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Volume 2: Publishing and Technologies of ProductionVolume 2 Introduction BibliographyPart 1. TECHNOLOGIES AND PROCESSESJ. Y. W. MacAlister, ⁰́₈The Durability of Modern Papers⁰́₉, The Library, 1, 10, 1 (1898), pp. 295-304.⁰́₈A Commercial History of a Penny Magazine⁰́₉ (1833) [4-part series] The Penny Magazine, vol 2: ⁰́₈No. 1--Introduction & Paper-Making" 96 (August 31-September 30, 1833), pp. 377-84; ⁰́₈No. 2. Wood-cutting and Type-founding⁰́₉, 101 (September 30-October 31, 1833), pp. 417-24; ⁰́₈No. 3. Compositors' Work and Stereotyping⁰́₉, 107 (October 31-November 30, 1833), pp. 465-72; ⁰́₈No. 4. Printing Presses and Machinery⁰́₄Bookbinding⁰́₉, 112 (November 30-December 31, 1833), pp. 505-11.⁰́₈Mechanism of Chambers⁰́₉s Journal⁰́₉, Chambers⁰́₉s Edinburgh Journal, 3, 175 (6 June 1835), pp. 149⁰́₃51.William Andrew Chatto, ⁰́₈Wood-Engraving, its History and Practice⁰́₉, Illustrated London News (April 20, 1844), pp. 251-4; Supplement, pp. 257-9; April 27, 1844, pp. 273-4; May 4, 1844, pp. 293-4; May 11, 1844, pp. 309-310; May 18, 1844, pp. 325-6; June 1, 1844, pp. 357-8; June 22, 1844, pp.405-6; June 29, 1844, p. 417; July 6, 1844, p. 425. C. H. Timperley, ⁰́₈Directions to Pressmen: of Presses⁰́₉, from The printers⁰́₉ manual containing instructions to learners with scales of impositions, and numerous calculations, recipes, and scales of prices in the principal towns of Great Britain together with practical directions for conducting every department of a printing office (London: H. Johnson, etc., 1838), pp. 89-94.John Jamieson, ⁰́₈On Printing Machinery⁰́₉, Cowen Tracts, Proceedings of the Institution of Mechanical Engineers (1865), pp. 1-13.⁰́₈The Mechanism of the Wharfedale⁰́₉ British Printer, XV (Jan-Feb, 1902), p. 49.C. H. Timperley, ⁰́₈Hand Typesetting⁰́₉, from, The printers⁰́₉ manual containing instructions to learners with scales of impositions, and numerous calculations, recipes, and scales of prices in the principal towns of Great Britain together with practical directions for conducting every department of a printing office (London: H. Johnson, etc., 1838), pp. 12-18.⁰́₈The Monotype⁰́₉, The Graphic (6 November 1897), p. 7.⁰́₈The Linotype Machine: What it Does and How it Works⁰́₉, Journal of the American Society for Naval Engineers (Feb 1900), pp. 208-211.⁰́₈Linotype Reading⁰́₉, British Printer 16 (1903), p. 232⁰́₈A Multiface Linotype Machine⁰́₉, Scientific American (8 August 1903), p. 97.Part 2. PREMISES⁰́₈Destruction of the Caxton Printing-office by Fire⁰́₉, Imperial Magazine, 3 (1821), pp. 243-52.⁰́₈Inside a Printing Office I⁰́₉, The Leisure Hour: A Family Journal of Instruction and Recreation (London) 12, 576 (3 January 1863), 13⁰́₃15.⁰́₈Inside a Printing Office II⁰́₉, The Leisure Hour: A Family Journal of Instruction and Recreation (London) 12, 576 (10 January 1863), 28⁰́₃31.⁰́₈The Newspaper Printing Office⁰́₉, The Leisure Hour: A Family Journal of Instruction and Recreation (London) 12, 579 (31 January 1863), pp. 76⁰́₃8.⁰́₈A Modern Printing Works⁰́₉, [Manchester Guardian] British Printer, XV (November-December 1902), pp. 277-82.⁰́₈A Description of the Offices of the Strand Magazine⁰́₉, The Strand Magazine, 4 (December 1892), pp. 594-606.⁰́₈The "Daily Graphic" ⁰́₃ How it is Done (From the Supplement to the "Graphic" Christmas Number.)⁰́₉ British Printer, V (1892), Jan-Feb, p. 8.John Southward, ⁰́₈Progress in Book Printing⁰́₉, from Progress in Printing and the Graphic Arts during the Victorian Era (London: Simpkin, Marshall, Hamilton, Kent & Co Ltd, 1897), pp. 18-22.Part 3. WORKING PRACTICES⁰́₈The Printer⁰́₉s Apprentice⁰́₉, The Penny Magazine (11 August 1838), pp. 306-8.Francis Bond Head, ⁰́₈The Printer⁰́₉s Devil⁰́₉, The Quarterly Review, 65, 129 (December 1838), pp 1⁰́₃30.⁰́₈A Few Words to Our Readers⁰́₉, Chambers⁰́₉ Edinburgh Journal, New Series, vol. III, no. 53 (4 January 1845), pp. 1-3.H. Ashton, ⁰́₈How to Succeed as a Printer⁰́₉, British Printer, VII (Jan-Feb 1895), pp. 17-19.⁰́₈Some Notes on Compositors⁰́₉, The Leisure Hour: A Family Journal of Instruction and Recreation (London) (17 January 1860), pp. 37⁰́₃40.⁰́₈The Printers⁰́₉ Chapel⁰́₉, The Leisure Hour: A Family Journal of Instruction and Recreation (London) (24 January 1863), pp. 62⁰́₃4. ⁰́₈How Macaulay⁰́₉s History was Bound⁰́₉, The Leisure Hour: A Family Journal of Instruction and Recreation (London) (31 January 1856), pp. 72-4.⁰́₈The Printing and Binding of the Revised Bible⁰́₉, The Leisure Hour: A Family Journal of Instruction and Recreation (August 1885), pp. 543-6.Frederick Saunders, The author⁰́₉s printing and publishing assistant, comprising explanations of the process of printing preparation ⁰́Œ (London: Saunders & Otley, 1839), pp 1-60.The Author⁰́₉s Handbook: a complete guide to the art and system of publishing on commission (London: E Churton, Commission Publishers, 1844).C. Kegan Paul, ⁰́₈The Production and Life of Books⁰́₉,Fortnightly Review (April 1883), pp. 485-99.Emily Hill, ⁰́₈What Can Our Daughters Do for a Living?⁰́₉, Women⁰́₉s Penny Paper, 8.195 (23 September 1897), p. 198.L. Barbara Brady and Anne Black, ⁰́₈Women Compositors and the Factory Acts⁰́₉, The Economic Journal, 9, 34 (June 1899), pp. 261-6.⁰́₈The Trades Described⁰́₉ and ⁰́₈Women⁰́₉s Work and Organisation⁰́₉, from J. Ramsay Macdonald (ed.), Women in the Printing Trades: A Sociological Study (London, 1904), pp. 1-16, 24-43.Charles Manby Smith, extract from The Working-man⁰́₉s Way in the World: being the autobiography of a journeyman printer (London, 1853), pp. 283-97.Andrew Aird, Letter Press Printing in Glasgow During the Last 50 Years (Glasgow: Privately Printed, 1882), pp. 5-10.Index

PurposeUsing integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.Design/methodology/approachThis article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.FindingsThese fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as "critical consumers" (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.Research limitations/implicationsThe authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.Practical implicationsThis precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.Social implicationsThe authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to "challenge dominant historical and cultural narratives that are endemic in society" (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.Originality/valueWorking against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the "little research [that] exists on teacher-created curricula and discourse" (Masta and Rosa, p. 148).

Within the socially established cultural, moral, and legal boundaries, there are considerable differences in the ways of understanding homelessness globally, the factors that cause or trigger and foster permanence on the streets, and their associated characteristics. This phenomenon represents a special type of conflict that needs to be put on the agendas of local, regional, and national governments. In the case of Bogotá, official discourses and practices, particularly those of public security (legal and illegal) have created an image of homeless persons by stereotyping them as producers and reproducers of the fears of the city's "normal" inhabitants. Following García-Canclini (2004) and Fraser (1997), the article affirms the need to recognize and address homelessness as a historical and sociological phenomenon that requires further understanding from the perspective of inequality and difference. Consequently, it sets out to review the continuities and discontinuities in the discourses and practices of recognition of homelessness between 1995 and 2015, from the viewpoint of Verón's (2004) theory of discourse and Van Dijk's (2003) Critical Discourse Analysis (cda). cda makes it possible to track macro-textual and micro-textual elements. The former include global and local concepts, positions of the actors involved, and causal explanations, among others, while the latter take into account ways of constituting the group through nouns, adjectives, and verbs found in the normative documents that provide the legal basis for political decisions. The period of analysis was chosen because the administrations involved were situated in a context of constitutional change that saw the birth of the social State based on the rule of law and the formalization of an institutional apparatus aimed at guaranteeing citizens' rights. At city level, this translated into the creation of specialized and technical government agencies, as well as the organization of public and private actors. ; En el nivel global, dentro de los límites culturales, morales y legales socialmente establecidos, se encuentran considerables diferencias en las formas de concebir la habitabilidad de calle, sus factores causales o precipitadores y de permanencia y las características asociadas. Específicamente, el fenómeno se sitúa como una conflictividad particular a intervenir en las agendas de gobierno local, regional y nacional. En el caso de Bogotá, los discursos y las prácticas oficiales, particularmente de la seguridad pública (legal e ilegal) han construido a las personas habitantes de la calle a partir de la asignación del rótulo de productoras y reproductoras de los miedos de los habitantes "normales" de la ciudad. Con base en la propuesta conceptual de García-Canclini (2004) y Fraser (1997), este artículo parte de la necesidad de reconocer y abordar la habitabilidad de calle como un fenómeno histórico y sociológico que requiere una comprensión complementaria desde la desigualdad y la diferencia. Por tanto, se propone revisar las continuidades y discontinuidades en los discursos y las prácticas de reconocimiento de la habitabilidad de calle entre 1995 y el 2015, desde la perspectiva de la teoría de los discursos de Verón (2004) y el Análisis Crítico del Discurso (acd) de Van Dijk (2003). El acd permite rastrear elementos macrotextuales y microtextuales. Los primeros incluyen conceptos globales y locales, posturas de los actores involucrados, explicaciones de causalidad, entre otros, y los segundos contemplan formas de constituir al grupo mediante sustantivos, adjetivos y verbos, que se encuentran en los documentos normativos, que son el soporte legal de las decisiones políticas. Se toma este periodo de análisis debido a que estas administraciones se sitúan en un contexto de cambio constitucional, en el que se inaugura el Estado social de derecho y se formaliza la construcción de un aparato institucional orientado a garantizar los derechos ciudadanos. Este aparato se manifiesta en la ciudad en la creación de dependencias de gobierno especializadas y tecnificadas, y en la organización de actores públicos y privados. ; No âmbito global, dentro dos limites culturais, morais e legais socialmente estabelecidos, encontram-se consideráveis diferenças nas formas de conceber a moradia de rua, os fatores causais ou precipitadores e de permanência, bem como as características associadas. Em específico, o fenômeno posiciona-se como uma conflitividade particular a intervir nas agendas de governo local, regional e nacional. No caso de Bogotá, os discursos e práticas oficiais, particularmente da segurança pública (legal e ilegal) têm construído as pessoas moradoras de rua a partir da designação do rótulo de produtoras e reprodutoras dos medos dos habitantes "normais" da cidade. Com base na proposta conceitual de García-Canclini (2004) e Fraser (1997), este artigo partiu da necessidade de reconhecer e abordar a moradia de rua como um fenômeno histórico e sociológico que requer compreensão complementar da desigualdade e da diferença. Portanto, propôs propõe-se revisar as continuidades e descontinuidades nos discursos e práticas de reconhecimento da habitabilidade de rua entre 1995 e 2015, sob a perspectiva da teoria dos discursos de Verón (2004) e da Análise Crítica do Discurso (acd) de Van Dijk (2003). A acd permitiu rastrear elementos macrotextuais e microtextuais. Os primeiros incluem conceitos globais e locais, posturas de dos atores envolvidos, explicações de causalidade, entre outros, e os segundos contemplam formas de constituir o grupo mediante substantivos, adjetivos e verbos, que se encontram nos documentos normativos, que são o suporte legal das decisões políticas. Tomou-se esse período de análise devido a que essas administrações se situam num contexto de mudança constitucional, no qual se inaugura o Estado social de direito e se formaliza a construção de um aparato institucional orientado a garantir os direitos cidadão. Esse aparato se manifesta na cidade na criação de dependências de governo especializadas e tecnificadas, e na organização de atores públicos e privados.

