence between societal and structural factors, individual behavior and the self’s development
Develop written communication skills and critical thinking skills.
.
Applied social psychology is a field unto itself and provides rese.docxhirstcruz
Applied social psychology
is a field unto itself and provides researchers with a direct connection between academic social psychology and their desire to have an impact on social change. Social psychology is a highly applicable field, and social psychological research influences such areas as: consumer behavior, immigration, cultural diversity, education, the environment, organizational functioning, health/mental health, and politics, to name a few (Steg, Buunk, & Rothengatter, 2008).
For this Discussion, review this week’s Learning Resources. Think about how you might use applied social psychology in your field of interest and ways in which to have an impact on social change.
With these thoughts in mind:
Post by Day 3
a brief definition of applied social psychology. Then explain how you might apply one element of applied social psychology in your field of interest. Finally, explain one way using applied social psychology in your field of interest may affect social change.
Book Excerpt:
Steg, L., & Rothengatter, T. (2008).
Introduction to applied social psychology
. In Steg, L., Buunk, A. P., & Rothengatter, T. (Eds.),
Applied social psychology: Understanding and managing social problems
(pp. 1–27). Cambridge, UK: Cambridge University Press.
Copyright 2008 by Cambridge University Press - US - Books. Reprinted by permission of Cambridge University Press - US - Books via the Copyright Clearance Center.
Book Excerpt:
Van Der Zee, K., & Paulus, P. (2008).
Social psychology and modern organizations: Balancing between innovativeness and comfort
. In Steg, L., Buunk, A. P., & Rothengatter, T. (Eds.),
Applied social psychology: Understanding and managing social problems
(pp. 271–290). Cambridge, UK: Cambridge University Press.
Copyright 2008 by Cambridge University Press - US - Books. Reprinted by permission of Cambridge University Press - US - Books via the Copyright Clearance Center.
Article:
Lent, R. W., & Brown, S. D. (2008). Social cognitive career theory and subjective well-being in the context of work.
Journal of Career Assessment, 16
(1), 6–21.
Retrieved from the Walden Library databases.
Article:
Verbruggen, M. & Sels, L. (2010). Social-cognitive factors affecting clients’ career and life satisfaction after counseling.
Journal of Career Assessment, 18
(1), 3–15.
Retrieved from the Walden library databases
.
ApplicationVolunteers Roles and RelationshipsBoard Governanc.docxhirstcruz
Application:
Volunteers: Roles and Relationships
Board Governance & Volunteer Management
ASSIGNMENT DUE SUNDAY 3/15/20 8:00 pm NEW YORK TIME
APA format 1-3 pages within the references and in paper citations
Many nonprofit organizations cannot afford to employ staff for all the work that must be done to achieve organizational goals. Volunteers, then, are often integral contributors to organizational success. In order to ensure high volunteer retention, special care must be taken to design volunteer positions that are both interesting and meaningful to the volunteer and important to the organization.
Paid staff members are usually responsible for designing and delegating work to volunteers, so the relationship between the two groups is important. Volunteers need to know they are valued and appreciated for their contribution to the overall mission of the organization. Tensions arise when paid staff regard volunteers as somehow "less than" the staff or as an impediment to their getting their work done. The goal is for there to be a working relationship that satisfies the needs and desires of both groups.
To prepare for this assignment:
Review
Chapter 4 in the course text,
Volunteer Managemen
t
. Think about how you might include nongoverning volunteers in an organization.
Consider what positions might foster an active and highly-motivated commitment to the mission of an organization.
Review
Chapter 13 in the course text,
Volunteer Management
. Pay close attention to the importance of staff–volunteer relationships and how integration and support of the two groups might enhance the mission of an organization.
Consider how volunteer and staff diversity might influence an organization and what strategies you might use to foster positive attitudes and relationships within your organization.
The assignment (1-3 pages):
Briefly describe a volunteer position in an organization with which you are familiar (your Final Project organization or another).
Explain the roles and tasks of this volunteer position based on the four "game characteristics" described in Chapter 4 of
Volunteer Management
.
Based on the position you selected and the roles and tasks associated with it, predict what might be required of a supervising staff member to ensuOr will will will contact with the part of the
Month after the
id staff and a nongoverning volunteer in this position.
Describe how you might address each issue.
Explain how you would address diversity issues among staff members and nongoverning volunteers.
.
ApplicationIncorporating a Nonprofit OrganizationIntroduction.docxhirstcruz
Application:
Incorporating a Nonprofit Organization
Introduction to the Nonprofit Sector
ASSIGNMENT DUE SUNDAY 3/15/20 8:00 pm NEW YORK TIME
APA format 1-2 pages use uploaded resources within the references and in paper citations
Passion for the mission of a proposed organization is not enough to make it a reality. In order to operate legally and obtain tax-deductible donations or grant funding, individuals must incorporate an NPO and apply for tax-exempt status. In the U.S., resources are published that help individuals create new NPOs and guide their operations. These resources include directions on how to incorporate an NPO and apply for tax-exempt status. In this Application Assignment, you will review the requirements for incorporation of an NPO and identify resources to help you fulfill them.
To prepare for this assignment:
Review Chapter 14 in
The Complete Guide to Nonprofit Management
, focusing on the incorporation process.
Examine the guidelines and resources for creating a nonprofit organization in your location.
Select two NPO incorporation requirements that you think might be the most challenging. Think in terms of the NPO you will be creating for your Final Project.
Identify support agencies or officials who understand the nonprofit incorporation process and might be a resource for you. Make a list of these support systems.
The assignment: (1—2 pages)
Describe the two incorporation requirements you selected.
Explain why these incorporation requirements would pose challenges and how you would address the challenges. Provide specific examples.
Describe and evaluate at least one local resource that might guide or help you through the incorporation process.
.
ApplicationKnowing When to Make a ReferralSupporting the develo.docxhirstcruz
Application:
Knowing When to Make a Referral
Supporting the development and learning of young children and their families often requires taking into consideration rapidly changing needs, as well as carefully considering the ongoing impact of environment, culture, and community.
As a child development professional, you may grapple with when to refer a young child and his or her family to infant mental health services. For this Application Assignment, you will develop a checklist and information sheet highlighting factors that need to be considered when determining whether to make a referral to infant mental health services. To prepare for this assignment, review pages 18–22 of
Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers
, starting with the section "When to Consider Referring a Child for Infant Mental Health Services." Also draw on resources you have read previously in the course when developing your checklist.
Develop a checklist that includes the following:
Factors that need to be considered prior to making a referral with regard to each of the following categories:
Child factors
Environmental factors
Family factors
An overview of processes you would use to gather information prior to making a referral
Then, create an information sheet that includes general guidelines with regard to the following:
Any special considerations (such as culture, ability, linguistics) that should be taken into account when determining if a referral should be made
Strategies that can be utilized to support the family through the referral process
Assignment length:
1–2 pages
.
Application Special Needs From a Variety of PerspectivesThroughou.docxhirstcruz
Application: Special Needs From a Variety of Perspectives
Throughout this course, you will be studying many topics related to children with special needs. The readings, content reviews, and Discussions will help you gain a valuable base of information. To expand your knowledge, the course Applications will offer ways to explore areas of special needs in more depth and increase your awareness of what it is like to teach and to parent a child with special needs, or to be someone who has been identified with a special need.
Before you begin the Week 1 Application, review the outline below in order to plan effectively.
Week 1: Write a Brochure on Early Intervention Services.
You will imagine yourself in the role of a Child Development Community Liaison for a nonprofit organization that provides programs related to infant/toddler healthy development. Your job is to create a brochure for infant/toddler program directors and caregivers informing them about your services.
Week 2: Interview with a Teacher or Caregiver.
You will have a choice of interviewing a teacher whose expertise is special education and who works with children ages 3–8, or a teacher or caregiver who has a child or children in his/her setting who have been identified with special needs.
Week 3: Research and Information Exchange, Part 1.
You will research a category of special needs that is of interest to you in order to gain a greater depth of knowledge.
Week 4: Research and Information Exchange, Part 2.
You will share, review, and reflect on fellow students' research on different categories of special needs.
