<p> A renewed attack on welfare requires a new perspective on an age-old question: why do Americans hate welfare? This research considers the findings and implications gathered from previous research on the topic and utilizes the theoretical predictions of group threat theory, the dominant ideology thesis of individualism, as well as investment theory of party competition in order to construct research hypotheses that appropriately addressed this research question. A secondary data analysis was conducted using existing statistics from the National Opinion Research Center&rsquo;s General Social Survey. It was determined that the 1990 General Social Survey dataset best fit the concepts developed in the literature review. This research used racial prejudice, individualism, and political identity indicators to predict anti-welfare spending preferences. It was found that race, political ideology, and individualism were the best predictors of anti-welfare spending preferences. Given the findings of this research, we suggest that if there were better education on the material reality of poverty&mdash;rather than a reliance on the internal reality that we often prefer to assume which allows us to blame the victim&mdash;we will be better equipped to address the structural issues of poverty.</p>

Thesis (Ph. D.)--Washington State University, August 2010. / Title from PDF title page (viewed on July 23, 2010). "Edward R. Murrow College of Communication." Includes bibliographical references (p. 127-130).

No description available.

Thesis (M.A.)--Georgia State University, 2007. / Title from file title page. Jaye Atkinson, committee chair; David Cheshier, Marian Meyers, committee members, Electronic text (105 p.) : digital, PDF file. Description based on contents viewed Dec. 6, 2007. Includes bibliographical references (p. 87-102).

Thesis (M.Ed.)--University of Waikato, 2008. / Title from PDF cover (viewed March 31, 2009) Includes bibliographical references (p. 109-114)

No description available.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Alguns aspectos da sociedade contemporÃnea podem ser analisados a partir da leitura peculiar dimensionada no processo de produÃÃo artÃstica. Dessa forma a arte surge nesse contexto histÃrico influenciada pelo consumismo pela sociedade da comunicaÃÃo e pelos mass media, sendo relacionada ao esteticismo e à espetacularizaÃÃo, reconfigurando-a notadamente na produÃÃo voltada para a televisÃo e para o cinema. A arte à expressÃo da vida e objeto de anÃlise das relaÃÃes sociais e, seus pressupostos, remetem a problemÃtica da estÃtica. Nesse sentido a imagem à expressÃo para a compreensÃo dos fenÃmenos, notadamente no que diz respeito ao cinema e seu desenvolvimento ao longo da histÃria, sua linguagem, tÃcnica e estrutura narrativa. Os filmes de Quentin Tarantino redimensionam esteticamente a problemÃtica da violÃncia. Como arte industrial, referÃncia do sÃculo XX que difundiu estilo de vida e comportamento, o cinema desenvolveu linguagem e estrutura prÃprias, tendo no tratamento estÃtico e tÃcnico uma forma de composiÃÃo de sua narrativa. Os filmes analisados tÃm como caracterÃstica comum a sublimaÃÃo do ornamento e da alegoria mediante a explicitaÃÃo da violÃncia existente em algumas situaÃÃes dramÃticas. / Some aspects of contemporary society can be analyzed from the particular reading scaled in the process of artistic production . Thus the art arises in this historical context influenced by consumerism by society communication and the media , being related to aestheticism and spectacle , especially in reconfiguring the production for television and film . Art is expression of life and the object of analysis of social relations and their assumptions , refer the issue of aesthetics. In this sense the image is an expression to understand the phenomena , notably with regard to the film and its development throughout history , its language , technical and narrative structure . The films of Quentin Tarantino resize aesthetically problematic of violence. As industrial art , reference twentieth century who spread lifestyle and behavior , cinema developed its own language and structure , and the technical and aesthetic treatment a form of composition of his narrative . movies analyzed common feature sublimation ornament and allegory by explicit violence existing in some dramatic situations .