Anne Finch, the Countess of Winchilsea, is a prolific writer who lived in the period between late seventeenth and early eighteenth century. Although she wrote about different subjects in various literary forms, she rather comes into prominence with her poetic works. She represents political and social issues of her time in her poetic works; however, her major concern is to criticise the secondary position of women in society, particularly in the literary tradition. Although she belonged to a privileged class of her society, in her poetic works, she reflects the problems of women in general regardless of their social classes. Besides, in her poems, Finch's criticisms of the secondary position of women in society and in marriage are interwoven with her criticisms of the position of the female poet in the poetic tradition. Finch also criticises the gender roles which are allotted to woman through gender stereotyping, particularly the roles that put her in a subordinate and secondary place in art and life. Although other female poets of the period dealt with similar issues in their poetry, Finch's authenticity lies in her poetics and the way she directs her criticism. The major concern of this study, therefore, is to analyse and discuss Finch's poetics and style within the frame of these issues. In her poetic works, Finch criticises the (use of) myths that silenced woman. Therefore, in the first chapter, Finch's strategies of revising and correcting the myths are discussed. In her poems about mythological characters, Finch aims at reinterpreting the myths that metaphorically imprison woman. In the second chapter Finch's critical strategies in her fables are discussed. Finch brings a female viewpoint to the fables by identifying the gender of the male characters in La Fontaine's fables as female. In her fables, she challenges stereotypical gender norms by representing strong female characters and weak male characters. Besides, she also adapts La Fontaine fables to current social and political events of her time, therefore, contributes to the development of the English fable tradition. In the third chapter, Finch's metaphorical employment of the nature elements is discussed. In her nature poems, Finch ascribes new metaphorical meanings to the elements of nature in order to present the plight of the female poet in the poetic tradition. She turns the pastoral shade into a feminine space where the female poet can raise her voice without any restriction; therefore, she delivers a solution to the problem of female poet's secondary position in the poetic realm. She also builds analogy between the female poet and the bird figure and discusses the significance of freedom for the female poet. In her poetic works, particularly in her nature poems, Finch does not resent the female poet's exclusion from the poetic tradition, but rather appreciates it because she believes that it enables the female poet to express herself freely without restrictive conventions of the tradition. After an in depth analysis of her poetic works, it is concluded that despite all the restrictions, Finch manages to raise her voice as a female poet and metaphorically becomes an "intruder" in the poetic tradition providing new perspectives to the myths, literary genres and traditions that so far excluded or silenced woman. ; Winchilsea Kontesi Anne Finch, on yedinci yüzyıl sonları ve on sekizinci yüzyıl başları arasındaki dönemde yaşamış üretken bir yazardır. Pek çok konuda farklı edebi türlerde eserler vermiş olmasına rağmen, daha çok manzum eserleriyle ön plana çıkmaktadır. Manzum eserlerinde dönemin siyasi ve sosyal konularını sıklıkla ele alır fakat temel kaygısı kadının toplumdaki, özellikle de edebiyat geleneğindeki ikincil konumunu eleştirmektir. Toplumun ayrıcalıklı bir sınıfından gelmesine rağmen, sosyal sınıf farkı gözetmeksizin kadınların sorunlarını dile getirmiştir. Ayrıca şiirlerinde kadının toplumdaki ikincil konumuna yönelik eleştirileri, kadın şairin şiir geleneğindeki konumuna yönelik eleştirileriyle iç içedir. Finch ayrıca toplumsal cinsiyet yoluyla kadına biçilen ve özellikle onu sanatta ve toplumda ikincil konuma iten cinsiyet rollerini de eleştirmektedir. Dönemin diğer kadın şairleri şiirlerinde benzer konuları işlemiş olsa da, Finch'i özgün kılan onun bu eleştirileri yöneltme şekli ve şiir tekniğidir. Bu sebeple,bu çalışmanın temel amacı Finch'in şiir tekniğini ve biçemini bu konular çerçevesinde incelemek ve tartışmaktır. Finch manzum eserlerinde kadını sessiz kılan mitlerin kullanımını eleştirmektedir. Bu nedenle birinci bölümde Finch'in bu mitleri nasıl gözden geçirdiği ve düzelttiği ele alınmaktadır. Mitolojik karakterleri konu ettiği şiirlerinde Finch, kadını mecazi anlamda dar kalıplara hapseden mitleri yeniden yorumlamayı amaçlamaktadır. İkinci bölümde, Finch'in fabllarında uyguladığı eleştirel yaklaşım tartışılmaktadır. Yazar, La Fontaine fabllarındaki erkek karakterleri dişi olarak cinsiyetlendirerek fabllara kadın bakış açısı getirmektedir. Fabllarında güçlü kadın ve zayıf erkek karakterler ekleyerek toplumsal cinsiyet normlarına meydan okumaktadır. Ayrıca La Fontaine fabllarını döneminin sosyal ve siyasi olaylarına uyarlamakta ve böylelikle İngiliz fabl geleneğinin gelişimine de katkı sağlamaktadır. Üçüncü bölümde Finch'in doğa unsurlarını mecazi olarak nasıl ele aldığı tartışılmaktadır. Doğa şiirlerinde Finch bu unsurlara yeni mecazi anlamlar yükleyerek kadın şairin şiir geleneği içerisindeki durumunu gözler önüne sermektedir. Pastoral şiirlerde görülen gölge imgesini kadın şairin hiçbir kısıtlama olmaksızın sesini yükseltebildiği dişil bir alan haline dönüştürmekte ve böylelikle kadın şairin şiirsel alanı sorununa çözüm getirmektedir. Ayrıca kadın şair ve kuş figürü arasında bir ilişki kurmakta ve kadın şair için özgürlüğün önemini tartışmaktadır. Manzum eserlerinde, özellikle de doğa şiirlerinde, Finch kadının şiir geleneğinin dışında bırakılmasına içerlemez, daha ziyade memnun görünür çünkü o bu durumun kadın şairin geleneğin kısıtlayıcı kurallarına maruz kalmaksızın kendini özgürce ifade edebilmesini sağladığına inanır. Manzum eserlerin kapsamlı bir incelemesinden sonra, tüm kısıtlamalara rağmen Finch'in bir kadın şair olarak nasıl sesini yükselttiği ve mecazi anlamda şiir geleneğinde şimdiye kadar kadını sessiz kılan ve böylece dışlayan mitlere, edebi türlere ve geleneklere nasıl yeni bakış açıları getiren "davetsiz bir misafir" olduğu ortaya konulmaktadır.