Week 5: Interview with a Parent of a Child with Special Needs or with a Student or Adult with Special Needs.
You will have a choice of interviewing a parent or other close adult family member of a child with special needs, or a person with special needs who would like to share his or her experiences and perspectives.
Week 1: Write a Brochure on Early Intervention Services
As you have learned this week, early intervention services can include programs for infants and toddlers who may be at risk from biological or environmental issues that could lead to developmental delays or other special needs. One challenge to early intervention service providers is to ensure that they reach out and connect with families. All of the various types of infant and toddler programs in a community, including family day care homes, Early Start, faith-based programs, community organizations, can play an important role in connecting families to available early intervention services.
For your Application Assignment this week, imagine that you have been hired as a Child Development Community Liaison for a community organization called The Guidance Center Inc. In reality, this respected, not-for-profit organization serves the communities of Cambridge and Somerville in Massachusetts. As part of The Guidance Center's Early Childhood Services for ages 0–6 , their Infant-Toddler Services include four p.
Application Theoretical FrameworksEarlier weeks have focused on t.docxhirstcruz
Application: Theoretical Frameworks
Earlier weeks have focused on the importance of identifying and evaluating relevant scholarly literature, and then creating a synthesis that forms the literature review. In designing studies on social problems and in policy arenas, researchers build on these findings from earlier studies, often with new topics in the same or a related field, or with new populations, research design, or research methods.
This is described in your research text in the context of identifying elements to study, together with their relevance and relationships, as “investigators integrate their ideas, the observations of others, the research literature, and their own research” (O’Sullivan, Rassel, & Berner, 2008, p. 7). Just as scholarly researchers base their study designs on related research literature, so, too, must they investigate and apply various theories. Theories, in both researchers’ own and related disciplines, are built on and developed from earlier theories. In order to understand and be able to apply theories to research in public policy and administration, one must “appreciate the historical contexts through which it has developed and the cultural milieus during which important contributions were made to its body of ideas and knowledge” (Shafritz, Ott, & Jang, 2016, p. 2).
An illustration of the networks, connections, and processes among three theories in a theoretical framework will provide the visual that may help to stimulate your thinking about your work on a theoretical framework, and its relationship to your literature synthesis .
Examine the literature in your readings and search peer-reviewed journal articles, to analyze how the theoretical frameworks you are considering using have been used in other research. In 1–2 pages, justify your selection of the two theoretical frameworks you identified in this week’s Discussion. In what way are the theoretical frameworks applicable to your proposed research? Provide examples from the literature. Explain the appropriateness to public policy and administration.
Support your Application Assignment with specific references to all resources used in its preparation
.
Application The Civil Service SystemHow do public adminis.docxhirstcruz
Application: The Civil Service System
How do public administrators become public administrators? Who recruits, selects, and hires them? How are they paid, promoted, and evaluated? The civil service system is similar to the human resources (HR) department at a private organization. That is, it is concerned with all of the issues and tasks related to employment within the organization. Since the "organization" in this case is the government, there also are many differences between the civil service system and the human resources practices at most private companies. Government organizations have very specific, rigid processes for recruitment, selection, promotion, and appraisal of employees. Many of these processes have been in place since the 19th century. For example, prospective civil servants must pass exams before even being considered for a government position. This is part of the merit system, which is one of the foundational principles of the civil service system. The merit system is based on the idea that the most qualified person should fill each position, rather than a person who simply has the "right" political connections. In addition, government positions all are given a specific classification, which determines the rate of pay. Although these rules sound logical in theory, in practice they often become extremely complicated, leading to dishonesty and inefficiency. As a result, efforts at civil service reform are common and span throughout history, from the Pendleton Act of 1881, to President George W. Bush's push for competitive sourcing in 2001. In this assignment, you examine what the civil service system comprises, as well as how it might be improved.
The assignment (2–3 pages):
Due Thursday 6/11/2015
In your own words, define the civil service system.
Explain the major components of the civil service system.
Explain one way in which you might improve the civil service system.
Explain why you would choose to implement this improvement and what its positive results might be.
Application Assignments must be in
APA style and format
.
Application Public Versus Private AdministratorsReflect o.docxhirstcruz
Application: Public Versus Private Administrators
Reflect on your past experiences within the private sector, whether as a manager, an employee, and/or an observer (e.g., customer, client, patron, etc.). In light of knowledge gained from the Learning Resources, consider how the roles that private administrators play in their professional lives are both similar to and different from the roles that public administrators play.
The assignment (2–3 pages):
Submit your assignment by Sunday June 7, 2015.
Explain at least two specific similarities between the roles that public administrators and private administrators play in their professional lives.
Explain at least two specific differences between the roles of public and private administrators.
Explain at least one insight you have or conclusion you can draw about public administrators as a result of this comparison.
Application Assignments must be in
APA style and format
.
Application Health Promotion organizations, non-profits, and agenci.docxhirstcruz
Application: Health Promotion organizations, non-profits, and agencies
our
University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they may transform society.
—The University Mission
The university mission is a key component of the Walden experience, and throughout your program of study you will be asked to consider how you might apply what you have learned toward the "greater good" of your community.
The Application Assignment for this week is intended to focus on the mission and to encourage you to consider personal or community action you could take in order to affect meaningful change in the health of individuals in your community.
To prepare
for this Application Assignment, locate at least four organizations that contribute to the health of your own community. For each, consider how you might participate in any of their activities—how you could make a difference personally. Examples of ways that you could personally foster a change in your community include:
Buying locally grown produce
Donating food to community organizations
Building homes for the underprivileged
Volunteering at an after-school program
To complete
this Application Assignment, write a
1- to 2-page paper
that includes the following:
A list of the four organizations you located. Describe the mission or purpose of each. (Some examples or organizations and non-profits are listed in the website area).
Select one of the organizations for which you might like to volunteer or make some kind of contribution. Then describe the type(s) of personal actions you could take, with the support of the organization, to contribute to your community. Explain why you chose these particular actions and how this involvement aligns with Walden’s mission.
If you are already involved in community service activities, name and describe the organization with which you work. Also explain how you contribute to the organization’s activities.
Note
: The purpose of this Application is to encourage you to begin thinking about what you might do to contribute to your community. You are not required to volunteer or take part in any activities. The objective is to begin thinking about ways you could apply the Walden mission.
Be sure to support your work with specific citations from this week's Learning Resources and additional scholarly sources as appropriate. Refer to the
Essential Guide to APA Style for Walden Students
to ensure that your in-text citations and reference list are correct.
Learning Resources
Required Resources
Media
Video:
Laureate Education, Inc. (Executive Producer). (2009).
Concepts of health promotion:
Health promotion and prevention in practice.
Baltimore, MD: Author.
Note:
The approximate length of this media piece is 18 minutes.
Dr. Beilenson begins this media program by describing the types of prevention that are normally used in maintaining health or avoiding disease. Dr. Jeffery Levi pr.
Application Emergency Preparedness and Disaster ResponseIn thi.docxhirstcruz
Application
Emergency Preparedness and Disaster Response
In this week's readings media program, Ms. Marren discussed how the nurses in New York responded during the 9/11 crisis. Ms. Marren also discussed how the Visiting Nurse Services emergency preparedness/disaster response plan has changed since 9/11. In addition, Dr. Guerra and Dr. DiFerdinando both discussed disaster response
activities and strategies. Finally, the readings this week discussed the role of the nurse in bioterrorism and disaster management.
Select a disaster that could happen in your community. Then, write a 3 pages paper outlining the following:
The disaster
How the professional nurse would use clinical judgment and decision-making skills to provide appropriate nursing care
Other health care professionals that may be involved in a response
Suggest strategies for improving your community's response to your identified disaster
READING RESOURCES/TEXTBOOK:
Video: Laureate Education, Inc. (Executive Producer). (2009).
Family, community and population-based care: Emergency preparedness and disaster response in community health nursing
. Baltimore: Author.
Note:
The approximate length of this media piece is 13 minutes.