GOMES, Lenildo Monteiro. Um prato que se come frio: a dimensão da violência nos filmes de Quentin Tarantino. 2006. 204f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Sociologia, Fortaleza (CE), 2006. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-01-21T16:08:00Z No. of bitstreams: 1 2006-DIS-LMGOMES.pdf: 1842945 bytes, checksum: d82c432194142acc15f46716fdd99a2f (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-01-21T16:19:44Z (GMT) No. of bitstreams: 1 2006-DIS-LMGOMES.pdf: 1842945 bytes, checksum: d82c432194142acc15f46716fdd99a2f (MD5) / Made available in DSpace on 2014-01-21T16:19:44Z (GMT). No. of bitstreams: 1 2006-DIS-LMGOMES.pdf: 1842945 bytes, checksum: d82c432194142acc15f46716fdd99a2f (MD5) Previous issue date: 2006 / Some aspects of contemporary society can be analyzed from the particular reading scaled in the process of artistic production . Thus the art arises in this historical context influenced by consumerism by society communication and the media , being related to aestheticism and spectacle , especially in reconfiguring the production for television and film . Art is expression of life and the object of analysis of social relations and their assumptions , refer the issue of aesthetics. In this sense the image is an expression to understand the phenomena , notably with regard to the film and its development throughout history , its language , technical and narrative structure . The films of Quentin Tarantino resize aesthetically problematic of violence. As industrial art , reference twentieth century who spread lifestyle and behavior , cinema developed its own language and structure , and the technical and aesthetic treatment a form of composition of his narrative . movies analyzed common feature sublimation ornament and allegory by explicit violence existing in some dramatic situations . / Alguns aspectos da sociedade contemporânea podem ser analisados a partir da leitura peculiar dimensionada no processo de produção artística. Dessa forma a arte surge nesse contexto histórico influenciada pelo consumismo pela sociedade da comunicação e pelos mass media, sendo relacionada ao esteticismo e à espetacularização, reconfigurando-a notadamente na produção voltada para a televisão e para o cinema. A arte é expressão da vida e objeto de análise das relações sociais e, seus pressupostos, remetem a problemática da estética. Nesse sentido a imagem é expressão para a compreensão dos fenômenos, notadamente no que diz respeito ao cinema e seu desenvolvimento ao longo da história, sua linguagem, técnica e estrutura narrativa. Os filmes de Quentin Tarantino redimensionam esteticamente a problemática da violência. Como arte industrial, referência do século XX que difundiu estilo de vida e comportamento, o cinema desenvolveu linguagem e estrutura próprias, tendo no tratamento estético e técnico uma forma de composição de sua narrativa. Os filmes analisados têm como característica comum a sublimação do ornamento e da alegoria mediante a explicitação da violência existente em algumas situações dramáticas.