The dissertation focuses on the research of precedent units' manipulative potential, their structural, typological and functional features in the Ukrainian media discourse of the XXI century. We define media discourse as one of the kinds of institutional discourses aimed at informing and influence on the mass recipient. The text and discursive categories of media discourse are discursive interference, multimediality, hypertextuality, intertextuality etc.; they are motivated by general postmodern social and cultural context of their existence.Intertextuality as a basic category of media discourse in the context of postmodern socio-cultural paradigm is interpreted in a narrow sense – as a formal explicit relationship of texts realized through fragments of other texts in the receiving text in the form of quotations, references, allusions, paraphrases etc. The system of intertextual units contains the means of direct and indirect appeal to the original source (proto-text), that include quotations and mentions, as well as allusions and precedent units respectively.Precedent units are means of verbal actualization of precedent phenomena in the text such as significant events, personalities of social or cultural life of linguocultural community. The main types of precedent phenomena are precedent texts, situations and personalities that can be verbalized in the text through precedent units – names and expressions.To clarify the status of precedent units among other intertextual ones they were separated from metaphors and aphorisms on the basis of the need to relate the former with the source of their occurring – proto-text – to adequately interpret their meaning. The precedent units differ from phraseology itself by the presence of their clearly established source of origin – precedent phenomenon. Considering the set of common features (reference to prototype phenomenon, renown of units, reproducibility, integrity, semantic capacity) of precedent units and winged words the latter are attributed to the precedent expressions.The most productive source areas of precedence in the Ukrainian media discourse of the early XXI century are social sphere (policy, significant social and historical events, personalities and associations, political slogans, etc.), sphere of science and art (scientific branches, literature, folklore, television, cinema etc.), sphere of religion (all existing faiths and beliefs). On a national basis of the source of origin the precedent phenomena and relevant precedent units as their exponents can be classified into Ukrainian units, borrowed ones and Soviet units.Functions of precedent units in media discourse depend on the position of a unit in the text, its form, however their basic functions are evaluative, attractive, modeling, consolidative, euphemistic, pragmatic, aesthetic.Precedence is considered from the perspective of its manipulative potential as an effective means of author's evaluative intentions implementation, as precedent unit always appeals to the axiologically and emotionally relevant precedent phenomenon. Implementation of appraisal by means of precedence occurs implicitly and leads to the imposition of subjective author's opinion on the message recipient. Unconsciousness and emotional load of such influence on the recipient increases its effectiveness, as well as determines the type of manipulation as a suggestion.The basic tactics of suggestive influence appear to be irony, criticism, stereotyping, appeal to an authoritative source or social norms, masking of the author's thoughts under common knowledge, opposition of archetypes of "own" and "other's" and so on.The implementation of the suggestive strategy occurs by means of precedence at all language levels. One of the most effective methods of its implementation is transformation of precedent units while preserving their awareness. The main technics of precedent units' structure transformation at the morphological, lexical and syntactic levels are addition, replacement of element and truncation of structure. At the phonetic level transformations take place mainly to explicit specific pronunciation actualizing primarily precedent personalities. At the communicative-pragmatic level transformations relate to the change of intonation pattern of expression.The main strategy of protection against suggestion (counter-suggestion strategy) is awareness of the recipient on the ongoing influence of media discourse. This implies the basic tactics of counter-suggestion including a rational distrust to the sources of information and use of multiple sources of data to identify the most objective state of affairs, maintaining emotional balance. ; Диссертация посвящена исследованию манипулятивного потенциала, структурно-типологических и функциональных признаков прецедентных единиц в украинском медийном дискурсе начала ХХІ века. Прецедентность проанализирована в тесной взаимосвязи с явлением интертекстуальности. Прецедентные единицы квалифицированы как средства непрямой интертекстуальной апелляции к прототексту. Дифференцированы понятия прецедентного феномена и прецедентной единицы, являющейся средством вербальной актуализации первого в тексте. К типам прецедентных феноменов отнесены прецедентные тексты, личности и ситуации, типами прецедентных единиц являются прецедентные выражения и прецедентные имена. Прецедентность рассмотрена с точки зрения ее манипулятивного потенциала и установлено, что прецедентные единицы выступают мощным средством суггестии – разновидности скрытого эмоционального влияния, реализующегося через латентное внушение реципиенту определенных оценок и соответственно таким образом формирование его мнения. Выделены основные суггестивные тактики, реализованные средствами прецедентных единиц. Определены механизмы контрсуггестии. ; Дисертацію присвячено дослідженню маніпулятивного потенціалу, структурно-типологійних та функційних ознак прецедентних одиниць в українському медійному дискурсі початку ХХІ століття. Прецедентність проаналізовано в тісному зв'язку з явищем інтертекстуальності. Прецедентні одиниці кваліфіковано як засоби непрямої інтертекстуальної апеляції до прототексту. Диференційовано поняття прецедентного феномена та прецедентної одиниці, яка становить засіб вербальної актуалізації першого в тексті. До типів прецедентних феноменів зараховано прецедентні тексти, особистості й ситуації, різновидами прецедентних одиниць є прецедентні вирази та імена. Прецедентність розглянуто з позиції її маніпулятивного потенціалу і визначено, що прецедентні одиниці становлять потужний засіб сугестії – різновиду прихованого емоційного впливу, який реалізовано через латентне нав'язування реципієнтові певних оцінок і відповідно в такий спосіб формування його думки. Виокремлено основні сугестивні тактики, що зреалізовано засобами прецедентних одиниць. Визначено механізми контрсугестії.

The dissertation focuses on the research of precedent units' manipulative potential, their structural, typological and functional features in the Ukrainian media discourse of the XXI century. We define media discourse as one of the kinds of institutional discourses aimed at informing and influence on the mass recipient. The text and discursive categories of media discourse are discursive interference, multimediality, hypertextuality, intertextuality etc.; they are motivated by general postmodern social and cultural context of their existence.Intertextuality as a basic category of media discourse in the context of postmodern socio-cultural paradigm is interpreted in a narrow sense – as a formal explicit relationship of texts realized through fragments of other texts in the receiving text in the form of quotations, references, allusions, paraphrases etc. The system of intertextual units contains the means of direct and indirect appeal to the original source (proto-text), that include quotations and mentions, as well as allusions and precedent units respectively.Precedent units are means of verbal actualization of precedent phenomena in the text such as significant events, personalities of social or cultural life of linguocultural community. The main types of precedent phenomena are precedent texts, situations and personalities that can be verbalized in the text through precedent units – names and expressions.To clarify the status of precedent units among other intertextual ones they were separated from metaphors and aphorisms on the basis of the need to relate the former with the source of their occurring – proto-text – to adequately interpret their meaning. The precedent units differ from phraseology itself by the presence of their clearly established source of origin – precedent phenomenon. Considering the set of common features (reference to prototype phenomenon, renown of units, reproducibility, integrity, semantic capacity) of precedent units and winged words the latter are attributed to the precedent expressions.The most productive source areas of precedence in the Ukrainian media discourse of the early XXI century are social sphere (policy, significant social and historical events, personalities and associations, political slogans, etc.), sphere of science and art (scientific branches, literature, folklore, television, cinema etc.), sphere of religion (all existing faiths and beliefs). On a national basis of the source of origin the precedent phenomena and relevant precedent units as their exponents can be classified into Ukrainian units, borrowed ones and Soviet units.Functions of precedent units in media discourse depend on the position of a unit in the text, its form, however their basic functions are evaluative, attractive, modeling, consolidative, euphemistic, pragmatic, aesthetic.Precedence is considered from the perspective of its manipulative potential as an effective means of author's evaluative intentions implementation, as precedent unit always appeals to the axiologically and emotionally relevant precedent phenomenon. Implementation of appraisal by means of precedence occurs implicitly and leads to the imposition of subjective author's opinion on the message recipient. Unconsciousness and emotional load of such influence on the recipient increases its effectiveness, as well as determines the type of manipulation as a suggestion.The basic tactics of suggestive influence appear to be irony, criticism, stereotyping, appeal to an authoritative source or social norms, masking of the author's thoughts under common knowledge, opposition of archetypes of "own" and "other's" and so on.The implementation of the suggestive strategy occurs by means of precedence at all language levels. One of the most effective methods of its implementation is transformation of precedent units while preserving their awareness. The main technics of precedent units' structure transformation at the morphological, lexical and syntactic levels are addition, replacement of element and truncation of structure. At the phonetic level transformations take place mainly to explicit specific pronunciation actualizing primarily precedent personalities. At the communicative-pragmatic level transformations relate to the change of intonation pattern of expression.The main strategy of protection against suggestion (counter-suggestion strategy) is awareness of the recipient on the ongoing influence of media discourse. This implies the basic tactics of counter-suggestion including a rational distrust to the sources of information and use of multiple sources of data to identify the most objective state of affairs, maintaining emotional balance. ; Диссертация посвящена исследованию манипулятивного потенциала, структурно-типологических и функциональных признаков прецедентных единиц в украинском медийном дискурсе начала ХХІ века. Прецедентность проанализирована в тесной взаимосвязи с явлением интертекстуальности. Прецедентные единицы квалифицированы как средства непрямой интертекстуальной апелляции к прототексту. Дифференцированы понятия прецедентного феномена и прецедентной единицы, являющейся средством вербальной актуализации первого в тексте. К типам прецедентных феноменов отнесены прецедентные тексты, личности и ситуации, типами прецедентных единиц являются прецедентные выражения и прецедентные имена. Прецедентность рассмотрена с точки зрения ее манипулятивного потенциала и установлено, что прецедентные единицы выступают мощным средством суггестии – разновидности скрытого эмоционального влияния, реализующегося через латентное внушение реципиенту определенных оценок и соответственно таким образом формирование его мнения. Выделены основные суггестивные тактики, реализованные средствами прецедентных единиц. Определены механизмы контрсуггестии. ; Дисертацію присвячено дослідженню маніпулятивного потенціалу, структурно-типологійних та функційних ознак прецедентних одиниць в українському медійному дискурсі початку ХХІ століття. Прецедентність проаналізовано в тісному зв'язку з явищем інтертекстуальності. Прецедентні одиниці кваліфіковано як засоби непрямої інтертекстуальної апеляції до прототексту. Диференційовано поняття прецедентного феномена та прецедентної одиниці, яка становить засіб вербальної актуалізації першого в тексті. До типів прецедентних феноменів зараховано прецедентні тексти, особистості й ситуації, різновидами прецедентних одиниць є прецедентні вирази та імена. Прецедентність розглянуто з позиції її маніпулятивного потенціалу і визначено, що прецедентні одиниці становлять потужний засіб сугестії – різновиду прихованого емоційного впливу, який реалізовано через латентне нав'язування реципієнтові певних оцінок і відповідно в такий спосіб формування його думки. Виокремлено основні сугестивні тактики, що зреалізовано засобами прецедентних одиниць. Визначено механізми контрсугестії.

Most of us feel more comfortable in certain groups than others, and indeed find certain people just plain wrong headed or evil - perhaps neo-Nazis, the KKK, the Mafia, terrorist groups. This sense of alterity - distance or separation from particular others - is virtually an inevitable outcome of social life. As we come to generate realities and moralities within specific groups - families, friendships, the workplace, the religious setting - so do our interlocutors become invaluable resources. With their support - either explicit or implicit - we gain the sense of who we are, what is real, and what is right. At the same time, all world constructions and their associated forms of relational life create a devalued exterior - a realm that is not us, not what we believe, not true, not good. In important degree this devaluation derives from the structure of language out of which we construct our realities. Language is essentially a differentiating medium, with every word separating that which is named or indicated from that which is not (absent, contrary). Thus, whenever we declare what is the case or what is good, we use words that privilege certain existents while thrusting the absent and the contrary to the margins. An emphasis on the material basis of reality suppresses or devalues the spiritual; an emphasis on the world as observed subtlety undermines beliefs in the unseen and intuitive, and so on. In effect, for every reality there is alterity. These proposals are all congenial to a view of reality as socially constructed (see Gergen, 1994). The problem of difference is intensified by several ancillary tendencies. First, there is a tendency to avoid those who are different, and particularly when they seem antagonistic to one's way of life. We avoid meetings, conversations, and social gatherings. With less opportunity for interchange, there is secondly a tendency for accounts of the other to become simplified. There are few challenges to one's descriptions and explanations; fewer exceptions are made. Third, with the continuing tendency to explain others' actions in a negative way, there is a movement toward extremity. As we continue to locate "the evil" in the other's actions, there is an accumulation; slowly the other takes on the shape of the inferior, the stupid or the villainous. Social psychologists often speak in this context of "negative stereotyping," that is, rigid and simplified conceptions of the other. All such tendencies lead to social atomization, with the same processes that separate cliques and gangs in adolescence reflected organizationally as tensions between management and workers or line and staff; and at the societal level as conflicts between the political left and right, fundamentalists vs. liberals, gay rights and anti-gays, and pro-choice vs. prolife. And more globally we find similar tendencies separating Jews and Palestinians, Irish Catholics vs. Protestants, Muslims vs. Christians, and so on. On this account tendencies toward division and conflict are normal outgrowths of social interchange. Prejudice is not, then, a manifestation of flawed character - inner rigidities, decomposed cognition, emotional biases, and the like. Rather, so long as we continue the normal process of creating consensus around what is real and good, classes of the undesirable are under production. Wherever there are tendencies toward unity, cohesion, brotherhood, commitment, solidarity, or community, so are the seeds of alterity and conflict sewn. In the present condition, virtually none of us escape from being undesirable to at least one (and probably many) other groups. The major challenge that confronts us, then, is not that of generating warm and cozy communities, conflict-free societies, or a harmonious world order. Rather, given the endemic character of conflict, how do we proceed in such a way that ever emerging antagonism does not yield aggression, oppression, or genocide - in effect, the end of meaning altogether. This challenge is all the more daunting in a world where communication technology allows increasing numbers of groups to organize, mold common identities, set agendas and take action (1). Perhaps the major challenge for the 21st century is how we shall manage to live together on the globe. What resources are available to us in confronting this challenge? At least one important possibility is suggested by the social constructionist posture that frames the above account: if it is through dialogue that the grounds for conflict emerge, then dialogue may be our best option for treating contentious realities. Yet, in spite of the broad significance attached to the term, "dialogue," little is gained by invoking its power. More formally, dialogue is simply "a conversation between two or more persons." And indeed, it is ultimately impossible to distinguish between dialogue and its other, namely monologue. For even monologue is addressed to someone - either present or implied. And even should the recipient remain silent, responses do occur - privately to one's interlocutor or more publicly to concerned others. Thus, to make headway here it is essential to distinguish among specific forms of dialogue. Not all dialogic processes may be useful in reducing the potential for hostility, conflict, and aggression. Indeed conversations dominated by critical exchanges, saber rattling, and contentious demands may only exacerbate the conflict. It is in this context that I wish to put forth the concept and practice of transformative dialogue. Transformative dialogue may be viewed as any form of interchange that succeeds in transforming a relationship between those committed to otherwise separate and antagonistic realities (and their related practices) to one in which common and solidifying realities are under construction.