In this week's media, Ms. Joan Marren, Dr. George DiFerdinando, and Dr. Guerra discuss finding ways to ensure the delivery of nursing care during disasters through emergency preparedness and disaster response. Ms. Marren shares her experiences of providing care to 1,400 patients immediately following 9/11, Dr. Guerra discusses how San Antonio responded when faced with evacuees from Hurricane Katrina, and Dr. DiFerdinando shares his experiences as the Acting Commissioner of Health in New Jersey during the Anthrax emergency
.
Application Collective Action for Social MovementsFor every histo.docxhirstcruz
Application: Collective Action for Social Movements
For every historical figure known for making significant, if not revolutionary, shifts in society, there were many people working in support of addressing the same social issue. It is a disservice to the person and his or her peer activists to ignore the many individual contributions that result in and depend on social change. Having a good understanding of the history of social movements is essential to creating social change today. For this assignment, you explore an example of social change from history and consider the individual and collective roles involved.
To prepare for this Assignment:
Read Loeb’s reflection on Rosa Parks (2010, p. 1) in the Learning Resources for an example of individual versus collective efforts to promote social change.
Use the Walden Library to research and locate an article on one of the following social movements: African American civil rights, Chicano movement, American Indian or ”Red Power” movement, women’s rights, LGBT (lesbian, gay, bisexual, and transgender) rights, or disability rights.
As you review selected resources, look for both direct and indirect references to the human resources required to transform this issue into a movement.
The Assignment:
Write a 2-page analysis responding to the following questions:
What did the collective effort accomplish that an individual could not?
In what ways does group involvement cause these movements to be sustainable or have long-lasting impact?
Include one reference from your selected resources on a social movement and two references from this week’s Learning Resources using proper APA citation
.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
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4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
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A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
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How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
THE FIGURE OF THE TRANSWOMAN OF COLOR THROUGH THE LENS OF
1. THE FIGURE OF THE TRANSWOMAN OF COLOR
THROUGH THE LENS OF "DOING GENDER"
Author(s): SALVADOR VIDAL-ORTIZ
Source: Gender and Society, Vol. 23, No. 1 (February 2009),
pp. 99-103
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/20676756
Accessed: 28-04-2016 05:33 UTC
REFERENCES
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reference#references_tab_contents
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THE FIGURE OF THE TRANSWOMAN
OF COLOR THROUGH THE LENS OF
"DOING GENDER"
SALVADOR VIDAL-ORTIZ
American University
Ioften visit my birth family in Manati, a mid-size town in
Puerto Rico.
For over 20 years, I have driven on a main road (before the
expressway
was built) that connected the West and the North parts of the
Island. At the
outskirts of town, there is often a voluptuous woman-with low
hips, dark
hair, tight jeans, and more often than not smoking a cigarette.
She stands
by the side of the road in what seems to be a small pathway to
a house.
She cruises the passing cars, but sometimes just stands there-
waiting to
3. be noticed. Growing up queer in Manati, I have noticed this
woman many
times in the last two decades; although I have never spoken to
her, I
learned long ago that she is a transwoman. Recently, Mom and
I drove by,
and I checked to see if she was still there. With the rise of the
AIDS epi
demic since the 1980s, and my (erroneous) assumptions about
sex work
and HIV risk, I have wondered if she is still alive. "Oh she is
still there,"
says my mom. And I see her. I try to understand why she
signifies so much
in my imagination, how she reassures me by being alive, why I
need to see
her standing there. This transwoman signifies to me the figure
of the
transwoman of color. Who do you imagine her to be? What is
your figure
of the transwoman of color?
This vignette illustrates both my assumptions about what the
reader
might (not) know, as well as my own position vis-a-vis "trans"
people. As
a nontranssexual queer man, I hold a set of readings on gender
(West and
Zimmerman 1987) that shape how I view nontranssexual
women and
men, and transpeople. As a professor from a U.S. ethno-racial
minority
group, I also bring an understanding about the varied raced
(and classed)
experiences--in general, and of transpeople in particular. The
4. figure of the
transwoman of color helps illustrate the extent to which the
"doing gen
der" framework has dealt with transgender/transsexual people.
GENDER & SOCIETY, vol. 23 No. 1, February 2009 99-103
DOI: 10.1177/0891243208326461
? 2009 Sociologists for Women in Society
99
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100 GENDER & SOCIETY / February 2009
The success of "doing gender" is praiseworthy. West and
Zimmerman
moved discussions from "gender role" and "gender display" to
the
accomplishment of gender in a relational way. The sociological
project of
shifting from "matters internal to the individual" and toward
"interactional
and . . . institutional arenas" (West and Zimmerman 1987, 126)
is a par
ticularly salient one for transpeople, whose gender identity is
often con
ceived alternately as the achievement of their "true selves," or
as a mental
disorder (see Bryant 2006). This is not because transpeople "do
gender"
more than anybody, or excel at gender attributions, but because
5. so many
readings in U.S. society explain social norms (and perceived
deviance) as
individual attributes. The interactional constitution of gender
permits us to
recognize the manner in which these discursive practices
oversimplify the
lived experiences of transpeople.
The "doing gender" framework also drew attention to the
constitution
of gender through work, both paid and unpaid. But this
situation is com
plex for transwomen, many of whom are immigrants and
women of color.
One way of advancing a doing gender analysis with attention to
racial,
transnational, and migratory experiences of nonwhite women
would be to
reconsider the notion of labor, and the types of labor that
feminist projects
have put forth as permissible work. The line between culturally
permissible
work and "deviant" labor is often blurred for women of color,
depending
on their treatment in the socioeconomic system, whether as
second-class
citizens, colonial subjects, or undocumented immigrants. Since
the 1970s,
feminist debates have excluded prostitution from women's
labor possi
bilities in ways that do not recognize the increased
globalization and
deployment of a female work force-often outside middle-class
parame
ters of "decent" employment. "Doing Gender" reflects these
6. parameters
too; it was a product of its time.
Of course, not all transwomen engage in sex work (indeed, this
is an
effect of the figure as a floating imaginary-I do not know if the
transwomen
to whom I refer to is a sex worker). But West and Zimmerman
might have
indirectly given us a lot of insight into why the social
positioning of
transwomen is so visible in sex work. As West and Zimmerman
argue, gen
der displays are not optional--that is, people rarely have the
"option of
being seen by others as female or male" (1987, 130). We
operate within
institutionalized constraints and, whether we do gender
successfully or not,
are held accountable. Often, transwomen are not given
employment in for
mal economy jobs (and unlike transmen, might not retain their
jobs as they
transition-Schilt 2006; Vidal-Ortiz 2002). Such negative
assessments
reduce their possibilities to work outside street economies like
sex work.
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Vidal-Ortiz I THE FiGURE OF THE TRANSWOMAN OF
7. COLOR 101
Many sex workers have a sense of agency in their decision
making
about sex work, as recent community research work
demonstrates (e.g.,
Alliance for a Safe & Diverse D.C. 2008). Furthermore, the
experiences
of racialized sexualization and racialized femininities connect
transwomen
of color to other women of color. Other women of color face
stereotypes
that include the (perceived) hyper-masculine African American
woman,
the hyper-sexualized Latina teenager, or the "exotic" Asian
massage par
lor worker; they endure the subsequent negotiations that
surround these
images. These assumptions of racialized sexuality are also
imposed on
transwomen of color. Ironically, such stereotypes may also
provide
transwomen of color with work that other employers have
denied. These
job opportunities may reify transgender stereotypes but open up
the labor
market to them at the same time. No site can simply be
considered a site
of oppression. Though "doing gender" makes a significant
contribution in
its focus on the interactional/institutional, it does not fully
explore ques
tions of resistance and agency (Pascale 2007). Research
focusing on
8. marginalized populations may require that both agency and
institutions
are intertwined in a more explicit way than West and
Zimmerman offered
in "doing gender."
The use of Agnes (and Garfinkel's work [Garfinkel 1967]) in
"doing
gender" did not really attest to any aspect of moving beyond a
represen
tation of transgender as manipulative, or as waiting to be
discovered. We
need to expand the "doing gender" notion beyond West and
Zimmerman's
use of the transsexual imagery (which, in many examples, is
centered on
surgery and transition), and into everyday lived experience
beyond surgi
cal "reconstructions." For example, both Risman (1982) and
Connell
(2009 [this issue]) criticize the discussions of "true"
transgender identities
because scientists based them on transsexuals who came to
gender iden
tity clinics requesting sex change operations.
