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71.
Twitter,incivility, and presidential communication: A theoretical incursion into spectacle and power
ABSTRACT By approaching civility as an operational logic for democracy, we ask how incivility is a strategy related to power and domination, particularly from the president of the United States. We propose that Twitter is part of an infrastructure of incivility, through which structures and discursive mechanisms contribute to a devaluation of normative democratic discourses. Spectacle provides a theoretical framework to contextualize the forces at play in mediating our relations. Using President Trump’s Twitter use as a case study, we offer four propositions that together formulate a framework for theorizing the strategic use and deployment of incivility as an increasingly legitimate, yet problematic tool for democratic governance. 相似文献
72.
Marie‐ve Daspe Reout Arbel Michelle C. Ramos Lauren A. S. Shapiro Gayla Margolin 《Journal of research on adolescence》2019,29(4):863-878
This study examines whether nonverbal displays of parents’ warmth during an in‐lab conflict discussion mitigate the links between affiliation with deviant peers and risky behaviors. A sample of 107 youth and their parents participated in a study spanning from mid‐adolescence (T1) to late adolescence (T2). At T1, family members discussed a contentious issue, which was coded for parents’ nonverbal warmth. At T1 and T2, youth reported on their friends’ and their own risky behaviors. Fathers’ warmth moderated each prospective association between deviant peers and risky behaviors. Mothers’ warmth did not emerge as a significant moderator. Girls, in particular, benefitted from fathers’ warmth as a buffer in the trajectory from T1 risky behaviors to T2 risky behaviors and deviant peers. 相似文献
73.
Ann Elizabeth Montgomery Sonya Gabrielian Meagan Cusack Erika L. Austin Stefan G. Kertesz Jesse Vazzano 《Journal of Social Distress and the Homeless》2019,28(1):24-33
This study explored how the U.S. Departments of Housing and Urban Development-Veterans Affairs Supportive Housing (HUD-VASH) program applies Housing First principles in the context of ten single-site programs. Focus group discussions with 64 HUD-VASH staff and community partners explored how the programs were influenced by Housing First principles and specific strategies to implement these principles in a single-site setting. Focus group respondents described resourceful ways that the principles of Housing First were implemented in their programs specifically related to (1) housing choice and structure, (2) separation of housing and services, (3) service philosophy, and (4) service array. Several of the Housing First domains cite the importance of integrated housing and the provision of services off-site; it was of particular interest to learn how single-site programs address these issues logistically. Lessons learned from this study include the importance of leveraging the independent yet overlapping tasks of case management and property management to ensure functional – if not geographic – separation of housing and services; maintaining staff on-site to address Veterans’ needs; working with community service organizations to complement the array of service available to residents; and housing single-site programs in mixed-use buildings. 相似文献
74.
Stevie N. Grassetti Julie A. Hubbard Marissa A. Docimo Megan K. Bookhout Lauren E. Swift Michael J. Gawrysiak 《Social Development》2020,29(1):290-302
The current study examined parental advice given to fourth‐ and fifth‐grade preadolescents who imagined being bystanders to different forms of bullying (physical, verbal, property attack, social manipulation, exclusion). We assessed the frequency with which parents advised youth to follow specific intervention strategies (stop the bully, help/comfort the victim, tell adults), and we tested whether the frequency by which parents provided each kind of advice varied by the form of bullying described. One hundred and six fourth‐ and fifth‐grade preadolescents completed an interaction in which their parent gave them advice about how to respond if they were bystanders to five hypothetical bullying situations. Each situation described a different form of bullying. Across forms of bullying, parents most frequently told bystander children to intervene by telling an adult. However, advice differed based on the form of bullying presented. Parents most frequently advised children to “tell an adult” in response to physical bullying or property attacks, most frequently advised children to “help/comfort victims” in response to social exclusion and physical attacks, and most frequently advised children to “stop the bully” in response to verbal and social manipulation bullying. 相似文献
75.
James E. Carr Melissa R. Nosik Sarah A. Lechago Lauren Phillips 《The Analysis of verbal behavior》2015,31(1):3-9
This annotated bibliography summarizes journal articles on verbal behavior published outside of The Analysis of Verbal Behavior, the primary journal for scholarship in this area. Seventeen such articles were published in 2014 and are annotated as a resource for practitioners, researchers, and educators. 相似文献
76.
Discriminatory housing market practices have created and reinforced patterns of racial residential segregation throughout the United States. Such segregation has racist consequences too. Residential segregation increases the concentration of disadvantage for blacks but not whites, creating African-American residential environments that heighten social problems including violence within the black population. At the same time, segregation protects white residential environments from these dire consequences. This hypothesized racially inequitable process is tested for one important type of violence—homicide. We examine race-specific models of lethal violence that distinguish residential segregation from the concentration of disadvantage within racial groups. Data are from the Censuses of Population and Federal Bureau of Investigation's homicide incidence files for U.S. large central cities for 1980 and 1990. Our perspective finds support in the empirical analyses. Segregation has an important effect on black but not white killings, with the impact of segregation on African-American homicides explained by concentrated disadvantage. 相似文献
77.
Although a robust literature has demonstrated a positive relationship between education and socio-economic attainment, the processes through which formal schooling yields enhanced economic and social rewards remain less clear. Employers play a crucial role in explaining the returns to formal schooling yet little is known about how employers, particularly elite employers, use and interpret educational credentials. In this article, I analyze how elite professional service employers use and interpret educational credentials in real-life hiring decisions. I find that educational credentials were the most common criteria employers used to solicit and screen resumes. However, it was not the content of education that elite employers valued but rather its prestige. Contrary to common sociological measures of institutional prestige, employers privileged candidates who possessed a super-elite (e.g., top four) rather than selective university affiliation. They restricted competition to students with elite affiliations and attributed superior abilities to candidates who had been admitted to super-elite institutions, regardless of their actual performance once there. However, a super-elite university affiliation was insufficient on its own. Importing the logic of university admissions, firms performed a strong secondary screen on candidates’ extracurricular accomplishments, favoring high status, resource-intensive activities that resonated with white, upper-middle class culture. I discuss these findings in terms of the changing nature of educational credentialism to suggest that (a) extracurricular activities have become credentials of social and moral character that have monetary conversion value in labor markets and (b) the way employers use and interpret educational credentials contributes to a social closure of elite jobs based on socio-economic status. 相似文献
78.
79.
Abigail L. Montgomery 《Journal of popular culture》2010,43(3):655-657
80.