The article focuses on the study of peculiarities of valuable marks for perception of male in the phraseological picture of the world in Modern German with the purpose of optimizing of the intercultural space. The social role of male in German lingual and cultural space is formed by history, traditions, ethnical characteristics. The specificity of the perception of male by the German language personality in the phraseological picture of the world on the semantic and pragmatic levels is analyzed. The national and cultural specificity of the German phraseology is discovered through the associative perception, informative and semiotic fillings within diachronic and synchronic analyses. In Modern German the sociocultural construct Mann clarifies the concept and value of male character and combines the intellectual, the spiritual and the strong lines and the ethnical characteristics of male in its demonstration and perception. The component Mann is a marker of the logic conceptualization of model of the German language personality in the intercultural communication in the categories lingual and cultural, social and individual, national and universal. The forming of national and cultural specificity of the phraseological units with the component Mann is based on the background knowledge which is in memory of lingual and cultural society. They document the historical, cultural, social and political experience of the native speakers. The connotative features are explicated in the phraseological units with Mann. They expose the stereotyping about the male regarding to the female, job, alcohols, power and free space. The dynamic side of his character is a form of demonstration of cognitive and emotive components through such elements: shyness, self-determination, indetermination, self-sufficiency, complacency, masculinity. The secondary nomination comes with identical gender and relevant using of component for ironic denotation of age and gender. The forming of cognitive model of sociocultural construct unifies its role in the cognitive picture of the world of the lingual and cultural society. References 1. Alimuradov, O. A., and Karatyshova, M. A. 2010. Krasota v yazyke: gendernyi i pragmalingvisticheskii analiz komplimentarnogo rechevogo povedeniia. Pyatigorsk: SNEG. 2. Velyka, I. O. 2009. "Henderni stereotypy v otsinnykh maskulinnykh nominatsiiakh (na materiali nimetskoi movy). Studia Linguistica, 3: 40–48. 3. Zubach, O., and Kozak, S. 2016. "Ekonomichni realii v suchasnii nimetskomovnii kartyni svitu". Naukovyi visnyk SNU im. Lesi Ukrainky. Ser. Filolohichni nauky, 5(330): 185–188. 4. Zubach, Oksana, and Adzhabi, Yassine, Zastrovskyi Oleksandr. 2017. "Nimetska movna osobystist u frazeolohichnii kartyni svitu". Naukovyi visnyk SNU im. Lesi Ukrainky. Ser. Filolohichni nauky, 3(352): 178–181. 5. Lozytska, Mariia. 2016. "Natsionalno-kulturna spetsyfika latentnoho vyrazhennia henderu v suchasnii nimetskii frazeolohii". Scientific and Practical Results in 2016. Prospects for Their Development. Paper presented at International Scientific and Practical Conference "World Science" (Proceedings of the III International Scientific and Practical Conference, Abu-Dhabi, UAE, December 27–28, 1(5): 14–18. 6. Martyniuk, Alla P. 2005. "Konstruirovaniye gendera v diskurse". Diskur kak kognitivno-kommunikativnyy fenomen, 334–350. Kharkov: Konstanta. 7. Fisiak, Iryna S. 2012. "Komunikatyvni stratehii vzhyvannia frazeolohichnykh odynyts na poznachennia mizhosobystisnykh vidnosyn: (na materiali nim. movy)". Naukovyi visnyk Volynskoho natsionalnoho universytetu imeni Lesi Ukrainky, 6(231): 130–133. 8. Duden. 2002. 11. Redewendungen. 2., neu bearb. u. aktual. Auflage. Mannheim, Leipzig, Wien, Zürich: Dudenverlag. 9. Duden. 2002. 12. Zitate und Aussprüche. 2., neu bearb. u. aktuel. Auflage. Mannheim, Leipzig, Wien, Zürich: Dudenverlag. ; Стаття присвячена вивченню особливостей ціннісних орієнтирів сприйняття чоловічої статі у фразеологічній картині світу сучасної німецької мови з метою оптимізації міжкультурного простору. Соціальна роль чоловіка в німецькому лінгвокультурному просторі формувалась історією, традиціями, національними рисами. Проаналізовано особливості усвідомлення німецькою мовною особистістю чоловічої статі у фразеологічній картині світу на семантичному та прагматичному рівнях. Національно-культурна специфіка німецької фразеології прослідковується крізь призму асоціативного сприйняття, інформативного та семіотичного наповнення з позицій діахронного та синхронного аналізів. У сучасній німецькій мові соціокультурний конструкт Mann розкриває поняття та цінність образу чоловічої статі та поєднує інтелектуальні, духовні й вольові риси національного характеру чоловіка в його проявах та сприйняттях. Компонент Mann є маркером логічної концептуалізації моделі німецької мовної особистості у міжкультурній комунікації в категоріях: мовне та культурне, соціальне та індивідуальне, загальнонаціональне та універсальне. Формування національно-культурної специфіки фразеологічних одиниць із компонентом Mann ґрунтується на фонових знаннях, які закарбувались у пам'яті лінгвокультурної спільноти та фіксують історичний, культурний, соціальний та політичний досвід носіїв мови. Конотативні особливості експлікуються у фразеологізмах з компонентом Mann, які висвітлюють стереотипне уявлення про чоловіка у ставленні до жінок, праці, алкоголю, влади, вільного простору тощо. Динамічна сторона його характеру є формою прояву когнітивного та емотивного компонентів, які містять такі елементи: боязкість, рішучість/нерішучість, самовдоволення, самовпевненість, енергійність тощо. Вторинна номінація сприяє тотожному гендерно релевантному вживанню компонента для іронічного позначення вікових та статевих особливостей. Становлення когнітивної моделі соціокультурного конструкта Mann уніфікує його роль у когнітивній картині світу лінгвокультурної спільноти. Джерела та література 1. Алимурадов О. А. Красота в языке: гедерный и прагмалингвистический анализ комплиментарного речевого поведения / О. А. Алимурадов, М. А. Каратышова. – Пятигорск : СНЕГ, 2010. – 140 с. 2. Велика І. О. Ґендерні стереотипи в оцінних маскулінних номінаціях (на матеріалі німецької мови) / І. О. Велика // Studia Linguistica. – Київ, 2009. – Вип. 3. – С. 40–48. 3. Зубач О. Економічні реалії в сучасній німецькомовній картині світу / О. Зубач, С. Козак // Науковий вісник СНУ ім. Лесі Українки. Сер. Філологічні науки. – Луцьк, 2016. – № 5 (330). – С. 185–188. 4. Зубач О. Німецька мовна особистість у фразеологічній картині світу / О. Зубач, Я. Аджабі, О. Застровський // Науковий вісник СНУ ім. Лесі Українки. Сер. Філологічні науки. – Луцьк, 2017. – № 3(352). – С. 178–181. 5. Лозицька М. П. Національно-культурна специфіка латентного вираження гендеру в сучасній німецькій фразеології / М. П. Лозицька // International Scientific and Practical Conference "World Science" (Proceedings of the III International Scientific and Practical Conference "Scientific and Practical Results in 2016. Prospects for Their Development" (December 27 – 28, 2016, Abu-Dhabi, UAE)). – January 2017. – № 1(17). – Vol. 5. – P. 14–18. 6. Мартынюк А. П. Конструирование гендера в дискурсе / А. П. Мартынюк // Дискур как когнитивно-коммуникативный феномен / [Под общ. Ред. И. С. Шевченко]. – Харьков Константа, 2005. – С. 334–350. 7. Фісяк І. С. Комунікативні стратегії вживання фразеологічних одиниць на позначення міжособистісних відносин : (на матеріалі нім. мови) / Е.С. Фісяк // Науковий вісник Волинського національного університету імені Лесі Українки. – Луцьк, 2012. – №6 (231). – С. 130–133. 8. Duden 11. 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Erilaisuutta kohtaamassa Korkeastikoulutettujen pohjoismaiden kansalaisten kokemuksia Intiassa Väitöskirjatyössä tarkastellaan Intiassa tilapäisesti työskenteleviä suomalaisia ja tanskalaisia korkeasti koulutettuja henkilöitä ja selvitetään kuinka muuttaminen Mumbain, Delhin ja Bangaloren haasteellisiin miljoonakaupunkeihin vaikuttaa heidän kansalaisuuteensa, suhteessa niin julkiseen valtaan, työmarkkinoihin, ja laajemmin yhteisöihin ja fyysiseen ympäristöön. Käytän Rainer Bauböckin kansalaisuuden kokoelmia teoreettisena viitekehyksenä jolloin kansalaisuuden käsitettä pystytään kompleksisoimaan. Tutkimusongelmaa lähestytään monipuolisten tutkimusmenetelmien kautta: puolistrukturoidulla haastattelumenetelmällä, yksityiskohtaisilla pre- ja postkyselyillä sekä osallistuvan havainnointimenetelmän avulla Bangaloressa, Delhissä ja Mumbaissa vuonna 2009 asuneiden henkilöiden parissa. Tutkimuksessa havaittiin suuta vaihtelua siinä kuinka pohjoismaiset korkeasti koulutetut henkilöt kohtasivat erilaisuutta ja kuinka pohjoismaiden kansalaiset ilmaisevat useita erilaisia kansalaisuuden kokoelmia muuttaessaan Intiaan. Suomalaiset lähetetyt työntekijät pystyvät pitämään oikeutensa sosiaaliturvaan niin kauan kun heidät lähettäneen työnantajan toimisto sijaitsee Suomessa tai lähetty työntekijä pitää pysyvän osoitteensa Suomessa. Matkalla mukana oleva puoliso menettää kuitenkin oikeutensa suomalaiseen sosiaaliturvaan jos hänen pysyvä osoitteensa ei ollut Suomessa tai jos hän otti vastaan töitä Intiassa. Mukana matkustaneet puolisot olivat kuitenkin neuvokkaita sääntöjen kanssa eläessään työstämällä muita mahdollisia merkityksellisiä aktiviteetteja kuten vapaaehtoistyötä tai hyödyntäen aikaa perheen piirissä tai muiden harrastusten parissa. Molemmista maista tulevat kansalaiset ja sukupuolet uskoivat että palatessaan kotimaahan ja tarvitessaan hyvinvointipalveluita he olisivat niihin oikeutettuja vaikka jokaisessa tapauksessa tilanne ei näin olisikaan. Tutkimus osoitti myös että siirtolaisten asenteissa ja suhtautumisessa ihmisiin, sosiaaliseen ja fyysiseen ympäristöön oli vaihtelua niin kansallisuuksien välillä ja sisällä. Siirtolaisille oli erittäin hyödyllistä omata erilaisia voimavaroja. Joissakin tapauksissa korkea koulutus ja tulotaso ja aikaisempi maastamuuttokokemus toimi kuitenkin siirtolaisia vastaan ja vahvisti heidän epävarmuuden kokemuksiaan. Etuoikeutettu asema ja taloudellisten, sosiaalisten, kulttuurillisten ja eroottisten voimavarojen omaaminen voi niin ikään olla hyödyllistä, hyödytöntä tai jopa epäolennaista erilaisuuden kohtaamisen tilanteissa. Kaikki siirtolaiset viittasivat kokeneensa olleensa näkyvästi etnisesti ulkopuolinen, ja länsimainen, mutta osa koki erottuvansa ja tulleensa tuijotetuksi vain erinäköisyydestä johtuen kun taas toiset yhdistivät kokemuksen vaaleaan ihonväriinsä. Toisille kokemus oli vastenmielinen ja sen seurauksena he tuottivat negatiivista stereotypiointia puhuessaan intialaisista ja heidän kansallisuudesta. Muutamat jopa rajoittivat liikkumistaan kaupungissa ja Intiassa yleensä sen seurauksena. Niin ikään molemmat työsuhteessa oleva kuin mukaan lähtenyt puoliso ovat riippuvaisia lähettävän yrityksen tuesta, erityisesti kokemuksen alkuvaiheessa. Lähettävät yritykset voidaankin jakaa kolmeen kategoriaan: "kädestä kiinnipitävät", "vapaat kädet" ja "vain vähän kokemusta ulkomaan komennuksista omaavat" yritykset. Tutkimustulokset osoittavat erojen yritysten välillä selittyvän ainakin osaksi yrityksen koon ja tyypin mukaan ja erityisesti sillä kuinka paljon kokemusta yrityksellä on ulkomaan komennusten suhteen. Tutkimuksen tulokset osoittavat että siirtolaisten tapa osallistua intialaiseen yhteiskuntaan liittyi vähemmän heidän virallisiin suhteisiinsa pohjoismaiseen hyvinvointivaltioon ja enemmän heidän etuoikeutettuun asemaan, heidän suhteensa lähettävään yritykseen ja asemaansa perheessä ja kuinka he päättivät kohdata matkan aikana kokemansa haasteet. Tulokset ehdottavat että tarkempaa huomiota tulisi kiinnittää siihen miten maastamuutto vaikuttaa pohjoismaiseen universalismin ideologiaan. Lisäksi tutkimustulokset osoittavat sosiaalipolittisen tutkimuksen tarpeen liittyen teollisen kansalaisuuden käsitteeseen liikkuvien korkeastikoulutettujen kansalaisten näkökulmasta. ; The thesis is a study of how Danish and Finnish citizens encounter difference in their relationships to the state, state institutions and the labour market, to members of different