Similarly, I continue to hear academics use the phrase "the
transwoman
of color" in ways and contexts that worry me. Taking note of
the lack of
transwomen of color on a panel or as part of a film becomes a
need to
demand politically correct forums. The transwoman of color
becomes a
singular figure in those moments, a utensil to reference at will.
This is an
9. additive approach that fails to consider the structural
arrangements and
discursive practices that locate the transwoman of color in such
a compli
cated site. I wonder if this is truly a concern about the
invisibility of
transwomen of color, or the speaker's positioning as an ally.
We could,
however, take a different approach: for instance, through first-
person
accounts in films on the struggles of transwomen in prison
(Baus, Hunt,
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102 GENDER & SOCIETY / February 2009
and Williams, 2006), or about taking hormones from the streets
without
medical supervision (Beauty on the Black Market 2008). The
figure of the
transwoman of color is very much alive, in ways (and as part of
patterns)
that resignify a figure (Cho 2008; Clough 1992), but do not
reconstitute it.
Such a figure is always there, as a threat, as excessive (as
excess), or as a
nonwoman (to some) (Ferguson 2004; Namaste 2000; Stryker
2008).
My question/invitation/provocation at the end of the opening
vignette
10. is not an innocent one. I am bringing you, the reader, into the
project of
disclosing what your figure of the transwoman of color is. Does
she
inhabit the streets? Is she a sex worker? Can you imagine her
being your
co-worker at the local university? Can you hear her theorizing
from her
own experience-and accept it? Or see her working on
something com
pletely unrelated to her identity or experience? And yet my
goal is not to
play a hierarchy of oppressions, but to build on the need to see
the prob
lematics associated with the figure-especially when common
referents
are about how this figure is raped, killed, "discovered," or
confronted as
"not being" what she desires to be.
To challenge this figure that we all (in one way or another)
reproduce
would mean to move the analysis from categorically measuring
sex/gen
der relations, to more actively incorporating sexuality--a
project West and
Zimmerman (1987) only began. Such a project would not only
trouble
notions of public and private displays of insignia, but also, the
relation
between sexuality and racialization; political economy and
migration;
gender, militarization and colonization; even the relation
between women,
gender, and sexuality. To think about "doing gender" today is
also to con
11. sider globalization, flows of people and migrations (and labor
in venues
other than the ones we privilege), to generate an analysis
beyond the fig
ures that emerge in the process.
REFERENCES
Alliance for a Safe & Diverse D.C. 2008. Move along! Policing
sex work
in Washington, D.C. Published by Different Avenues, Inc.
http://www
.differentavenues.com.
Baus, Janet, Dan Hunt, and Reid Williams. 2006. Cruel and
unusual (documen
tary). Reid Productions, LLC.
http://www.cruelandunusualfilm.com/.
Beauty on the Black Market. 2008. In the life (TV program
segment).
http://www.inthelifetv.org/html/episodes/52.html.
Bryant, Karl. 2006. Making gender identity disorder of
childhood: Historical
lessons for contemporary debates. Sexuality Research and
Social Policy 3 (3): 23-39.
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2016 05:33:13 UTC
All use subject to http://about.jstor.org/terms
Vidal-Ortiz / THE FIGURE OF THE TRANSWOMAN OF
COLOR 103
12. Cho, Grace M. 2008. Haunting the Korean diaspora: Shame,
secrecy, and the for
gotten war. Minneapolis: University of Minnesota Press.
Clough, Patricia T. 1992. The end(s) of ethnography: From
realism to social crit
icism. Newbury Park, CA: Sage.
Ferguson, Roderick A. 2004. Aberrations in Black: Toward a
queer of color cri
tique. Minneapolis: University of Minnesota Press.
Garfmkel, Harold. 1967. Studies in ethnomethodology
Cambridge, UK: Polity
Press.
?amaste, Viviane . 2000. Invisible lives: The erasure of
transsexual and trans
gendered people. Chicago: The University of Chicago Press.
Pascale, Celine-Marie. 2007. Making sense of race, class, and
gender. New York:
Routledge.
Risman, Barbara. 1982. The (mis)acquisition of gender identity
among transsex
uals. Qualitative Sociology 5 (4): 312-25.
Schilt, Kristen. 2006. Just one of the guys? How transmen
make gender visible at
work. Gender & Society 20 (4): 465-90.
Stryker, Susan. 2008. Transgender history, homonormativity,
and disciplinarity.
Radical History Review 100:144-57.
13. Vidal-Ortiz, Salvador. 2002. Queering sexuality and doing
gender: Transgender
men's identification with gender and sexuality. In Gendered
Sexualities, edited
by Patricia Gagn? and Richard Tewksbury. New York: Elsevier
Press.
West, Candace, and Don H. Zimmerman. 1987. Doing gender.
Gender & Society
1 (2): 125-51.
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2016 05:33:13 UTC
All use subject to http://about.jstor.org/terms
Contentsp. 99p. 100p. 101p. 102p. 103Issue Table of
ContentsGender and Society, Vol. 23, No. 1 (February 2009) pp.
1-138Front MatterRACIALIZING THE GLASS ESCALATOR:
Reconsidering Men's Experiences with Women's Work [pp. 5-
26]STATE OF OUR UNIONS: Marriage Promotion and the
Contested Power of Heterosexuality [pp. 27-48]SEPARATING
THE MEN FROM THE MOMS: The Making of Adult Gender
Segregation in Youth Sports [pp. 49-71]"DOING GENDER" AS
CANON OR AGENDA: A Symposium on West and Zimmerman
[pp. 72-75]CATEGORIES ARE NOT ENOUGH [pp. 76-
80]FROM DOING TO UNDOING: GENDER AS WE KNOW IT
[pp. 81-84]"DOING GENDER": The Impact and Future of a
Salient Sociological Concept [pp. 85-88]"I WAS AGGRESSIVE
FOR THE STREETS, PRETTY FOR THE PICTURES": Gender,
Difference, and the Inner-City Girl [pp. 89-93]DOING
GENDER: A Conversation Analytic Perspective [pp. 94-98]THE
FIGURE OF THE TRANSWOMAN OF COLOR THROUGH
THE LENS OF "DOING GENDER" [pp. 99-
103]ACCOUNTABLE CONDUCT: "Doing Gender" in
Transsexual and Political Retrospect [pp. 104-
111]ACCOUNTING FOR DOING GENDER [pp. 112-122]Book
14. ReviewsReview: untitled [pp. 123-125]Review: untitled [pp.
125-127]Review: untitled [pp. 127-129]Review: untitled [pp.
129-131]Review: untitled [pp. 131-133]Review: untitled [pp.
133-135]Review: untitled [pp. 135-137]Back Matter
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
15. sentences and the information should inform the differentiation
components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
16. be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.
17. Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what
they will be learning in this lesson and gaining student interest
for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to
prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students
18. how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.
Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
19. Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the
white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL):
20. · Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
21. more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.
Explain how you will differentiate assessments for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
23. Most sociological research designs assume that'each person has
one sex, one sexu-
ality, and one gender, congruent with each other and fixed for
life. Postmodern feminists
and queer theorists have been interrogating bodies, desires, and
genders, but sociology
has not. Deconstructing sex, sexuality, and gender reveals many
possible categories em-
bedded in social experiences and social practices. As
researchers, as theorists, and as ac-
tivists, sociologists have to go beyond paying lip service to the
diversity of bodies,
. sexualities, genders. The sociologist's task should be to
deconstruct the conventional cat-
egories of sex, sexuality, and gender and build new complex,
cross-cutting constructs
into research designs. There are revolutionary possibilities
inherent in rethinking the cat-
egories of gender, sexuality, and physiological sex. Sociological
data that challenge con-
ventional knowledge by rcframing the questions could provide
legitimacy for new ways
of thinking. Data that undermine the supposed natural
dichotomies on which the social
orders of most modern societies are still based could radically
alter political discourses
that valorize biological causes, essential heterosexuality, and
traditional gender roles in
families and workplaces.