La forte croissance des Technologies d'Information et de Communication (TIC) constitue un défi, tant pour les études qui portent sur la sociabilité que pour celles qui traitent des usages de ces technologies. Elle oblige en fait à réinterroger des méthodologies et des analyses sociologiques qui se sont jusqu'alors principalement fondées autour de la sociabilité en face-àface. Le travail présenté retrace l'historique des recherches conduites par l'auteur depuis dix ans sur les pratiques de communication outillées par les TIC. Il pose les hypothèses développées autour des liens entre la sociabilité et le téléphone fixe, puis il examine les effets de la popularisation des moyens de contact mobiles et individualisés tels que le téléphone cellulaire sur les pratiques de communication interpersonnelle. Il s'achève avec des questions méthodologiques et un regard sur des recherches plus récentes qui s'efforcent de saisir la sociabilité à travers l'ensemble des contextes et des moyens technologiques de communication largement diffusés ces dernières années. L'articulation entre médias de communication et sociabilités est modifiée par la transformation du paysage technologique actuel. Même s'ils ne les conditionnent ni ne les déterminent, les outils de communication posent les cadres d'interaction dans lesquels sont entretenus les liens sociaux. Les manières de construire, d'administrer et d'alimenter ces liens sont étroitement entrelacées avec l'outillage qui médiatise les contacts. Au même moment, une forte corrélation entre rencontres en face-à-face et appels échangés avec les proches est observée. Ce constat reste d'ailleurs valable pour l'ensemble des nouveaux outils de communication. Les recherches montrent que chaque nouveau service de communication adopté s'inscrit dans l'économie relationnelle globale, en augmentant le nombre des possibilités de tisser le lien. Il n'y a donc pas de substitution entre les différents outils de contact, mais des agencements continuels au fur et à mesure que les nouveaux instruments de communication apparaissent et sont insérés dans la partition qui fait vivre les liens interpersonnels. L'inscription des TIC dans les pratiques sociales est aujourd'hui si forte qu'il devient difficile de pouvoir analyser des interactions, des liens ou des réseaux sociaux, sans prendre en compte les outils techniques qui les épaulent, les orientent et les cadencent. En particulier, le passage vers les outils de communication mobiles et délocalisés, par rapport aux lieux habituels de présence outillée (maison, bureau.), transforme en partie notre accessibilité aux autres. Les nouveaux usages relationnels, lourdement instrumentés en outils de communication, favorisés par le recours aux dispositifs de communication portables, particulièrement adaptés à des enjeux de coordination, s'appuient sur le développement et le recours croissant aux messageries (email, SMS, IM). Même si ces technologies allègent les contraintes de disponibilité que les TIC font peser sur les acteurs en permettant une réponse différée aux sollicitations, la multiplication des échanges médiatisés fait croître la pression d'une nouvelle cadence relationnelle. Cette imbrication du « réel » et du « virtuel » dans la sociabilité de tous les jours risque de produire des formes de contrôle et des manières de gérer sa propre joignabilité inédites et à terme reconstruire les rythmes et les normes relationnels / The impressive growth of Information and Communication Technologies (ICT) in the last decade constitutes a challenge both for social studies on sociability and on ICT usage. It demands to put methodologies and sociological analysis that have mainly been developed for the study of face-to-face interactions into question. The work presented here traces the history of research on communication practices undertaken by the author for more than a decade. The text presents the hypotheses developed about the links between social contacts and telephone usage and then examines the effects of the popularisation of mobile and individual devices such as cell phones on the practices of interpersonal communications. It concludes with a discussion of methodological issues and looks at more recent research that tries to study sociability across all the various contexts and communication technologies that became widely disseminated in recent years. The relationship between communication technologies and sociability has been changed by the current transformation of the technological landscape. Even if the technologies mentioned neither determine nor totally control social action the new communication technologies lay the framework wherein social bonds are created and maintained. Ways to build, manage and nurture those relationships are closely intertwined with the technologies that mediate contacts. At the same time face-to-face contacts and phone calls are often highly correlated. This is also true for the new communication tools. Research undertaken by the author shows that each new communication service has been adopted in a more global relational economy thus increasing the number of opportunities to forge social links. Hence the new communication technologies are not substituting the older ones but a continuous, mutual and stepwise re-adaptation can be observed as new communication technologies arrive and get integrated into the social partition that guides the music of link. Today’s integration of ICTs into social practices seems to be particularly intense so that it becomes doubtful to analyse social interactions, links or networks without taking into account the technologies that provide support, guide and give them their rhythm. In particular, the transition towards mobile and ubiquitous communication technologies can transform our accessibility if we compare with their use at the usual places of technology-supported presence, like the home or the office. The new technology-heavy relational practices are based on the increasing use of text messaging (email, SMS, IM). Even though these technologies reduce the availability constraints inherent to ICTs by allowing a asynchronous response to contact solicitations the proliferation of mediated contacts increases the pressure exercised by a new relational pace. This interweaving of the “real” and the “virtual” in everyday sociability may bring about new forms of individual control and ways to manage individual reachability. In the long run it might reconfigure the relational rhythms and social norms