human communities, and to the broader social and physical environment, while being temporarily located in India. I investigate how diversely the migrants' social citizenship is affected by the move to Mumbai, Delhi and Bangalore all of which have been recognized as some of the most challenging cities for expatriates. I use a constellation framework, developed by Professor Rainer Bauböck, in order to capture the complex nature of social citizenship. The results of the study are based on semi-structured interviews, participant observation and pre- and post-interview questionnaires with eight people from Denmark and eight from Finland (seven men and nine women) who were living in Bangalore, Delhi and Mumbai in 2009. I found a wide variation in how the Nordic highly skilled migrants encounter difference and that they had very different citizenship constellations. Finnish workers who are posted abroad outside of the EU retain their right to basic social security as long as they either remain employed by the Finnish office, or keep their permanent address in Finland. Any accompanying female partners however, lose their rights if they did not have their permanent address in Finland or if they undertake paid work in the destination country. The accompanying partners were highly resourceful in circumventing the rules and finding fulfilling activities, which included paid work, voluntary work, spending quality time with family and taking up leisure activities. Both nationalities and genders stated they believed that if they needed welfare support when they returned home, they would get it, even though this was not the case for all. I also found that the migrants' attitudes and responses to people and the social and physical environments changes in various ways among the same and different nationalities. It was important for the migrants to have different forms of capital at their disposal. In some cases however, being highly educated, having large disposable incomes and having previous migration experience also worked against them and compounded their feelings of uncertainty. Being in a position of privilege and possessing economic, social, cultural and erotic capital can thus be advantageous, disadvantageous and irrelevant when encountering difference. All of the migrants made reference to being a visibly ethnic other, and 'Western' in appearance, but while some of them attributed being stared at in public to simply looking different, others felt singled out because they were white. This was offensive for some and they subsequently engaged in negative stereotyping when they made references to Indian people and society. A couple also restricted their movements around the city and in India in general. Lastly, for the employee and perhaps to an even greater extent their accompanying partners, the sending company or organization plays a crucial role in providing social support, particularly in the early stages of secondment. In the words of the migrants employer were divided into three different categories: "hold your hand" employers, "hands off" employers and those with little experience with international secondment. My findings suggest that these differences can depend on the size and type of employer, the employees position in the company, and also on the company's previous experiences with secondment or expatriation. The study shows that the new ways that the migrants participated in society in India, was less defined by their formal relationships to the Nordic welfare state, and more by their position of privilege, their relationships to the sending company, the role they performed within the family and how they chose to confront the challenges they faced during the migration period. The findings suggest that closer consideration needs to be given to how decisions to take a different path in one's life course, namely migrate, impacts the Nordic model of universalism. Furthermore, it highlights the urgent need for social policy researchers to pay closer attention to the phenomenon of industrial citizenship among mobile highly skilled populations.

For over a decade Pushpamala N has used photography both as a medium and as a way to explore a socio-political context for her work. She has done this by questioning photography's symbolic role as well as its construction of female identities from The British Raj to India's thriving commercial media today. Pushpamala retraces and reevaluates the function of female representation in India, be it for male imperialistic and domineering eyes or modern consumers and in doing so, she reconstructs and then intelligently reimagines it Pushpamala's genius is that she presents an alternative narrative to India's historical and present day records of women representation that make the viewer question the image's veracity. While drawing on the conventions of self-portraiture, the Bangalore-based artist inserts herself into the frame as the subject What stands out from Pushpamala's work is the use of photography to critique photography. Her work is an unending engagement with mimesis and masquerade, as both foci of revelation and concealment As can be seen in Pushpamala's continuous juggling of vantage positions, -from mimicking a Toda woman, or Bharat Mata (Mother India) to an image of actress-turned politician Jayalalitha with a whip in hand and a rather rebellious appearance -- ideological fancies gradually arise only to reveal their hidden awkward truths, as is discussed in my paper in regard to some of the artist's seminal photo-performances from the series The Native Women of South India (2000-2004) completed in collaboration with British photographer, Clare Arni. While critiquing the pretense of the camera, Pushpamala N projects ironic makeovers of the mythological, religious, celebratory and ordinary women of India. Through this she explores and implodes Indian national identity as well as female stereotyping that has grown out of the colonial identity of the Other over the years. She mines several photographic histories to understand the "construction of the self, and perhaps more broadly, a construction of national identity."i She effortlessly draws upon a range of cultural markers to perform and exhibit different personas through which she is able to reveal the artifice and restrictions of photography itself that have helped create national identity and stereotypes over the years. I talk in detail, in addition to a few other works, about her mimesis of colonial anthropometric photography of Andamanese people (see fig.l) by Maurice Vidal Portman (c. 1890) by the artist in the short series titled The Ethnographic Series from the 'Native Women' project. Pushpamala restores the Indian woman to her historicity, unquestionably marked by decades of colonial submission. In Pushpamala's revisit to these anthropometrical photographs and colonial ethnography, she constructs a "candid critique of anthropology as a colonial discipline that intrumentalizes colonial bodies."ii The rather hypnotic checkered backdrop imitates the backdrop in Portman's photographs as a dystopic tool while Pushpamala mimics the "native" as a pinned-up specimen -- an "object" of scientific investigation. The checkered background measures the subject's height and span. Two hands extend from beyond the frame of the image that support the backdrop from either side, just as they are seen in Portman's photograph. The subject faces forward, like she does in Portman's image, with the right arm extended outward, perpendicular to the frame, resting on a stand. In The Ethnographic Series, Pushpamala borrows the "native" characters from colonial anthropometric photographs and renders them as "samples" of her own mock anthropological study. Though photography goes as far back as the 16th century's camera obscura projects, it was not until British colonialism that photographers introduced their technology to the Indian subcontinent. Camera became an authoritative tool to record and document people, events and landscapes. "While the first commercial photographers set out as early as the 1840s, most explorers travelled with a camera from the 1870s [ . ] These photographs did not so much represent the experienced reality as they reflected the Western views of the colonial world, which was often shaped by travel writers and artists. To fulfill audience expectations of the exotic, photographers would hire actors to create idealized, romanticized photographs."iii Pushpamala refers to the colonial British obsession with ethnographic documentation, vividly bringing to mind Portman's infamous ethnographic series of photographs of the aboriginal people in Andaman Islands and further challenges its authenticity. Pushpamala's series on the 'Native Women' comprise of 250 photographs; the series centers on representations of women in historical and contemporary visual culture, while noticeably imitating the style of 19th century compilations. These imitations directly and indirectly reference colonial ethnographic photography, "colonial" paintings by Indian artist Raja Ravi Varma (1848-1906), a 16th century Deccani miniature and images of women in popular culture. "Placing herself in the role of subject, Pushpamala recreates the colonial sepia-toned gaze and its power relations while looking back at a viewer who must acknowledge that such photography cannot ultimately lead to knowledge of the subject or even a "type" she is meant to represent."iv Pushpamala's reiterations of canonical images place brackets around their source images, highlighting both the source images and their photographic imitations as fundamentally performative actions. The stereotypes these images reference are drained of static value and substance and in its place, become discursive and loose products, with specific histories. Nevertheless, given the use of decoratively painted backdrops, costumes and props, the artist also evokes the "practice of small town studio photography, wherein the photograph functions less as the indexical trace of a stable presence than as an occasion for playful and imaginative self-realization and transformation."v As Pushpamala executes her photo-performances, it is such that she makes available her performed photographs to the viewer but not available as a 'photographer.' She performs in it but not available as a performer outside of that position. She explores "types" and identities but she is not an anthropologist. And she takes indefinite advantage of her position as the artist to surface questions and concerns that are not necessarily talked about in India but that call for urgent attention. Notes: i "Performance Photographer Pushpamala N Speaks on "Pseudo-Archive" October 27", Watkins College of Art, Design & Film Nashville TN, October 13, 2014, accessed December 20, 2014 http:/ fwww.watkins.edufperformance-photographer-pushpamala-n/ ii Gayatri Sinha and Parul Dave Mukherji, "PUSHPAMALA N.- Self in Stills, Conflict within the Frame," In Voices of Change: 20 Indian Artists, New Delhi: Marg Foundation, 2011 iii Ulrike Bessel, 2015 "Seeing Colonialism through Photographs" Royal Engineers Museum Blog, accessed March 29 http:/ fwww.re-museum.co.uk/blogfseeing-colonialism-through-photographs/ iv "Gund Gallery 1 Kenyon College" 2015, accessed March 29 http:/ fwww.thegundgallery.org/2013/04/do-it/ v Murtaza Vali, "ELUDING PRESENCE: PORTRAITURE IN CONTEMPORARY SOUTH ASIAN PHOTOGRAPHY", Eluding Presence: Portraiture in South Asian Photography, http:/ I quod.lib.umich.edu/tftap /79 77 5 73.0002.109 I --eluding-presence-portraiture-insouth- Asian photography?rgn=main;view=fulltext (accessed October 18, 2014)