"Being situated within several mental fields at the same time,
intermediate identities necessar-
ily defy the either/or logic underlying perceived mutual
exclusivity of categories, thereby ques-
tioning the very viability of the boundaries separating them
25. when she (he) is
dressed so, even though she (he) tells him to think of her (him)
as Rosalind while
they play out a mock courtship. Throughout, believing is seeing
(Lorber 1993).
Recent movies, such as The Crying Game, Farewell My
Concubine, and M
Butterfly, as well as older ones—Tootsie, Victor/Victoria, Some
Like It Hot—
have depicted transvestic sexual and gender ambiguities that
also destabilize what
we think we see. These ambiguities upend conventional notions
of the differences
between femaleness and maleness, heterosexuality and
homosexuality, woman-
hood and manhood, masculinity and femininity. The concept of
androgyny is not
adequate to encompass these ambiguities because androgyny
assumes fairly clear
masculine and feminine attributes that can be amalgamated—
without changing
them. Today's gender ambiguities are much more complex
(Bolin 1994; Cal-
lender and Kochems 1985; Connell 1992; Fuss 1991; Garber
1992, 1995; Herdt
1994; Money 1988). It is these complexities and their
implications for sociologi-
cal research that this article addresses. It expands
epistemological and method-
ological issues raised in Paradoxes of Gender (Lorber 1994).
Limitations of Conventional Gender Categories
Most research designs in sociology assume that each person has
one sex,
26. one sexuality, and one gender, which are congruent with each
other and fixed for
life. Sex and gender are used interchangeably, and sex
sometimes means sexual-
ity, sometimes physiology or biology, and sometimes social
status. The social
construction of bodies is examined only when the focus is
medicine, sports, or
procreation (Butler 1993). Variations in gender displays are
ignored: A woman is
assumed to be a feminine female; a man a masculine male.
Heterosexuality is the
uninterrogated norm against which variations are deviance
(Ingraham 1994).
These research variables—"sex" polarized as "females" and
"males," "sexu-
ality" polarized as "homosexuals" and "heterosexuals," and
"gender" polar-
ized as "women" and "men"—reflect unnuanced series that
conventionalize
bodies, sexuality, and social location (Young 1994). Such
designs cannot include
the experiences of hermaphrodites, pseudohermaphrodites,
transsexuals, trans-
vestites, bisexuals, third genders, and gender rebels as lovers,
friends, parents,
workers, and sports participants. Even if the research sample is
restricted to pu-
tative "normals," the use of unexamined categories of sex,
sexuality, and gender
will miss complex combinations of status and identity, as well
as differently gen-
dered sexual continuities and discontinuities (Chodorow 1994,
1995).
Postmodern feminists and queer theorists have been
27. interrogating bodies,
desires, and genders, but sociologists have not, despite the
availability of con-
BEYOND THE BINARIES 145
cepts from labeling theory and symbolic interaction: "The idea
that sexuality is
socially constructed was promoted by interpretive sociologists
and feminist theo-
rists at least two decades before queer theory emerged on the
intellectual scene"
(Stein and Plummer 1994, p. 183).^ Current debates over the
global assumptions
of only two gender categories have led to the insistence that
they must be nuanced
to include race and class, but they have not gone much beyond
that (Collins 1990;
Spelman 1988; Staples 1982). Similarly, the addition of sexual
orientation has
expanded gendered sexual statuses only to four: heterosexual
women and men,
gays, and lesbians.
Deconstructing sex, sexuality, and gender reveals many possible
categories
embedded in social experiences and social practices, as does the
deconstruction
of race and class. As queer theorists have found, multiple
categories disturb the
neat polarity of familiar opposites that assume one dominant
and one subordinate
group, one normal and one deviant identity, one hegemonic
status and one
28. "other" (Martin 1994; Namaste 1994). But in sociology, as
Barrie Thorne
(1993) comments in her work on children.
The literature moves in a circle, carting in cultural assumptions
about the nature of masculinity
(bonded, hierarchical, competitive, "tough"), then highlighting
behavior that fits those param-
eters and obscuring the varied styles and range of interactions
among boys as a whole, (p. 100)
Behavior that is gender-appropriate is considered normal;
anything else (girls in-
sulting, threatening, and physically fighting boys and other
girls) is considered
"gender deviance" (Thorne 1993, pp. 101-103). The
juxtaposition both assumes
and reproduces seemingly clear and stable contrasts.
Deconstructing those con-
trasts reveals that the "normal" and the "deviant" are both the
product of de-
liberate social practices and cultural discourses. Of all the
social sciences,
sociology is in the best position to analyze those practices and
discourses, rather
than taking their outcome for granted.
But as long as sociological research uses only the conventional
dichotomies
of females and males, homosexuals and heterosexuals, women
and men, it will
take the "normal" for granted by masking the extent of
subversive characteris-
tics and behavior. Treating deviant cases as markers of the
boundaries of the
"normal" implies that the "normal" (e.g., heterosexuality) does
29. not have to be
explained as equally the result of processes of socialization and
social control
(Ingraham 1994). Such research colludes in the muffling and
suppressing of be-
havior that may be widespread, such as heterosexual men who
frequently cross-
dress, which, if not bracketed off as "deviant," could subvert
conventional
discourses on gender and sexuality (Stein and Plummer 1994).
Our commonsense knowledge of the real world tells us that
behavior is situ-
ational and that sexual and gender statuses combined with race
and social class
produce many identities in one individual (West and
Fenstermaker 1995). This
146 JUDITH LORBER
individual heterogeneity is nonetheless overridden by the major
constructs (race,
class, gender) that order and stratify informal groups, formal
organizations, social
institutions, and social interaction. By accepting these
constructs as given, by not
unpacking them, sociologists collude in the relations of ruling
(Smith 1990a,
1990b).
As researchers, as theorists, and as activists, sociologists have
to go beyond
paying lip service to the diversity of bodies, sexualities,
genders, and racial-
30. ethnic and class positions. We have to think not only about how
these character-
istics variously intermingle in individuals and therefore in
groups but what the
extent of variation is within these categories. For example,
using conventional
categories, where would we place the competitive runner in
woman's competi-
tions who has XY chromosomes and normal female genitalia
(Grady 1992)? Or
the lesbian transsexual (Bolin 1988)? Or the woman or man who
has long-term
relationships with both women and men (Weinberg, Williams,
and Pryor 1994)?
Or the wealthy female husband in an African society and her
wife (Amadiume
1987)? These are not odd cases that can be bracketed off in a
footnote (Terry
1991). As did the concept of conflicting latent statuses (e.g.,
black woman sur-
geon), they call our attention to the rich data about social
processes and their out-
comes that lie beneath neat comparisons of male and female,
heterosexual and
homosexual, men and women.
Deconstructing Sex, Sexuality, and Gender
In rethinking gender categories, it is important to split what is
usually con-
flated as sex/gender or sex/sexuality/gender into three
conceptually distinct cat-
egories: sex (or biology, physiology), sexuality (desire, sexual
preference, sexual
orientation), and gender (a social status, sometimes with sexual
identity). Each is
31. socially constructed but in different ways. Gender is an
overarching category—a
major social status that organizes almost all areas of social life.
Therefore bodies
and sexuality are gendered; biology, physiology, and sexuality,
in contrast, do not
add up to gender, which is a social institution that establishes
patterns of expec-
tations for individuals, orders the social processes of everyday
life, is built into
the major social organizations of society, such as the economy,
ideology, the fam-
ily, and politics, and is also an entity in and of itself (Lorber
1994).
For an individual, the components of gender are the sex
category assigned at
birth on the basis of the appearance of the genitalia; gender
identity; gendered
sexual orientation; marital and procreative status; a gendered
personality struc-
ture; gender beliefs and attitudes; gender displays; and work
and family roles. All
these social components are supposed to be consistent and
congruent with per-
ceived physiology. The actual combination of genes and
genitalia; prenatal, ado-
lescent, and adult hormonal input; and procreative capacity may
or may not be
BEYOND THE BINARIES 147
congruous with each other and with the components of gender
and sexuality, and
32. the components may also not line up neatly on only one side of
the binary divide.