Le début des années 2000 marque l’émergence des technologies de l’information et de la communication (TIC) et du web 2.0 dans le réseau collégial québécois. Dans la foulée de ce progrès technologique, la présence des TIC a modifié la manière d’apprendre le savoir disciplinaire de l’étudiant, tout en permettant au professeur de repenser sa pédagogie dans le but de la rendre plus interactive. Au départ, la miniaturisation des appareils a été une source d’émulation pour les innovateurs, mais aussi de crainte pour les tenants d’un enseignement traditionnel. Encore aujourd’hui, cette dualité repose sur des convictions professionnelles divergentes à l’égard de ce que devrait être l’enseignement de la philosophie. Cette thèse a pour objectif de démontrer qu’en développant leur sentiment de compétence respectif, le professeur et l’étudiant du profil Tremplin DEC doivent faire un usage éthiquement responsable des technologies de l’information et de la communication pour améliorer l’enseignement de la philosophie au collégial et renouveler du même coup l’apprentissage disciplinaire. À terme, la valorisation de la techno pédagogie permettrait de responsabiliser davantage l’étudiant à l’égard de ses apprentissages et le rendrait plus autonome. En plus d’améliorer les taux de réussite, comme en témoigne notre cueillette de données, la techno pédagogie permettrait au professeur de développer une pédagogie de l’accompagnement mieux ciblée à l’égard des besoins particuliers de l’étudiant du profil Tremplin DEC. Pour parvenir à cette fin, notre thèse est divisée en quatre parties et elle se base sur une approche interdisciplinaire. La première partie porte sur la sociologie de la communication. Nous expliquerons la manière dont les TIC modifient la nature du lien social et la dynamique des interactions entre les usagers. Pour les uns la technologie permettrait une communication plus efficace, mais pour les autres elle encouragerait le durcissement des rapports humains de sorte que prioriser l’efficacité de la communication menacerait la qualité et la pérennité des relations interpersonnelles. Quant à elle, la seconde partie porte sur l’éducation et l’importance pour l’étudiant et le professeur de développer une pratique réflexive conjointe à l’égard de l’apprentissage et de la transmission du savoir disciplinaire. En dépit des difficultés auxquelles l’étudiant du profil Tremplin DEC et le techno pédagogue sont confrontés, ces derniers doivent acquérir une série de compétences communes sans lesquelles l’usage des TIC en classe risquerait d’être futile. Du coup, la nature de la relation pédagogique doit être réévaluée pour maximiser l’innovation techno pédagogique. La troisième partie porte sur l’éthique et l’usage responsable des technologies en situation d’apprentissage. En effet, l’utilisation des TIC par le professeur et l’étudiant doit être une responsabilité partagée et reposer sur des valeurs communes de solidarité et de complémentarité. Ce sont ces deux valeurs qui permettraient d’adapter l’encadrement pédagogique du professeur afin de pouvoir répondre aux besoins spécifiques de l’étudiant. De plus, l’implantation d’une communauté d’apprentissage professionnelle optimiserait l’engagement du professeur et la participation de l’étudiant dans sa réussite académique. Finalement, nous proposerons une série de recommandations visant à améliorer l’enseignement de la philosophie. Celles-ci ont pour but d’inculquer une culture du changement qui, selon nous, serait à la fois profitable pour l’ensemble du réseau collégial et constructive pour le développement de stratégies numériques en philosophie. / Abstract : The turn of the century brought with it an emergence of information and communications technologies (ICT) and web 2.0 to the Quebec junior college network. In the wake of this technological progress, the presence of ICT changed (transformed) the way students learned about discipline-related content while allowing the teachers to redefine their pedagogical methods that would make courses more interactive. At the outset, the miniaturisation of these tools was a source of emulation for the developers as well as a cause of concern for the tenants of traditional teaching methods. Even today, this duality has led to diverging professional convictions with regards to how we should teach philosophy. The goal of this thesis is to show that in developing a feeling of mutual competency, students and teachers of the Springboard to a DCS pathway must engage in an ethically responsible usage of information and communications technologies. This will improve teaching methods of philosophy, which will lead to renewed discipline-related learning. Over time, the validation of electronic pedagogy (e-pedagogy) will allow students to cultivate a sense of responsibility with regards to their learning and make them more autonomous. In addition to increasing the passing rate, as shown by our data, e-pedagogy permits the teacher to develop a more targeted approach to accompany the particular needs of students in the Springboard to a DCS pathway. Our thesis is broken into four parts and is based on an interdisciplinary approach. The first part deals with the sociology of communication. We will explain how ICT have changed the nature of socialization and the dynamics of user interactions. For some, technological tools allow for a more efficient communication, whereas others feel that these tools encourage a breakdown of human relationships because in prioritizing communication efficiency, we risk harming the quality and longevity of interpersonal relationships. The second part focuses on education and the importance for students and teachers to develop a shared reflective practice with regards to learning and transmitting discipline-related content. Despite the difficulties faced by students in the Springboard to DSC pathway and their instructor, all of the actors must acquire a series of common competencies, without which the use of ICT would be futile. That means that the nature of the pedagogical relationship must be re-evaluated to allow to increased e-pedagogy innovation. The third part deals with ethically responsible usage of ICT in learning situations. Indeed, in using ICT, instructors and students must assure a shared responsibility and consider common values of solidarity and complementarity. These two values are necessary for teachers to be able to adapt academic supervision in order to answer specific student needs. Furthermore, a professional learning community would optimize teacher commitment thereby increasing a student’s efforts in his or her academic success. Finally, we will propose a series of recommendations to improve the teaching of philosophy. The purpose is to bring about a culture of change which, in our opinion, would be beneficial for the entire college network and constructive for the development of e-pedagogical strategies in philosophy.