The Program Nasional Pemberdayaan Masyarakat (PNPM) or National Community Empowerment Program is the world's largest program of its kind with long term goals to reduce poverty by making development planning more inclusive, accountable, and reflective of local needs. PNPM currently covers about 70,000 rural and urban communities across Indonesia. PNPM works by giving communities block grants to spend on projects developed through a participatory, bottom-up planning process, facilitated by social and technical specialists who provide advice to communities without controlling funds. PNPM is supported by a multi-donor trust fund called the PNPM Support Facility (PSF). Part of PSF's role is to provide more effective strategic support to the government's objectives, especially by improving the effectiveness of PNPM's gender action plan. Increasing women's voice in community planning and decision-making has been an explicit goal of PNPM since its founding, and since 2007 PNPM Rural has had an overarching gender action plan to guide actions to involve women in all procedures. A maximum of 25 per cent of all PNPM funds are reserved to support proposals from village women's groups for RLF groups referred to in this report as SPP. Women play increasingly central roles in PNPM's kecamatan and village administration. The PSF engaged a gender specialist with expertise in working in challenging rural contexts to review the system and provide a short critical report and practical recommendation on gender sensitive approaches in the overall implementation of PNPM Rural. A PSF operational analyst with in depth knowledge of PNPM accompanied the specialist to the field. Objectives and outputs are laid out in full in described in Appendix 6. The report below lays out the findings and recommendations of the mission.

The idea of social inclusion has garnered considerable attention, especially in the context of two recent developments: the Sustainable Development Goals and the heightened attention to inequality. This paper reviews the manner and extent to which social inclusion is addressed in the first 17 Systematic Country Diagnostics (SCDs), which are ex ante, country-level assessments conducted by the World Bank Group, ahead of the preparation of its Country Partnership Frameworks. In addition to this primary purpose, the paper fulfils three other purposes. It allows for a broader reflection on the value of the social inclusion construct in macro-level diagnostics; it takes the opportunity to develop and refine a methodology to assess social inclusion and finally, it positions the narrative on social inclusion into the ongoing discourse on poverty, shared prosperity, inequality and the thinking around the implementation of the Sustainable Development Goals. It is therefore, a refined articulation of the idea of social inclusion in the context of global epistemological shifts

AbstractProspective educators who completed a course about social work with disabilities were participants in a study that investigated whether attitudes toward individuals with mental retardation (MR) would be enhanced by the information provided in the course. The quasi‐experimental design of the study involved a control group together with a pretest and a posttest, and several demographic and experiential variables. The study used a version of the Mental Retardation Attitude Inventory‐Revised that Kandari and Salih (in press) adapted for the Kuwaiti culture. Results revealed that the course did not influence students' attitudes toward individuals with MR. The authors discussed the findings in relation to determining the changes needed in the course's curriculum and evaluating the information provided for prospective educators in order for them to support the integration of individuals with MR into mainstream society.Throughout history, society's attitude towards individuals with Mental Retardation (MR) has been predominantly negative. Society has created an 'out‐group' of people who may be seen as less than human because they are disadvantaged in terms of some abilities and characteristics such as intelligence, self‐consciousness, and the ability to have human relationship that the majority of its citizens possess. The history of segregation of individuals with MR has reinforced this notion by adopting the term 'handicap' or 'disability,' which signifies the presence of an inherent difference between them and other people. Such segregation can negate the fact that one is a human being; depriving him\her of enjoying the benefits afforded to those without disabilities (Philip, 1992).Smith (1981) provides an example of the danger of society's beliefs about individuals with MR as being less than human. He brings to attention that fetuses with Downs syndrome are usually aborted because, when they are born, they would not meet certain minimum requirements for being human. They would be severely mentally retarded and uneducable, and would thus be a burden on their families and society. The danger of such beliefs is that individuals with MR may begin to internalize these inaccurate assumptions and thus tend to fulfill the society's expectations (Phillip, 1992).Over the last few decades, a strong movement in special education and related human services fields toward 'normalization' has given people with MR more opportunities to participate in various activities with people without disabilities. Changes in the provision of services to persons with disabilities have focused on increased inclusion in educational, employment, and social arenas (Antonak & Livneh, 1988). However, barriers, including the attitudes of educators, employers, co‐workers, and others, still stand between persons with MR and full inclusion (Geskie & Salesk, 1988).In Kuwait, the law of the disabled (13\96) assures the right of persons with disabilities to be included in different settings (e.g., schools, workplace, social activities, and wider community). Although Kuwaiti government has shown growing interest in the integration of individuals with MR, the chances of these individuals to integrate into mainstream society would depend on the attitudes of others (e.g. students, prospective educators, teachers, co‐workers, social workers, professionals) toward them. These attitudes, as found in many Western studies (e.g. Antonak & Harth, 1994; Gordon, Tantillo, Feldman & Perrone, 2004) are for the most part negative, which may contribute to negative outcomes on the part of individuals with MR (Byon, 2000, Special Olympics, 2003). For example, Parent, Hill and Wehman (1989) found that non‐disabled co‐workers focused on the disabled personal characteristics rather than specific job competencies. The impact of these negative attitudes may have significant consequences for both social and vocational lives of persons with MR. Mest (1988) have found that negative attitude leads to self‐isolation of persons with MR. Rusch, Hughes, Johnson and Minch (1991) found that stigma negatively affected social relationships between workers with MR and their peers without MR.As literature has shown, the provision of educational and social opportunities for individuals with disabilities can be legislated, but acceptance from other people cannot be ensured. Experts agree that complete integration and acceptance of individuals with disabilities might happen following long‐term changes in attitudes (Beattie, Anderson & Antonak, 1997). According to Langer's (1989) theory of 'mindfulness', changing people's attitude depends on providing enough information relevant to the problem of interest. People change their understanding of concepts based on their becoming mindful of them. Taba (1966) suggests that concepts' formation involves three stages: (1) Identifying information relevant to a problem, (2) grouping information on the basis of some similarity, and (3) developing categories and labels for the groups (Taba, 1966). With regard to MR, people might change their attitudes if they are encouraged to identify the construct of MR and then group subsequent information with enough details to form groups of categories without simply stereotyping. This is because people usually stereotype others and judge them without enough information and reflection (Langer, 1989).Thus, only continued mindfulness toward individuals with MR can eliminate stereotypical thinking and lead to their acceptance as fellow human beings in various settings. Gordon, Feldman, Tantillo, and Perrone (2004) suggested that greater awareness of disability issues results in improving social attitudes about disabilities and helps in removing attitudinal barriers. Henry, Keys, Balcazar, and Jopp (1996) also found evidence that training in inclusion philosophy increases awareness associated with positive inclusion's attitudes among staff members who work in mental disability settings, when compared to general population.There is some evidence showing that as they gain more information about individuals with MR and their conditions, their attitudes become more positive (Lawrence, Glidden & M‐Jobe, 2006; Sadek & Sadek, 2000). Conaster and Block (2001) found that instructors who taught aquatics classes to students with disabilities felt able to handle their academic coursework and experiences during the academic year. Teachers who felt competent had also more favorable beliefs and positive attitudes toward individuals with disabilities. In a related finding, Irish physical educators showed significant positive attitudes related to their previous experiences in teaching students with mild‐moderate MR (Meegan & Macphail, 2006). Folsom‐Meek and Rizzo (2002) claimed that educational preparation helps to enhance attitudes toward working with individuals with disabilities. Castoria (1986) found that understanding of the intent and concept of mainstreaming, and adequate‐to‐good training emerged as positive factors that influenced elementary and junior high school teachers' attitudes toward youngsters with special‐needs.Based on the above arguments, perceptions and attitudes of prospective educators can be enhanced by the provision of appropriate coursework related to disabilities. Otherwise, prospective educators would continue, like many people, to believe that individuals with MR are not capable of dealing with the everyday facets of life (Hunt, 2004). More seriously, educators may feel uncomfortable dealing with students with MR who happen to enroll in their classes. A study of community attitudes in one state of Australia found that up to 86% of respondents reported feeling 'uncomfortable' when interacting with individuals with disabilities (Enhance Management, 1999). Another study (European Commission, 2001) found that 40% of Europeans reported feeling 'uneasy' in the presence of people with disabilities.The coursework would thus help to increase prospective educators' willingness to work with individuals with MR, interact with them, and support their integration into society (Horne, 1985). Lack of interest and negative attitudes on the part of prospective educators may directly influence their abilities to interact with individuals with MR in a disability‐related job (Schlachter & Duckitt, 2002). Hatton, Emerson, Rivers, Mason, Swarbrick and Mason (2001) claimed that lack of interest in MR by staff members (e.g., social workers, counselors) usually discourages them from dealing with individuals with MR, and may result in their leaving the job. Although researchers (e.g. Hatton, Emerson, Rivers, Mason, Swarbrick and Mason, 2001; Larson and Lakin, 1999) found that low salary and high job stress can lead staff members to leave their jobs, Osborne and Williams (1982) indicated that lack of interest in MR was the major reason of leaving the job among social workers.Providing coursework related to disabilities increases prospective educators' awareness of disability. Gaining this awareness, they can identify and counter inequality of opportunities for individuals with MR, inaccessibility of resources, and other environmental influences that add to their powerlessness. Prospective educators usually play an active role in social change and in changing public opinion. The awareness of the disability would help them to change society's response to persons with MR, as it is affected less by public policy and more by the prevailing societal attitudes. Myers, Ager, Kerr, and Myles (1998) suggested that increasing people's awareness of individuals with disabilities would present