Deconstructing Sex
Anne Fausto-Sterling (1993) says that "no classification scheme
could more
than suggest the variety of sexual anatomy encountered in
clinical practice" (p.
22), or seen on a nudists' beach. Male and female genitalia
develop from the
same fetal tissue, and so, because of various genetic and
hormonal inputs, at least
1 in 1,000 infants are born with ambiguous genitalia, and
perhaps more (Fausto-
Sterling 1993). The " m i x " varies; there are
the so-called true hermaphrodites. . . , who possess one testis
and one ovary. . . ; the male
pseudohermaphrodites . . . , who have testes and some aspects
of the female genitalia but no
ovaries; and the female pseudohermaphrodites. . . , who have
ovaries and some aspects of the
male genitalia but lack testes. Each of these categories is in
itself complex; the percentage of
male and female characteristics . . . can vary enormously among
members of the same sub-
group. (Fausto-Sterling 1993, p. 21)
Because of the need for official categorization in
bureaucratically organized
societies, these infants must legally be labeled "boy" or "girl"
soon after birth,
yet they are subject to rather arbitrary sex assignment (Epstein
1990). Suzanne
Kessler (1990) interviewed six medical specialists in pediatric
33. intersexuality and
found that whether an infant with XY chromosomes and
anomalous genitalia was
categorized as a boy or a girl depended on the size of the penis.
If the penis was
very small, the child was categorized as a girl, and sex-change
surgery was used
to make an artificial vagina.
An anomaly common enough to be found in several feminine-
looking
women at every major international sports competition is the
existence of XY
chromosomes that have not produced male anatomy or
physiology because of
other genetic input (Grady 1992). Now that hormones have
proved unreliable,
sports authorities nonetheless continue to find ways of
separating "women"
from "men." From the point of view of the sociological
researcher, the interest-
ing questions are why certain sports competitions are gender-
neutral and others
are not, how different kinds of sports construct different kinds
of women's and
men's bodies, and how varieties of masculinities and
femininities are constructed
through sports competitions (Hargreaves 1986; Messner 1992;
Messner and Sabo
1994).
As for hormones, recent research suggests that testosterone and
other andro-
gens are as important to normal development in females as in
males, and that in
both, testosterone is converted to estrogen in the brain.^
34. Paradoxically, maximum
androgen levels seem to coincide with high estrogen levels and
ovulation, leading
one researcher to comment: "The borders between classic
maleness and female-
148 JUDITH LORBER
ness are much grayer than people realized. . . . We're mixed
bags, all of u s "
(quoted in Angier 1994).
From a societal point of view, the variety of combinations of
genes, genita-
lia, and hormonal input can be rendered invisible by the surgical
and hormonal
construction of maleness and femaleness (Epstein 1990). But
this variety, this
continuum of physiological sex cannot be ignored. Sociologists
may not want to
explore the varieties of biological and physiological sexes or
the psychology of
the hermaphrodite, pseudohermaphrodite, or transsexual, but the
rationales given
for the categorization of the ambiguous as either female or male
shed a great deal
of light on the practices that maintain the illusion of clear-cut
sex differences.
Without such critical exploration, sex differences are easily
invoked as the "natu-
ral causes" of what is actually socially constructed.
Deconstructing Sexuality
35. Categories of sexuality—conventionally, homosexual and
heterosexual—
also mask diversity that can be crucial for generating accurate
data. Sexuality is
physically sexed because female and male anatomies and
orgasmic experiences
differ. It is gendered because sexual scripts differ for women
and for men whether
they are heterosexual, homosexual, bisexual, transsexual, or
transvestite. Linking
the experience of physical sex and gendered social prescriptions
for sexual feel-
ings, fantasies, and actions are individual bodies, desires, and
patterns of sexual
behavior, which coalesce into gendered sexual identities. These
identities, how-
ever various and individualized, are categorized and socially
patterned into gen-
dered sexual statuses. There are certainly more than two
gendered sexual
statuses: "If one uses the criteria of linguistic markers alone, it
suggests that
people in most English-speaking countries . . . recognize four
genders: woman,
lesbian (or gay female), man and gay male" (Jacobs and Roberts
1989, p. 439).
But there is not the variety we might find if we looked at what
is actually out
there.''
Studies of bisexuality have shown that the conventional sexual
categories
are hard to document empirically. At what point does sexual
desire become
sexual preference, and what turns sexual preference into a
sexual identity or so-
36. cial status? What sexual behavior identifies a "pure"
heterosexual or a "pure"
homosexual? Additionally, a sexual preference involves desired
and actual sexual
attraction, emotions, and fantasies, not just behavior. A sexual
identity involves
self-identification, a life-style, and social recognition of the
status (Klein, Sepe-
koff, and Wolf 1985).
Sexual identities (heterosexual, homosexual, bisexual) are
responses not just
to psychic constructs but also to social and cultural strictures
and pressures from
family and friends. Because Western culture constructs
sexuality dichotomously,
many people whose sexual experiences are bisexual are forced
to choose between
BEYOND THE BINARIES 149
a heterosexual and homosexual identity as their "real" identity
(Blumstein and
Schwartz 1976a, 1976b; Garber 1995; Rust 1992, 1993,
forthcoming; Valverde
1985, pp. 109-120). Rust's research on bisexual and lesbian
sexual identity
found that 90 percent of the 323 self-identified lesbians who
answered her ques-'
tionnaire had had heterosexual experiences, 43 percent after
coming out as les-
bians (1992, 1993). They discounted these experiences,
however; what counted
for these lesbians was their current relationships. The forty-two
37. women who
identified themselves as bisexual, in contrast, put more
emphasis on their sexual
attraction to both women and men. Assuming that all self-
identified homosexual
men and lesbians have exclusively same-sex partners not only
renders invisible
the complexities of sexuality but can also have disastrous health
outcomes, as has
been found in the spread of HIV and AIDS among women
(Goldstein 1995).
The interplay of gender and sexuality needs to be explored as
well. One
study found that heterosexual men labeled sexual
provocativeness toward them
by gay men sexual harassment, but heterosexual women did not
feel the same
about lesbians' coming on to them (Giuffre and Williams 1994).
The straight men
felt their masculinity was threatened by the gay men's
overtures; the straight
women did not feel that a lesbian's interest in them impugned
their heterosexu-
ality.
Weinberg, Williams, and Pryor (1994) found five types of
bisexuals among
the 49 men; 44 women, and 11 transsexuals they interviewed in
1983 (pp.
46-48). In their research, gender was as salient a factor as
sexuality. On the basis
of sexual feelings, sexual behaviors, and romantic feelings, they
estimated that
only 2 percent of the self-identified bisexual men in their
research and 17 percent
38. of the self-identified bisexual women were equally sexually and
romantically at-
tracted to and involved with women and men, but about a third
of both genders
were around the midpoint of their scale. About 45 percent of the
men and 20
percent of the women leaned toward heterosexuality, and 15
percent of each gen-
der leaned toward homosexuality. About 10 percent of each
were varied in their
feelings and behavior.
Weinberg, Williams, and Pryor (1994) found that although
gender was irrel-
evant to choice of partner among bisexuals, sexual scripting was
not only gen-
dered, but quite conventional, with both women and men saying
that women
partners were more emotionally attuned and men partners were
more physically
sexual (pp. 49-58). Paradoxically, they say.
In a group that often sets itself against societal norms, we were
surprised to discover that bi-
sexual respondents organized their sexual preferences along the
lines of traditional gender ste-
reotypes. As with heterosexuals and homosexuals, gender is the
building material from which
they put together their sexuality. Unlike these groups, however,
the edifice built is not restricted
to one gender, (p. 57)
150 JUDITH LORBER
39. The meaning of gender and sexuality to self-identified
homosexuals cannot
be taken for granted by researchers. Eve Kosofsky Sedgwick
notes that some
homosexuals want to cross into the other gender's social space
(e.g., gay drag
queens and butch lesbians), whereas for others (e.g., macho gay
men and lesbian
separatists) " . . . it is instead the most natural thing in the
world that people of the
same gender, people grouped under the single most
determinative diacritical
mark of social organization, people whose economic,
institutional, emotional,
physical needs and knowledges may have so much in common,
should bond to-
gether also on the axis of sexual desire" (1990, p. 87).