them as having worth and value as human beings no matter how they may differ from what society considered the "norm".Prospective educators need to become aware of handicapist language, stereotypes, and prejudices that exist in literature so that they might better promote understanding and appreciation of people with disabilities. A course dealing with disabilities would be helpful for educators to encourage understanding by accurately and respectfully portraying well‐adjusted and productive individuals with MR, due to the fact that most literature presents and reinforces prejudicial and stereotypical images of characters with MR (Catlett, Martin, and Craig, 1993; Marsh, 2003).As part of the graduation requirements, Kuwait University requires prospective educators in the Social Work Department to take courses that focus on provision of educational, social and health services to special needs groups, such as the Social Work With Disabilities (SWWD) course which has two broad goals: (a) To increase prospective educators' knowledge of individuals with disabilities, and (b) to improve prospective educators' skills to deal with individuals with disabilities in the jobsites. These goals are accomplished through a combination of presenting information, guest speakers and direct contact with the instructor.Although the course deals with different types of disabilities (learning disabilities, MR, behavior and emotional disorders, and physical disability), the present study focuses on MR and students' attitudes toward them. In a study of Ahmad (2004) in Kuwait, findings showed that 40% of respondents in 15 workplaces related to mental disabilities reported a shortage of Kuwaiti professionals (social workers, counselors, psychologists) who work with the individuals with MR, and 46.7% of them reported lack of volunteers who are in direct contact with those individuals.Most research on attitudes toward MR in educational settings has focused on assessing attitudes of individuals (e.g., Lyons & Hayes, 1993; Corrigan, Green, Lundin, Kubiak, & Penn, 2001), with little attention given to effective strategies to promote positive attitudes toward individuals with MR. The assessment of attitude of prospective educators and whether it is affected by the SWWD course is important for several reasons. First, as educators, we have the opportunity to evaluate the course with regard to an important learning outcome. This evaluation could lead to a deeper analysis of the students' learning needs, and modification of the course's performance objectives, instructional materials, instructional strategies, and assessment strategies (Miller, 1996).Second, knowing whether the course has an effect on changing students' attitude would thus help professionals and social service providers to know whether educators would have the potential to contribute to or hinder the independence of persons with MR (Antonak & Livneh, 1988). Third, as the service model in Kuwait begins to emphasize the role of persons with MR in designing and requesting services that foster independency, the role of prospective educators in this process is likely to be affected by their attitudes as an intervening variable or variable that might indirectly influences behavior (Miller, 1996). Negative attitudes, as an intervening variable, might not directly cause negative behavior toward individuals with MR, but is likely to affect behavior in an indirect way, and hence affect the opportunity for inclusion in the lives of persons with MR. Attitude can motivate behavior in either a dynamic or directive manner (Miller, 1996).The broad question of the present study was: Would teaching the SWWD course improve prospective educators' attitudes toward individuals with MR? The present study investigated this question by assessing the attitudes of prospective educators (experimental group) toward individuals with MR before and after studying the course. The study also assessed the attitudes of another group of students (control group) who were, at the same time, taking another course. The present study anticipated that the attitudes of prospective educators toward individuals with MR would become positively different, as they gain more information about MR during the course of study. We thus hypothesized that taking the SWWD would improve attitude of a prospective educator toward people with MR.

Reality shows cast relatively diverse groups with the intention of seeing whether conflict or harmony will result. Success in reality competitions is often achieved through the development of alliances and strategic relationships and the process by which these unions form can be sociologically fascinating to watch. Yet, sociology, in method and theory, has rarely been applied to the analysis of reality television. This is not to say that reality television has not been examined academically. In fact, there is a growing body of research, primarily conducted by communication studies scholars, that takes this type of television seriously. Thus, there is a foundation for teaching the sociology of reality television and excellent resources for doing so.Author recommendsAndrejevic, Mark 2004. Reality TV: The Work of Being Watched. Lanham, MD: Rowman and Littlefield.This book was one of the first monographs on reality television. Andrejevic looks at the significance of the 'digital era' and the idea of how genres like reality television encourage interactivity. He was able to interview cast members of reality programs and analyze their experiences, a body of data not available elsewhere. Also, Andrejevic discusses multiple shows including Survivor, The Real World, and Big Brother.Brenton, Sam and Reuben Cohen 2003. Shooting People: Adventures in Reality TV. London, UK: Verso.Although not a piece of scholarly research, this book would be useful in a course on reality television or new media as it raises questions regarding ethics in the genre and it is also very readable and engaging. Brenton and Cohen discuss underpublicized controversial episodes in reality television production and ask at what cost to society and participants are these shows made. They ponder the future of reality television and where and when lines will be drawn as to what is too invasive or private or inhumane to be broadcast.Dubrofsky, Rachel 2006. 'The Bachelor: Whiteness in the Harem.'Critical Studies in Media Communication 23: 39–56.Dubrofsky looks at depictions of race and gender on the reality dating show The Bachelor. She notes how shows like this privilege whiteness through casting and editing. The Bachelor occasionally makes use of racial and ethnic minorities as exotic others when it serves the show to contrast such contestants. This is a good example of how racial, ethnic, and gender stereotypes can be reinforced by media.Hill, Annette 2005. Reality TV: Audiences and Popular Factual Television. London, UK: Routledge.Hill is one of few researchers who has conducted detailed audience analysis. Using survey research and ethnographic methods, Hill looks at the ways viewers watch and interpret reality shows. She discusses motivations for watching, what appealed to viewers and what did not, and the degree to which viewers take what they see as real.Jones, Janet Megan 2003. 'Show Your Real Face: A Fan Study of the UK Big Brother Transmission (2000, 2001, 2002). Investigating the Boundaries between Notions of Consumers and Producers of Factual Television.'New Media & Society 5: 400–21.Janet Megan Jones conducted a three‐wave survey of 8,000 viewers of Big Brother UK in order to determine what audiences respond to on the program, particularly which characters and characteristics are most appealing. She argues that viewers enter into a 'personalized reality contract' with the show and the contestants in which they suspend their disbelief regarding the constructed nature of the show. Fans search for the truth or reality within the unreal environment; even though they know the show and its premise are contrived. This is one of the most comprehensive pieces of audience research and its interesting findings should generate class discussion.Misra, Joya 2000. 'Integrating The Real World into Introduction to Sociology: Making Sociological Concepts Real.'Teaching Sociology 28: 346–363.A guide to using clips from the reality program, The Real World, to teach sociology. The principles suggested in this article may be useful in stimulating use of clips from reality programs generally and specifically.Escoffrey, David S. 2006. How Real Is Reality TV? Essays on Representation and Truth. Jefferson, NC: McFarland & Co.Holmes, Su and Deborah Jermyn (eds) 2004. Understanding Reality Television. London, UK: Routledge.Murray, Susan and Laurie Ouellette (eds) 2004. Reality TV: Remaking Television Culture. New York, NY: New York University Press.These three edited volumes are excellent collections of articles about reality television. All deal with production, content, and consumption. Any would be suitable as a text for class as they all contain interesting chapters that cover themes like defining the genre, the reality television industry, political culture, and representations of race, ethnicity, gender, and sexuality.Online materialsTo my knowledge, there are no online resources specifically dealing with academic analysis of reality television. However, there are some Web sites that would be useful for exploration and incorporation in a course and in course projects. http://www.nielsen.com/ The Nielsen media group, who conduct the Nielsen ratings of television viewing, provides a limited amount of free information regarding viewing patterns on its Web site. There is some material regarding ratings and some reports that can be accessed here. Information about grants and internships and other resources for students are also available on this site. http://www.realitytvworld.com This Web site contains comprehensive listings and information about reality shows, past and present. If you are unfamiliar with a particular reality show or students are unfamiliar, this Web site could be consulted for background information. Links to news articles about reality shows and contestants are also listed here. http://www.televisionwithoutpity.com Television Without Pity provides very detailed recaps and discussion forums for selected television programs, including many reality shows (including America's Next Top Model, Survivor, Big Brother, The Biggest Loser, Project Runway, and Top Chef). If you are studying a show in depth or analyzing a particular show and miss an episode or want detailed summaries to use in class, this site is quite useful.Sample syllabus Course Outline and Selected Reading Assignments 1. Studying television from a sociological perspective Ang, Ien 1985. Watching Dallas: Soap Opera and the Melodramatic Imagination. New York, NY: Routledge.Gamson, Joshua 1998. Freaks Talk Back: Tabloid Talk Shows and Sexual Nonconformity. Chicago, IL: University of Chicago Press.Grindstaff, Laura and Joseph Turow 2006. 'Video Cultures: Television Sociology in the "New TV" Age.'Annual Review of Sociology 32:103–25. 2. Foundations of reality television Baker, Sean 2003. 'From Dragnet to Survivor: Historical and Cultural Perspectives on Reality Television.' Pp. 57–72 in Survivor Lessons: Essays on Communication and Reality Television, edited by Matthew J. Smith and Andrew F. Wood. Jefferson, NC: McFarland & Co.Biressi, Anita and Heather Nunn 2005. Reality TV: Realism and Revelation. London, UK: Wallflower Press.Cavender, Gray and Mark Fishman 1998. 'Television Reality Crime Programs: Context and History.' Pp. 1–18 in Entertaining Crime: Television Reality Programs, edited by Mark Fishman and Gray Cavender. New York, NY: Aldine de Gruyter.Clissold, Bradley D. 2004. 'Candid Camera and the Origins of Reality TV: Contextualising a Historical Precedent.' Pp. 33–53 in Understanding Reality Television, edited by Su Holmes and Deborah Jermyn. London, UK: Routledge.Corner, John 2002. 'Performing the Real: Documentary Diversions.'Television & New Media 3: 255–269.Gillan, Jennifer 2004. 