Paula Rust (forthcoming), in her research on varieties of
sexuality, found
that her respondents spoke of being attracted to another person
because of par-
ticular personality characteristics, ways of behaving, interests,
intellect, looks,
style. What heterosexuals do—choose among many possible
members of the op-
posite sex—is true of gays and lesbians for same-sex partners,
and bisexuals for
either sex. The physical sex, sexual orientation, masculinity,
femininity, and gen-
der markers are just the beginning set of parameters, and they
might differ for a
quick sexual encounter, a romantic liaison, a long-term
relationship. Rather than
compare on categories of gender or sexuality, researchers might
want to compare
40. on types of relationships.
Deconstructing Gender
Gendered behavior is constantly normalized by processes that
minimize or
counteract contradictions to the expected. Competitive women
body-builders
downplay their size, use makeup, wear their hair long and
blond, and emphasize
femininity in posing by using "dance, grace and creativity";
otherwise, they
don't win competitions (Mansfield and McGinn, 1993):
There are a wide variety of styles of dress and personal
presentation available to Western
women of the late twentieth century to the extent that the notion
of female-to-male cross-dress-
ing has become almost meaningless. However, in the same way
as it is necessary for the ex-
treme gender markers of the hyper-feminine to be adopted by
the male cross-dressers in order
to make it clear that they wish to be recognized as "women," so
too is it necessary for women
bodybuilders. . . . It seems that the female muscled body is so
dangerous that the proclamation
of gender must be made very loudly indeed, (p. 64)
Iris Marion Young (1994) argues that gender, race, and class are
series—
comparatively passive social collectives grouped by their
similar tasks, ends, or
social conditioning. These locations in social structures may or
may not become
sources of self-identification, significant action by others, or
political action. When
41. and how they do is an area for research. For example, U.S.
lesbians first identified
with homosexual men in their resistance to sexual
discrimination, but after expe-
riencing the same gender discrimination as did women in the
civil rights and
draft-resistance movements, they turned to the feminist
movement, where, unhap-
BEYOND THE BINARIES 151
pily, they experienced hostility to their sexuality from many
heterosexual women.
Subsequently, some lesbian feminists have created an
oppositional, woman-iden-
tified, separatist movement that identifies heterosexuality as the
main source of
the oppression of women (Taylor and Rupp 1993).
David Collinson and JefFHearn (1994) argue that men in
management ex-
hibit multiple masculinities: aggressive authoritarianism,
benevolent paternalism,
competitive entrepreneurialism, buddy-buddy informalism, and
individualistic
careerism. These multiple masculinities among men managers
have different ef-
fects on relationships with men colleagues, women colleagues,
as well as on
sponsor-protege interactions. Collinson and Hearn call for a
simultaneous em-
phasis on unities and differences among men. Cynthia Cockburn
similarly says
about women, "We can be both the same as you and different
42. from you, at vari-
ous times and in various ways" (1991, p. 10).
Igor Kopytoff (1990), raising the question of why it seems to be
easier for
women in traditional societies than in Westernized societies to
claim positions of
political power and rule as heads of state, uses a concept of core
or existential
gender identities. He argues that in Africa and many other
traditional societies
the core of womanhood (or immanent or existential being as a
woman) is
childbearing—but all the rest is praxis and negotiable,
transferable. Because
women do not have to bring up their children to be women in
traditional societies,
just birth them, he argues that they are free to take on other
time-consuming roles.
In the West, in contrast, since the nineteenth century, being a
"real" woman
means one must be married with children, and must bring them
up personally,
while also keeping an impeccable house and attractive
appearance, and looking
after a husband's sexual and emotional needs. "Once
existentially complete, she
can then turn to other occupations," but will rarely have the
time to assume a
position of leadership (p. 93).
The crucial question . . . is this: granted that most and perhaps
all societies posit that being a
woman is an existential identity with a set of features immanent
in it, how many such immanent
features are there and what are they? Or, to put it most simply,
43. the problem of women's roles is
not whether a society recognizes women as being different from
men (they invariably do) but
how it organizes other things around the difference, (p. 91)
Useful Methodologies
The sociologists' task should be to deconstruct the conventional
categories
of sex, sexuality, and gender and build new complex, cross-
cutting constructs into
research designs. There are several ways to rethink the
conventional "manage-
able units" that laypeople construct (Rodkin 1993, p. 635). We
can deconstruct
the commonly used categories to tease out components; we can
add categories;
we can also reconstruct categories entirely. That is, we can take
a critical stance
towards the conventional categories without abandoning them
entirely, examin-
152 JUDtTH LORBER
ing the social construction and meanings of sex, sexuality, and
gender, as has al-
ready been done for race, ethnicity, and social class. We can
adapt categories to
particular research questions, cross-cutting sex, sexuality, and
gender the way
race, ethnicity, and social class have been used as cross-cutting
categories. Or, we
can do research that predicts behavior from processes and social
location without
44. the overlay of status categories, examining what people do to
and with whom and
how these processes construct, maintain, or subvert statuses,
identities, and insti-
tutional rules and social structures. None of these new
approaches discards fa-
miliar sociological tools, but all of them demand thoughtful
examination of the
familiar binaries.
Sociology has several methodologies that do not rely on
polarized catego-
ries. Among them are analysis of positions in a social network
(Knoke and Kuk-
linski 1982), examination of the clustering of attitudinal
perspectives through
Q-sorting (Stephenson 1953), letting patterns emerge from the
data as recom-
mended by grounded theory (Glaser, 1992; Straus and Corbin,
1990), and the
critical deconstruction of social texts (Reinharz 1992, pp. 145-
163). The familiar
categories can be used in the next level of analysis to see
whether the emergent
network positions, attitude clusters, typical behavior, and
subtexts are character-
istic of those of different genders, races, ethnic groups, and
classes, and they can
be taken to a third level describing how they relate to power and
resource control.
Or they can be dropped entirely in favor of category names
more descriptive of
empirical content. Using grounded theory to analyze the
varieties of behavior of
male cross-dressers, Richard Ekins (1993) distinguished
patterns related to sex
45. ("body femaling"), sexuality ("erotic femaling"), and role
behavior ("gender
femaling").
Letting patterns emerge from the data, the methodology long
recommended
by ethnomethodologists and other qualitative researchers,
permits the analysis of
processes within structures (West and Fenstermaker 1995; West
and Zimmerman
1987). As Marilyn Frye notes, "Pattern discovery and invention
requires encoun-
ters with difference, with variety. . . . Discovering patterns
requires novel acts of
attention" (1990, p. 180). These patterns can also be used for
quantitative com-
parisons, as Mary Clare Lennon and Sarah Rosenfeld (1994) did
in their statis-
tical analysis built on Arlie Hochschild's (1989) interview data
on the extent of
housework done by husbands and wives where the woman was
the greater earner.
Organizing data without reliance on the conventional
dichotomous categories
does not confine researchers to single-case analysis or a limited
number of in-
depth interviews; quantitative methods will still be applicable.
The common practice of comparing females and males, women
and men, or
homosexuals and heterosexuals frequently produces data that
are so mixed that it
takes another level of analysis to sort out meaningfiil categories
for comparison.
It would be better to start with categories derived from data
analysis of all sub-
46. BEYOND THE BINARIES 153
jects and see the extent to which they attach to the conventional
global categories
of sex, sexuality, and gender, or better yet, to one or more of
the components.