'From Ozzie Nelson to Ozzy Osbourne: the Genesis and Development of the Reality (Star) Sitcom.' Pp. 54–70 in Understanding Reality Television, edited by Su Holmes and Deborah Jermyn. London, UK: Routledge.McCarthy, Anna 2004. '"Stanley Milgram, Allen Funt, and Me": Postwar Social Science and the "First Wave" of Reality Television.' Pp. 19–39 in Reality TV: Remaking Television Culture, edited by Susan Murray and Laurie Ouellette. New York, UK: New York University Press. 3. Defining a genre Biressi, Anita and Heather Nunn 2005. Reality TV: Realism and Revelation. London, UK: Wallflower Press.Bignell, Jonathan 2005. Big Brother: Reality TV in the Twenty‐First Century. New York, NY: Palgrave.Fetveit, Arild 1999. 'Reality TV in the Digital Era: A Paradox in Visual Culture?'Media, Culture & Society 21: 787–804.Holmes, Su and Deborah Jermyn 2004b. 'Introduction: Understanding Reality TV.' Pp. 1–32 in Understanding Reality Television, edited by Su Holmes and Deborah Jermyn. London, UK: Routledge.Kilborn, Richard 1994. '"How Real Can You Get?" Recent Developments in "Reality" Television.'European Journal of Communication 9: 421–39.Murray, Susan 2004. '"I Think We Need a New Name For It": The Meeting of Documentary and Reality TV.' Pp. 40–56 in Reality TV: Remaking Television Culture, edited by Susan Murray and Laurie Ouellette. New York, NY: New York University Press. 4. Production of reality Andrejevic, Mark 2004. Reality TV: The Work of Being Watched. Lanham, MD: Rowman and Littlefield.Brenton, Sam and Reuben Cohen 2003. Shooting People: Adventures in Reality TV. London, UK: Verso.Couldry, Nick 2004. 'Teaching Us to Fake It: The Ritualized Norms of Television's Reality Games.' Pp. 57–74 in Reality TV: Remaking Television Culture, edited by Susan Murray and Laurie Ouellette, 57–74. New York, NY: New York University Press. 5. Images, stereotypes, and issues of content a. Representation and stereotypes Andrejevic, Mark and Dean Colby 2006. Racism and Reality TV: The Case of MTV's Road Rules. Pp. 195–211 in How Real is Reality TV? Essays on Representation and Truth, edited by David S. Escoffrey. Jefferson, NC: McFarland & Co.Callais, Todd M. and Melissa Szozda 2006. 'Female Police Officers and Reality Television: Analyzing the Presentation of Police Work in Popular Culture.' Pp. 133–48 in How Real Is Reality TV? Essays on Representation and Truth, edited by David S. Escoffrey. Jefferson, NC: McFarland & Co.Dubrofsky, Rachel 2006. 'The Bachelor: Whiteness in the Harem.'Critical Studies in Media Communication 23: 39–56.Heinricy, Shana 2006. 'The Cutting Room: Gendered American Dreams on Plastic Surgery TV.' Pp. 149–64 in How Real is Reality TV? Essays on Representation and Truth, edited by David S. Escoffrey. Jefferson, NC: McFarland & Co.Johnston, Elizabeth 2006. 'How Women Really Are: Disturbing Parallels between Reality Television and 18th Century Fiction.' Pp. 115–32 in How Real Is Reality TV? Essays on Representation and Truth, edited by David S. Escoffrey. Jefferson, NC: McFarland & Co.Kraszewski, Jon 2004. 'Country Hicks and Urban Cliques: Mediating Race, Reality, and Liberalism on MTV's The Real World.' Pp. 179–196 in Reality TV: Remaking Television Culture, edited by Susan Murray and Laurie Ouellette. New York, NY: New York University Press.LeBesco, Kathleen 2004. 'Got to be Real: Mediating Gayness on Survivor.' Pp. 271–87 in Reality TV: Remaking Television Culture, edited by Susan Murray and Laurie Ouellette. New York, NY: New York University Press.Rapping, Elaine 2004. 'Aliens, Nomads, Mad Dogs, and Road Warriors: The Changing Face of Criminal Violence on TV.' Pp. 214–230 in Reality TV: Remaking Television Culture, edited by Susan Murray and Laurie Ouellette. New York, NY: New York University Press.Stephens, Rebecca L. 2004. 'Socially Soothing Stories? Gender, Race and Class in TLC's a Wedding Story and a Baby Story.' Pp. 191–210 in Understanding Reality Television, edited by Su Holmes and Deborah Jermyn. London, NY: Routledge. b. Other analyses of content Cavender, Gray 2004. 'In Search of Community on Reality TV: America's Most Wanted and Survivor.' Pp. 154–72 in Understanding Reality Television, edited by Su Holmes and Deborah Jermyn. London, UK: Routledge.Propp, Kathleen M. 2003. 'Metaphors of Survival: A Textual Analysis of the Decision‐Making Strategies of the Survivor Contestants.' Pp. 111–31 in Survivor Lessons: Essays on Communication and Reality Television, edited by Matthew J. Smith and Andrew F. Wood. Jefferson, NC: McFarland & Co.Wingenbach, Ed 2003. 'Survivor, Social Choice, and the Impediments to Political Rationality: Reality TV as Social Science Experiment.' Pp. 132–152 in Survivor Lessons: Essays on Communication and Reality Television, edited by. Matthew J. Smith and Andrew F. Wood. Jefferson, NC: McFarland & Co. 6. Audience response and analysis Crew, Richard E. 2006. 'Viewer Interpretations of Reality Television: How Real Is Survivor for Its Viewers?' Pp. 61–77 in How Real Is Reality TV? Essays on Representation and Truth, edited by David S. Escoffrey. Jefferson, NC: McFarland & Co.Hill, Annette 2005. Reality TV: Audiences and Popular Factual Television. London, UK: Routledge.Jones, Janet Megan 2003. 'Show Your Real Face: A Fan Study of the UK Big Brother Transmission (2000, 2001, 2002). Investigating the Boundaries between Notions of Consumers and Producers of Factual Television.'New Media & Society 5: 400–21.Ticknell, Estella and Parvati Raghuram 2004. 'Big Brother: Reconfiguring the "Active" Audience of cultural studies?' Pp. 252–69 in Understanding Reality Television, edited by Su Holmes and Deborah Jermyn. London, UK: Routledge.Wilson, Pamela 2004. 'Jamming Big Brother: Webcasting, Audience Intervention, and Narrative Activism.' Pp. 323–43 in Reality TV: Remaking Television Culture, edited by Susan Murray and Laurie Ouellette. New York, NY: New York University Press.Zurbriggen, Eileen L. and Elizabeth M. Morgan 2006. 'Who Wants to Marry a Millionaire? Reality Dating Television Programs, Attitudes Toward Sex, and Sexual Behaviors.'Sex Roles 54: 1–17. 7. The business of reality television Brenton, Sam and Reuben Cohen 2003. Shooting People: Adventures in Reality TV. London, UK: Verso.Madger, Ted. 2004. 'The End of TV 101: Reality Programs, Formats, and the New Business of Television.' Pp. 119–36 in Reality TV: Remaking Television Culture, edited by Susan Murray and Laurie Ouellette. New York, NY: New York University Press.Raphael, Chad 2004. 'The Political Origins of Reali‐TV.' Pp. 119–36 in Reality TV: Remaking Television Culture, edited by Susan Murray and Laurie Ouellette. New York, NY: New York University Press.Films and videosSurvivorOne of the earlier and more influential (in the USA) reality television series; some seasons are available in their entirety on DVD. Survivor is a show where 16 people live in a remote area with no modern conveniences. Every 3 days, participants compete in challenges and the outcome of these challenges determines which contestants are subject to being voted out of the game. At the end of the approximate 40 days, ousted players vote for who they believe should be the winner of the game. There are many in class analyses that can be done in conjunction with readings. Most reality shows would work in this manner (Big Brother, The Bachelor, The Amazing Race, Top Chef, etc.). Stereotyping, group dynamics, ethics, representations of reality are all themes that can be explored using episodes of Survivor. 1900 House (or any other PBS reality show). http://www.pbs.org/wnet/1900house/In this show, a family volunteered to live in a house that was set up to replicate the conditions of 1900. It is a good contrast to reality programs that air on network television, in terms of production values, editing, casting, etc. A professor might show clips from 1900 House and clips from Survivor and compare and contrast in a discussion of audience, entertainment, the reality of reality television, etc. The Reality of Reality TV (produced by Bravo, September 2003). http://www.imdb.com/title/tt0381797/This six episode miniseries featured an analysis of reality television production. It is likely to be difficult to find; however, if one is able to access it, it would be useful in to show in class. I mention it because there are no other comparable programs that I am aware of.Project ideasRepresentations of race, class, gender, and/or sexuality This assignment is intended to have students measure representations of race, gender, sexuality, and social class on reality shows. Students should watch a particular series throughout the semester or for several weeks. They should be given coding sheets (which can be designed in class) where they take note of representations of things like race, class, gender, sexuality, etc. For example, if they were assigned or chose to focus on representations of gender and sexuality, they might note the way men and women are dressed, emphasis on different body parts and body images, the amount of attention directed to appearance both by the contestants/participants and the editors, terms used to refer to women and men, activities that men and women are shown participating in, skills or tactics women and men are shown using to make alliances and/or win challenges. Students should write a paper where they describe these representations of gender and discuss whether or not they feel this is reflective of actual reality, with supporting evidence from academic articles on gender and sexuality. They should also discuss the implications of these images and whether or not such representations matter.Fan discussion of reality television This assignment is intended to expose fans to the ways in which viewers make meaning of and interact with reality shows. Direct students to a Web site for fans of reality television that allows nonmembers to browse or 'lurk' in forums (e.g. http://community.realitytvworld.com/boards/cgi‐bin/dcboard.cgi; http://forum.realityfanforum.com/)Have the students review topics on message boards and several pages (10–12) of message board dialogue in order to determine the ways in which fans use message boards, the subjects they discuss, whether or not they accept the dominant reading offered by the shows, their awareness of editing and production, popular and unpopular contestants, etc.Students should write a paper in which they discuss the ways in which viewers make meaning of and interact with reality shows, noting specifically how technology can change the relationship between viewers and producers and television programs.

This global report examines the opportunity for special economic zones to promote women's economic empowerment and boost zone and enterprise competitiveness in developing countries. The research covers Bangladesh, China, Costa Rica, Egypt, El Salvador, Jordan, Kenya, and the Philippines. The study focuses on women's economic empowerment in the context of zones at three levels: (i) fair employment and working conditions for female employees; (ii) equal access to opportunities for professional advancement; and (iii) investment opportunities for female entrepreneurs. The study also examines gender-friendly policies and practices that support these three main goals, which include a wide range of options around laws, regulations, labor policies, gender-sensitive professional development programs, family support mechanisms, women's health programs, and supplier diversity and capacity-building initiatives. This study establishes the business case for investments in women's economic empowerment in SEZs, and identifies good-practice examples of recommended enablers to address this investment opportunity. Enablers are defined as efforts to counteract the negative impact of the obstacles women face in economic participation, and can include policies and programs at the government, zone, and enterprise level. The study provides background, evidence of challenges and success stories, comprehensive recommendations, and a suite of tools and tips to implement the recommendations successfully.