However, in order to do this second level of analysis, the
sample groups have to
be heterogenous on the conventional categories in the first
place. Thus, the fa-
miliar categories do not have to be dispensed with entirely, but
their use in analy-
sis can be bracketed until after other differentiating variables
are revealed. These
differentiating variables are likely to break up and recombine
the familiar catego-
ries in new ways that go beyond the conventional dichotomies
but do not remove
the category from our lexicon. As Linda Nicholson (1994) says
in "Interpreting
Gender,''
Thus I am advocating that we think abotit the meaning of
woman as illustrating a map of in-
tersecting similarities and differences. Within such a map the
body does not disappear but
rather becomes a historically specific variable whose meaning
and import are recognized as
potentially different in different historical contexts. Such a
suggestion . . . [assumes] that mean-
ing is found rather than presupposed, (pp. 101-102)
Challenge Categories, Challenge Power
47. Tony Kushner, in Angels in America, deconstructs the term
homosexual in a
way that a sociologist could emulate. Roy Cohn, a notoriously
arrogant Washing-
ton lawyer, is a historical character in Kushner's epic drama. In
one scene be-
tween Cohn and his physician, Cohn refuses to admit that he has
AIDS and insists
that he has liver cancer. When his physician tells him that his
illness is the result
of his sexual behavior, Cohn says.
Your problem, Henry, is that you are hung up on words, on
labels, that you believe they mean
what they seem to mean. AIDS. Homosexual. Gay. Lesbian. You
think these are names that tell
you who someone sleeps with but they don't tell you that. . . .
Like all labels they tell you one
thing and one thing only: where does an individual so identified
fit in the food chain, in the
peeking order? Not ideology, or sexual taste, but something
much simpler; clout. Not who I
fuck or who fiicks me, but who will pick up the phone when I
call, who owes me favors. That
is what a label refers to. Now to someone who does not
understand this, homosexual is what I
am because I have sex with men. But really this is wrong.
Homosexuals are not men who sleep
with other men. . . . Homosexuals are men who know nobody
and who nobody knows. Who
have zero clout. . . . I have sex with men. But unlike nearly
every other man of whom this is
true, I bring the guy I'm screwing to the White House and
President Reagan shakes his hand.
Because what 1 am is defined entirely by who I am. Roy Cohn
48. is not a homosexual. Roy Cohn
is a heterosexual man, Henry, who fiicks around with guys.
(1993, pp. 45-46, emphasis in
original)
What Kushner has done here is to transform the commonly used
term homo-
sexual from a person with an identity, essential core, and major
status to behavior
that may or may not be practiced continuously, that docs not
characterize the per-
son, that does not necessarily stigmatize. Homosexual versus
heterosexual prac-
tices are not the categories; power and powerlessness are. The
rejoinder also
154 JUDITH LORBER
alludes to multiple layers of secrecy and passing: Cohn is
denying his homosexu-
ality but valorizing staying in the closet and the ease of passing,
even with a
"constant companion." Cohn participated in the McCarthy
hearings that
"outed" Communists and conflated homosexuality and political
dissidence;
deaths from cancer and later AIDS were long referred to
euphemistically as "af-
ter a long illness"; Cohn masked his Jewishness, another form
of "closet" (see
Edelman 1993; Sedgwick 1990).
The goal of sociological research should similarly be multiple
levels of
49. analysis that include the heterogeneity of people's lives, the
varied dimensions of
status categories, and the power relations between and among
them. As Dorothy
Smith (1990) says,
The social scientist must work with the constraint of actuality
and is not privileged to draw
relations between observables arbitrarily. A theoretical account
is not fixed at the outset, but
evolves in the course of inquiry dialectically as the social
scientist seeks to explicate the prop-
erties of organization discovered in the way people order their
activities. Hence the structure of
a theoretical account is constrained by the relations generated in
people's practical activities,
(p. 48)
Research using a variety of gendered sexual statuses has already
challenged
long-accepted theories. Lesbian and homosexual parenting, as
well as single-par-
ent households, call into question ideas about parenting and
gendered personality
development based on heterogendered nuclear families. In
psychoanalytic theory,
having a woman as a primary parent allows girls to maintain
their close bonding
and identification with women, but forces boys to differentiate
and separate in
order to establish their masculinity. The personality structure of
adult women re-
mains more open than that of men, whose ego boundaries make
them less emo-
tional. Women in heterosexual relationships want children to
bond with as
50. substitutes for their lack of intense emotional intimacy with
their men partners.
But there are lesbians who have deep and intense relationships
with women who
also want children, as do some homosexual men (Lewin 1993).
Furthermore, not
all full-time mothering is emotionally intense, nor is all
intensive mothering done
by women. Barbara Risman (1987), in her study of fifty-five
men who became
single fathers because of their wives' death, desertion, or giving
up custody,
found that their relationships with their children were as
intimate as those of
single mothers and mothers in traditional marriages. And Karen
Hansen's studies
(1992) of nineteenth century heterosexual men's friendships
reveal a world of
feeling similar to that described by Carroll Smith-Rosenberg
(1975) for women.
In work organizations, position in the hierarchy does and does
not override
a worker's gender. The behavior of men and women doctors
sometimes reflects
their professional status and sometimes their gender, and it is
important to look at
both aspects to understand their relationships with patients
(Lorber 1985). The
BEYOND THE BINARIES 155
men workers in women's occupations and the women workers in
men's occupa-
51. tions cannot be lumped in a minority category. The women
come up against the
glass ceiling that blocks their upward mobility, whereas the men
are on what
Christine Williams has called a "glass escalator": They are
encouraged to com-
pete for managerial and administrative positions (Williams
1989, 1992).
Joey Sprague (1991) found that because material interests
reflect positions
in the social relations of production and reproduction, as well as
more immediate
community contexts, political attitudes hew more closely to
class, gender role,
and affiliation with social movements than to a simple division
of men versus
women (also see Henderson-King and Stewart 1994).
There are revolutionary possibilities inherent in rethinking the
categories of
gender, sexuality, and physiological sex. Sociological data that
challenge conven-
tional knowledge by reframing the questions could provide
legitimacy for new
ways of thinking. When one term or category is defined only by
its opposite,
resistance reaffirms the polarity (Fuss 1991). The margin and
the center, the in-
sider and the outsider, the conformist and the deviant are two
sides of the same
concept. Introducing even one more term, such as bisexuality,
forces a rethinking
of the oppositeness of heterosexuality and homosexuality. "A
critical sexual poli-
tics, in other words, struggles to move beyond the confines of
52. an inside/outside
model" (Namaste 1994, p. 230). The politics of identity are
challenged, but such
political stances are already split racially and by social class.
Data that undermine
the supposed natural dichotomies on which the social orders of
most modern so-
cieties are still based could radically alter political discourses
that valorize bio-
logical causes, essential heterosexuality, and traditional gender
roles in families
and workplaces.
ENDNOTES
•Versions of this article were presented at the Thirteenth World
Congress of Sociology,
Bielefeld, Germany, July 1994; the Society for the Study of
Social Problems Annual Meetings, Los
Angeles, August 1994; the North American Society for the
Sociology of Sport, Savannah, Georgia,
November 1994; and the Eastern Sociological Society Annual
Meetings, Philadelphia, March 1995.1
thank Barbara Katz Rothman, Patricia Yancey Martin, Eileen
Moran, and Susan Farrell for their help-
ful critiques.
Address correspondence to Prof Judith Lorber, Department of
Sociology, CUNY Graduate
Center, 33 West 42 Street, New York, NY 10036; phone: 212-
642-2416; fax: 212-642-2420; e-mail:
[email protected]
'The Cheek by Jowl Company, directed by Declan Donnellan.
^For widely cited postmodern feminist and queer theorists, see
Butler (1990), Flax (1990), Frye
53. (1992), Nicholson (1990), arid Sedgwick (1990). The
symposium on queer theory and sociology in
the July 1994 issue of Sociological Theory addresses some of
the questions raised in this article.
156 JUDITH LORBER
'For summaries of recent research on estrogen and testosterone,
see Angier (1994, 1995).
•"Grimm (1987, Tables 1-3, pp. 74-76) comes up with forty-five
different types of erotic and
nonerotic, complementary and similar relationships.
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Amadiume, Ifi. 1987. Male Daughters, Female Husbands:
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London: Zed Books.
Angier, Natalie. 1995. "Does Testosterone Equal Aggression?
Maybe Not." New York Times, June
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